HUMAN RESOURCE AUDIT AND IT S IMPLICATIONS ON … · · 2016-07-28ORGANISATIONS IMPLEMENTED HUMAN RESOURCE AUDIT INFOSYS In the financial year 1995-96, Infosys Technologies (Infosys)

Volume 4, Number 2, April – June’ 2015

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HUMAN RESOURCE AUDIT AND IT’S IMPLICATIONS ON

ORGANIZATIONAL EFFICIENCY: AN EXPLORATORY STUDY

Dr. Usha Devi N.1

ABSTRACT

In this study, an effort is made to explore the implications of HR Audit on organizational efficiency and from the ground

research, it was found that there is High confusions and friction in values and approach. Therefore, HR practitioners need to

strengthen their partnership and credibility with their stakeholders by involving them in policymaking and communicating

constantly.

KEYWORDS

Human Resource Audit (HRA), Organizational Efficiency (OE) etc.

THEORETICAL BACKGROUND

Human Resource effectiveness tools such as HR audit are concerned with the examination and evaluation of the policies,

procedures and practices with reference to the human resource of the organization. It is a periodic review to measure the

efficiency and effectiveness of Human Resource Management. Although there is no legal obligation to conduct HR Audit, it is

considered important for improving the performance of human resource, controlling the cost of labour and meeting the challenges

of the trade union. It is clear that study in the HR Audit sector is very limited. Therefore, it is necessary to find out the

organizations that have HR Audit practices and study the perception of the employees about the practices of HR Audit.

Today the Human Resource department is playing its role towards organization as well as towards the society in which it operates.

For fulfilling these multidimensional responsibilities, it is necessary to evaluate the performance of Human Resource department

at regular intervals for measuring its effectiveness and efficiency for achieving the goals of organization. This evaluation of HR

department and its practices is done through the process of HR Audit, which tells the organization about its present standing and

condition.

HR audit is conducted in the organization to review and assess the quality of human resource practices and policies. The team of

HR audit consists of HR experts and consultants evaluate the activities of HR department in terms of effectiveness and efficiency.

They appraise the role of HR department in achieving the strategy of the organization through this audit. The major quantifiable

deliverables of HR audit are satisfaction of employees regarding the HR practices and policies, minimize the regulatory fines and

law suits, increase in efficiency and effectiveness, clarity and understanding of employees regarding the HR functions and

procedures, low turn-over rate and high retention of best employees.

A good number of CEO’s saw a hope in HR for most of their problems, issues and challenges. It is estimated that on an average,

establishing a new HR department with a small size of about five professionally trained staff costs about two million rupees per

annum in terms of salaries, another ten million in terms of budget (e.g., training budget, travel etc.) and probably about five to ten

times the amount in terms of managerial time costs and opportunity costs. This is because HR systems are people-intensive and

require a lot of managerial time.

In spite of these investments in a number of corporations, there is a widespread feeling that HR has not lived up to the

expectations of either the top management or the line managers. There are also examples of corporations where HR has taken the

driver’s seat and has given many benefits. In today’s competitive world, ‘people’ or employees can give a good degree of

competitive advantage to the company. To get the best out of the HR functions, there should be a good alignment of the function-

its strategies, structure systems, and styles – with business goals (e.g., financial and customer parameters). It should be aligned

with both the short-term goals and long-term strategies. If it is not aligned, the HR function can become a big liability to

corporations and they will have no alternative but to close their HR departments. Besides this alignment, the skills and styles of

the HR staff, line managers and top management should be in synergy with the HR goals and strategies. HR audit is an attempt to

assess these alignments and ensure that they take place.

HR audit is a comprehensive evaluation of the current HR strategies structure, systems, styles and skills in the context of the short

and long-term business plans of a company. It attempts to find out the future HR needs of the company after current HR activities

and inputs. In India, a methodology for auditing the HR function called HR audit, is implemented in many companies.

1Associate Professor, Department of Commerce, MLA First Grade College for Women, Karnataka, [email protected]

mailto:[email protected]





NEED FOR THE STUDY

The main purpose of this paper is to evaluate the performance of HR department of chosen organization by appraising its practices

through HR audit and to find out the role of HR department in achieving the overall objectives of business. Florkowski, Gary W.,

Schuler, Randall S. (2004), explicates Human Resource Audit as a measure to take snapshot of the HR department’s current

performance for further improvement in its systems and procedures for enhancing the efficiency and effectiveness of the

organization in general. Therefore, this paper analyzes the performance of HR department of chosen organization by assessing its

practices and policies and the role of this department in the overall growth of the organization.

MEANING OF HR AUDIT

HR auditing is a basic tool for the management of a company. Its objective is not only the control and quantifying of results, but

also the adoption of a wider perspective that will aid in defining future lines of action in the HRM field. Thus, HR auditing must

perform two basic functions [Brown, M. G. 2012]. First, it must be a management information system whose feedback provides

information about the situation in order to facilitate the development of managing processes or the development of HR. On the

other hand, it must be a way of controlling and evaluating the policies that are being applied, as well as the established processes.

HR audit is a comprehensive evaluation of the current HR systems and strategies, structure and competencies, culture, and impact

in the context of the short and long-term business plans of a company. It starts with the long-term and short-term plans of the

company and attempts to assess the competency requirements of employees to achieve these plans. In the context of these

competency requirements, an attempt is made to assess:

HR Competencies: HR audit attempts to assess the competence of various personnel through knowledge testing

attitude and values testing, 360 degrees assessment, HR function assessment, and assessment centers. This covers the

competency levels of the HR department, line managers, top management, union representatives, and the HR staff. It

also covers the professional preparation of the HR managers and the competency levels of the HR department as a

whole. The audit, therefore, helps discover the areas of strength as well as the development areas, thereby strengthening

the HR effectiveness in the organization.

HR Structure: While appropriate structure is required to manage the function given the importance and complexity,

common occurrence is indiscriminate expansion of the system due to lack of review and streamlining. The audit

attempts to evaluate the appropriateness of the structure, value addition in terms of competencies and role performed,

and the extent of support to the business strategy. HR structure is very vital to the organization and deals with task

structure, role relationship, manpower, competence, infrastructure facilities, and organizational processes. The HR audit

attempts to highlight the status, strengths, weakness, cost-effectiveness, and others vital elements of the HR structure,

and aligns it in accordance with the business goals of the organization.

HR Styles: The effectiveness of various HR systems and the extent to which they are likely to get the desired results

depend upon the style of the top management. Any HR audit has to take into consideration the styles of the top

management and whether or not they are congruent with the HR philosophy. Indian managers have been found to

exhibit three styles: benevolent, critical, and development. While the developmental style is most congruent with HR

philosophy, other styles may have to be used occasionally depending on the situation, person and nature of issue. While

a developmental and empowering philosophy should constitute the core of the styles, effective use of the other style

may be needed to run the system or its subsystems.

HR Culture and Values: The HR audit also attempts to study the extent to which the organization has OCTAPACE

values and culture, that is, a culture that fosters Openness, Collaboration, Trust, Authenticity, Pro-action, Autonomy,

Confrontation, and Experimentation. Only an enlightened top management can build such a culture and hence the audit

takes into consideration the styles of the top management and whether they are congruent with the HR philosophy or

not. In case of the lack of congruence, the audit should indicate the current dominant styles used by most managers and

their impact on the employees.

Therefore, practice of HR audit for improving the organizational efficiency has become need of the hour.

ORGANISATIONS IMPLEMENTED HUMAN RESOURCE AUDIT

INFOSYS

In the financial year 1995-96, Infosys Technologies (Infosys) became the first software company to value its human resources in

India. The company used the Lev & Schwartz Model (Refer Exhibit I) and valued its human resources assets at Rs 1.86 billion.

Infosys had always given utmost importance to the role of employees in contributing to the company's success. Analysts felt that

human resources accounting (HRA) was a step further in Infosys' focus on its employees. Narayana Murthy (Murthy), the then





chair and managing director of Infosys, said: "Comparing this figure over the years will tell us whether the value of our human

resources is appreciating or not. For a knowledge intensive company like ours, that is vital information."

TVRLS: Leading HR Audit Consultant in India

TVRLS is one of the renowned companies known for its HR Audit services. Dr. T.V. Rao (Ex. Professor IIM-Ahmedabad & a

pioneer in the area of HRD/OB & OD) set up TVRLS in Ahmedabad in April 1996. TVRLS as a unique behaviour system

company extends its services to the corporate/organizations/social & educational institutions to help them realize their business

objectives through building competency of organizational associates. Over the past 13 years, 600 organizations & 30000

individuals have benefited by having gone through workshops/consultations/management development programs/ feedback/

coaching/ counselling sessions & conferences.

BMW Group

BMW is an internationally renowned manufacturer of prestigious cars; the company is recognized around the world. The BMW

Group manufactures automobiles and motorcycles, with a strong emphasis on outstanding quality for its three premium brands:

BMW, Rolls-Royce and MINI. The company was established in Germany in 1916. It has a presence in over 160 countries, with

21 manufacturing plants on four continents and global headquarters in Munich, Germany. It employs over 100,000 people

worldwide, 9,000 of them in the UK.

The function audit centers on "observing if the procedures applied are the adequate ones and if they function correctly. That is,

checking to see if the relationship between objectives and procedures is a satisfactory one and if this has been achieved in the most

cost effective manner.

HR audit is to study and analyze each one of the specific areas of HRM. The analysis should center on the planned measures, the

method of implementation, and the results obtained. In order to carry this out, the areas that are to be studied must first be

identified. Afterwards, a list of the indicators that will serve to analyze each of them must be made.

The qualifications, motivation and creativity of its employees are decisive for the BMW Group’s success. The almost 106,000

employees worldwide work in an environment that is defined by trust, esteem, mutual understanding, performance and reward.

The corporate culture that has evolved over the years is the reason for the employees’ great dedication and their strong

identification with the BMW Group. This is supported by the good cooperation between company management and works

council. Uniform human resources and social policy guidelines apply for all employees worldwide. The objective of the

Company’s value-oriented and values-based human resources policy is to constantly promote and develop its employees. Personal

development opportunities along with flexible work time arrangements make the BMW Group a successful, attractive employer

who is able to cope with social challenges, such as demographic change.

Companies assume responsibility for their economic success as well as for the environment and society. For only companies that

take account of the interests of people and the needs of the environment, i.e. that operate sustainably, can achieve long-term

economic success. For the BMW Group, sustainability management means using resources efficiently and sparingly, recognizing

and minimizing risks, acting in a socially responsible way and thus enhancing the Company’s reputation. In doing so, both the

management and employees constantly strive to improve on their achievements. Since sustainable actions provide the basis for

viable development, the BMW Group takes this responsibility.

Company knows how to deploy its strengths with an efficiency that is unmatched in the automotive industry. From research and

development to sales and marketing, BMW Group is committed to the very highest in quality for all its products and services. The

company’s phenomenal success is proof of this strategy’s correctness.

Cement Corporation of India

The corporation recognizes that human resources are of vital importance and significance to an enterprise and constitute a primary

segment of the total resources held. The CCI “gives utmost attention and priority to maintain the human assets in fettle”. The

concern has made good progress in the management of human resources. “In the absence of a clear-cut, well defined and

universally accepted model for evaluation of the economic worth of human assets of a company, an attempt has been made to

assess the same, by working out the present value of the anticipated future earnings of the employees, taking into account the

present pay scales and the promotion policies being followed.

Bharat Heavy Electricals Limited

BHEL recognizes that “in any organization, the value of its employees cannot be over-emphasized”. It has been valuing and

reporting human assets for the past 13 years. It has recorded impressive progress on this front. The human assets valuation is

carried out by following the Lev and Schwartz [5] model with the following assumptions:

Present pattern in employee compensation including direct and indirect benefits including the effect of wage revision;

Normal career growth as per the present policies, with vacancies filled from the level immediately below;

Weight age for changes in efficiency due to age, experience and skills;





Application of a discount factor of 12 per cent per annum on the future earnings to arrive at the present value.

Ground Research

Author had informal interaction with ten HR practitioners and their perception about HR audit is mentioned below:

Lack of understanding and appreciation of the top management about the significance of HR audit and its linkages to

business, because of the following factors:

Top management was not happy with quality of the recruitment process and the candidates selected.

Career planning and Succession planning are not given the much needed attention

Induction programs were not well structured and properly aligned with the business objectives.

Training needs are not identified and implemented

The objectives of the performance appraisal system was not clearly stated, hence its implementation varied

from person to person.

Lack of competent HR staff and no effort is put to train HR staff in order to enhance their competencies.

High confusions and friction in values and approach

The HR practices are well aligned with the needs of the organization and supportive in achieving the goals of the

organization, which is shown by the company’s growth trend in terms of profit and the company as a whole. The

turnover rate of the HR, finance and marketing departments is very low and equal to 1% whereas other departments

have high turnover which is 10-20% due to the project based nature of the company. The company is on the way of

achieving its business strategy with the help of HR practices and policies.

SCHEME OF SUGGESTIONS

HR practitioners recommended the following actions to be taken to make the practice of HR audit effective:

HR managers need to recognize stakeholder’s expectations and understand the overall business and strategic context of

their function. As the expectations from HR function are changing, they are expected to perform more value-adding

functions and activities.

HR functions should focus on intellectual capital generation activities, and at the same time ensure a good return on

investment (ROI) on training and other interventions rather than merely facilitating in-house training activities.

HR practitioners need to equip themselves with the capacity and competencies needed to build the HR function as a

hands-on, proactive strategic partner with practical contributions to organizational goals and performance effectiveness.

HR practitioners need to strengthen their partnership and credibility with their stakeholders by involving them in

policymaking and communicating constantly.

A potential appraisal system should also be introduced.

Briefing sessions should be held by the HOD to ensure that the employees take the program seriously and make good

use of the opportunity.

IMPLICATIONS OF STUDY

The concept of HRA was not new in India. HRA was pioneered by public sector companies like Bharat Heavy Electronics Ltd.

(BHEL) and Steel Authority of India Ltd. (SAIL) way back in the 1970s. However, the concept did not gain much popularity and

acceptance during that time.

HRA enabled companies to understand whether the skill sets of their human capital was appreciating or not. R. Krishnaswamy, an

actuarial accountant, said, "The value can be used internally by an organization to make comparisons from unit to unit, from year

to year, as well as within its industry."

The benefits of adopting HRA were manifold. It helps an organization to take managerial decisions based on the availability and

the necessity of human resources. When the human resources were quantified, it gives the investors and other client’s true insights

into the organization and it is potential. Proper valuation of human resources helps organizations to eliminate the negative effects

of redundant labor.

In order to develop HR into its proper undertaking that of strategic business partner-it becomes important for organizations to

evaluate their components of HR in terms of alignment with business strategy and needs, and use this perspective to enhance and

further strengthen HR. This evaluation is what the HRC audit attempts to do.





REFERENCES

1. Arthur, Jeffrey. (2004). Effects of Human Resource Systems on Manufacturing Performance and Turnover. Academy of

Management Journal, 37(4), 670-687.

2. Arthur, Jeffrey. (2000). Industrial Relations and Business Strategies in American Steel Minimills (Unpublished

Doctoral Dissertation). Cornell University.

3. Arthur, Jeffrey. (2002). The Link between Business Strategy and Industrial Relations Systems in American Steel

Minimills. Industrial and Labor Relations Review, 45(4), 88-506.

4. Brown, M. G. (2012). Human Capitals Measure for Measure. The Journal for Quality & Participation, 22(5), 28-31.

5. Dolenko, M. (2000). Auditing human resources management. Altamonte Springs, pp. 12. Florida: The Institute of

Internal Auditors Research Foundation.

6. Curtice, Joan. (2014). The HR audit for legal compliance and safe business practices. Employment Relations Today, 31,

2; ABI/INFORM Global, pp. 55.

7. Florkowski, Gary W., Schuler, & Randall, S. (2004). Auditing Human Resource Management in the Global

Environment. The International Journal of Human Resource Management, 5, 118-121.

8. Khandhwalla, Pradip N. (2012). Organizational Designs for Excellence. New Delhi: Tata McGraw–Hill.

9. Kaplan, R. S., & D., P. Nortan. (2013). The Balance Score Card. Boston, MA: Harvard Business School press.

10. Jomon, M. G. (2000). The Effectiveness of HRD Audit as an OD Intervention. Jamshedpur: XLRI.

11. Parrek, Udai, & T., V. Rao. (1992). HRD Audit of Indo-Gulf Fertilizers (Unpublished Thesis).

12. Udai, & T., V. Rao. (1994). HRD Audit Questionnaire. Ahmadabad: AHRD.

*****

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NEW EDUCATION POLICY & IT’S TRANSFORMATION IN INDIAN EDUCATION

Dr. Rajkumar M. Kolhe2

ABSTRACT

In September 2015, member states of the United Nations adopted the 17 Sustainable Development Goals (SDGs) as the basic

framework for improving the well-being of the planet's citizens. SDG4 proposes equal and inclusive education for all. It is an

ambitious goal, and its success is closely linked to the effective implementation of SDG16, which focuses on the promotion of

peaceful and inclusive societies and most relevantly, on building effective and accountable institutions at all levels. For these

goals to be realized, it is critical that all stakeholders, in particular, the students be made part of the process right from the

start.

INTRODUCTION

The desire to be a change-maker resonated deeply across the youth of the

nation, as our researchers discovered. To ensure that we solicited inputs from a

representative sample of India's youth, UNESCO MGIEP's research team met

with stakeholders from diverse fields, regions, and backgrounds with a focus on

higher education. While the online survey administered reached 6,017 young

people from every state, our team conducted 34 focus groups across five

regions of India involving 331 young people from a range of rural, semi-urban,

and urban centers.

Youth are concerned over teaching methods, infrastructure and attention from faculty members

As a majority of our programmes is centered on the youth - ages between 18 and 28 - and there seems to be a dearth in the

available research on higher education, particularly in this region, we felt that by focusing on this area of the NEP, we would be

able to make the most effective contribution. Fortunately, the decision to do so was met with enthusiasm from the participants of

the study, cutting across regional disparities. Whether it be in the form of speaking for longer than stipulated times at focus groups

or drafting notes beforehand for the sessions, the respondents displayed eagerness to be part of the exercise and explained how

vital it was their voices be heard. The story of a young woman from a village in the south is a case in point. Her biggest challenge

had been to fight for her right to attend college like her peers, but once she had enrolled, she realized her own potential to affect

change on a wider scale.

"I want to change the system itself; it is common opinion in society that women should be homemakers and protect their husband,

children… I want to change the system, that's why I want to educate myself," she said with determination.

Although almost all students unequivocally spoke of the positive impact of their decision to pursue higher education, they were

also quick to express their concerns over issues related to teaching methods, inclusion, infrastructure, and attention from faculty

members. Most were of the opinion that the voice of the students should be solicited by means of well-structured feedback

mechanisms. This, they felt, could be effective in addressing sensitive issues related to corruption, harassment, as well as

dissatisfaction with teaching quality.

To make the study more inclusive, UNESCO MGIEP held special focus groups with gender and sexual minorities, students with

disabilities, and students from rural areas and the northeast. This helped address the issues related to the marginalized groups

highlighted by the MHRD. A heart-warming pattern noticed across such sessions was that of students from outside of these

groups expressing solidarity with their peers. In addition, they took their demands for inclusivity a step further by highlighting the

acute need of infrastructure to support inclusion. While young female students raised safety concerns by demanding secure

facilities, visually impaired students pointed out the lack of accessible signboards and physically challenged students made a

strong case for ramps at the educational institutes.

Here too, students from the communities themselves did not always raise these concerns; an observation that reveals how much

importance students place on inclusive and diverse education systems.

Generally, students envision their learning institutes to be spaces conducive to exploration, free dialogue and development of

values and ethics. They want stronger support systems, fairer mechanisms for obtaining their rights, and more opportunities to

engage with faculty members on a personal level. Over 52 per cent of youths surveyed felt that the authorities did not hear their

2Founder President, Jahnvis Multi Fonundation, Vande Mataram Degree College of Arts, Commerce and Science, Kopar, Old

Dombivli-West, India, [email protected]






suggestions for change. In addition, a more sobering result that highlights an urgent need for attention is that 60 per cent of

students felt that no action would be taken even if they were given the chance to submit their concerns and grievances. The fact

that over 6,000 students took a survey, which required over 20 minutes of their time, clearly suggests that higher education is

something India's youth value and care about deeply. This reaffirms our belief that as a nation, the authorities owe it to them to

create thoughtful, meaningful, positive interventions to improve colleges and universities.

On Good Governance Day, UNESCO MGIEP congratulates the MHRD for its bottom-up approach of inviting feedback for the

revision of the New Education Policy. We are convinced that the Indian higher education system has the potential to continue to

reach out to young people in deeper and more meaningful ways.

The full report and the executive summary will be released at MGIEP's Talking across Generations (TAG 2106) event on

February 15, 2016 at the India Habitat Centre, New Delhi. (Note: Dr. Mathangi Subramanian, Gauri Khanduja, Deepika Joon

and Piyali Sarkar, all of whom are staff members at UNESCO MGIEP conducted this study. The author would also like to thank

Joint Secretary, Mr Rakesh Ranjan and Officer on Special Duty, Dr Shakila Shamsu, for their ongoing support.)

RECENT DEVELOPMENTS

From National to Super-National Policies

Until the early 1990s, structural higher education policies and trends were clearly national policies and developments.

International comparison was a powerful tool for understanding the national developments and for setting a framework in the

search for improvement, but different decisions was made within individual countries reflecting international views of the best

options, varied policy preferences as well as national contexts. The Sorbonne Declaration of 1998 and the Bologna Declaration of

1999 were visible starting points for supra-national action to make the patterns of the national higher education systems more

quite similar across Europe.

The Bologna Declaration seems to be based on the convictions that:

Higher education systems in Europe will move quickly toward quite similar patterns,

Levels of higher education programmes will be the clearly dominating structural characteristic of higher education as

compared to types of higher education institutions and programmes, ranks and profiles, etc.,

Structures of the higher education systems have an enormous impact on all key features of higher education.

At half time between the start of this policy and its declared target of implementation, i.e. the European Higher Education Area to

be realized in 2010, it is not easy to predict the extent to which these convictions eventually will be confirmed or challenged. We

note that the Bologna Process has triggered off enormous activities for higher education reforms and substantial efforts are

undertaken for structural reforms in terms of a convergent model. However, we note as well that:

The ideal of a quite similar structure seems to be watered down in the process of implementation,

Structural dimensions others than levels of programmes and degrees do not lose as much importance as one might have

suggested. For example, implementation of the Bologna Process goes specific routes in countries with several types of

higher education institutions. For other reasons, increasing attention is paid to ranking and profiles of individual higher

education institutions or their sub-units,

The reform “list” of Bologna Process broadens continuously – possibly one does not trust anymore the direct impact of

the structures as such but wants to implement convergent structures within a broad range of diverse higher education

reforms.

The results of the Bologna Process cannot predicted as well because many factors come into play which were not so clearly

visible at the beginning and which cannot be viewed as consistently supporting common European policies in tune with the

Bologna Declaration.

The Growing Complexity of Underlying Forces

From the 1950s to the 1990s structural developments and policies of national higher education systems in the economically

advanced countries were analysed in most cases by referring to a limited set of factors: growth of student enrolment, diversity of

talents and motives, the changing graduate labour market, compatibilities and tensions between the teaching and learning function

and the research function of higher education, and finally institutional policies between imitation and search for unique solutions

were referred to most frequently.

Certainly the following factors deserve special attention for explaining the current developments:

International cooperation and mobility,

Globalisation in terms of blurring the borders of national systems and increasing world-wide interconnectedness,





New media,

The new steering and management system in higher education, and

Knowledge society (pressures for relevance, new patterns of competences).

In the framework of the UNESCO Forum on Higher Education, Research and Knowledge, experts from the Europe and North

America analysed recent structural developments on higher education, thereby paying attention to key forces reflected in

structural policies and actual structural developments. These analyses clearly indicate a growing complexity of the major

underlying forces. The role these five forces named above, finally, will be outlined briefly.

International Cooperation and Mobility

A structural convergence of national higher education systems is advocated in the Bologna Declaration of 1999, primarily for the

two purposes of:

Enhancing the attractiveness of higher education in – continental – European countries for students from other parts of

the world through the introduction of a stage system of programmes and degrees, and

Facilitating mobility of students within Europe.

The former aim calls for improved transparency, but is neutral as far as the extent of diversity within national higher education

system is concerned. The latter aim, however, implies that quality differences between higher education institutions in kept within

bounds. Because, mobility within Europe can be facilitated through convergent structures only, if trust is justified that the quality

of teaching and learning is similar at a stage of study across Europe. This indicates that opportunities for the recognition of study

abroad are not determined completely anymore by the overall composition of national trends and policies. Rather, national

policies are to certain extent shaped by common policies of various countries to stimulate student mobility by facilitating

recognition of study abroad.

Globalisation

In recent years, the term “globalisation” surpassed the “internationalisation” in the frequency employed in economically advanced

countries in characterizing cross-national changes of both contexts of higher education and higher education systems themselves.

The term “globalisation” suggests that increasing border-cross activities in higher education take along a blurring of borders,

while “internationalisation” is based on the assumption that national systems continue to play a role in the process of increasing

border-crossing activities. Moreover, the term “globalisation” is often put forward when claims are made that higher education is

bound to be more strongly affected by world-wide economic developments as well as by suggestions that the individual higher

education institutions, notably those wishing to place themselves in the first league of reputational hierarchy, have to compete

globally. “Globalisation” concepts of this type suggest that relatively steep vertical diversification of higher education is desirable

without advocating certain formal dimensions of vertical diversity and without taking a clear position whether vertical diversity is

accompanied by horizontal diversity. Often, pre-stabilized harmony seems to be too taken granted between quality and relevance

in the elite sector of higher education in the 21st century.

New Media

New technologies obviously to a closer world-wide interconnectedness of higher education. Most obviously, academic

information is more easily and more rapidly spread across the world. Undoubtedly, reinforcements of existing reputational

hierarchies are often the initial visible result of the spread of use of new media. However, there are reasons to assume that the new

technologies and media do not necessarily strengthen steep vertical diversification of higher education.

First, rapid spread of information might challenge the traditional rationales of physical concentration of excellence. Elite

universities and centres of excellences might be substituted by “network of excellence” across institutions.

Second, diversity within higher education might be less steep, if all institution have almost equal opportunity as far as access to

top quality information is concerned.

For example, high-quality teaching and learning might be more easily realized without being directly embedded in high-quality

research.

NEW STEERING AND MANAGEMENT SYSTEMS

New mechanisms of steering and management might have substantial impact on the structures of the higher education system.

Obviously, higher education in Europe in increasingly shaped by mechanisms of incentives and sanctions.

It is generally assumed that these mechanisms help increase the efficiency of higher education. The most ardent advocates of these

new mechanisms often claim that both an increasing vertical and horizontal diversification is the most likely results of growing

competition for success. But this is by no means the only possible result.





For example, institutions and academics neither trusting their top position nor resigning at the bottom might be most strongly

challenged, thus leading to a smaller gab between the previous top and the previous middle-level institutions. Competition might

reinforce imitation drifts rather than stimulating diversity.

A strong emphasis placed on rewards and sanction might undermine intrinsic motivation; a strong managerial emphasis in higher

education might to substantial tensions between management and academia; both might elicit uncontrolled changes of the higher

education system a whole. The increasing power of evaluation and accreditation mechanisms does not necessarily reinforce

horizontal diversity. Our current knowledge base is shaky as far as the impact of new steering and managements systems on the

structure of the higher education systems are concerned.

CHANGING STRUCTURES ON THE WAY TOWARDS THE KNOWLEDGE SOCIETY

Most experts agree that the concept of “knowledge society” is one of most appropriate future scenario of society when considering

the challenges higher education is facing and the opportunities ahead. Consensus prevails that knowledge will determine

economic growth and societal well-being to a growing extent. A close glance at the public debates and the expert literature

suggests that “knowledge society” is not concept suitable to predict the future structure of higher education systems. On the one

hand, we observe elitist notions of “knowledge society”: the intellectual elite will determine the development of the knowledge

society, and those who succeed in breeding and attracting the highest academic talents will be the rulers of the knowledge society.

On the other hand, we note egalitarian nations of “knowledge society”: it will depend on large numbers of individual with in-

depth knowledge and understanding able to take decisions decent rally.

GROWING COMPLEXITY OF UNDERLYING FORCES, DECREASING PREDICTABILITY OF RESULTS

As long as we assumed that a limited number of underlying forces determine the structural development of higher education, we

were in the position to develop relatively bold concepts about the causes and the consequences of certain patterns of the higher

education systems. The more we become aware of a growing complexity of underlying forces, the less we can trust in simple

concepts of causes and effects. We need more in-depth analysis in order to gain evidence of the role these underlying forces

actually play. The current vivid process of higher education reforms has reinforced high hopes and substantial controversies as

regards desirable and actual structural developments of higher education. We are just at beginning of a search for evidence.

CONCLUSION

The government of India is ahead of the curve. The

ministry of human resources and development

(MHRD) initiated the New Education Policy (NEP)

at the beginning of 2015 and unlike previous such

exercises, a bottom-up approach were formulated. A

combination of an online portal supported by on-site

focus discussions was implemented in an attempt to

reach out to as many stakeholders as possible.

The UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) provided support to the

MHRD through a dedicated reaching-out programme to the youth of India. The results offer revealing insights into how the

country's youth view education and their suggestions to improve it.

REFERENCES

1. Gaudino, Robert L. (1965). The Indian University. Bombay: Popular Prakashan.

2. Government of India. Department of Education. Retrieved from http://www.education.nic.in/.

3. (2001, March 17). Home away from home: Elite residential schools. India Tribune, 42, 24-25.

4. Joshi, Murli, M. (1998, October). Higher Education in India: Vision and Action. In UNESCO World Conference on

Higher Education in the Twenty-First Century, Paris. Retrieved from

http://www.education.nic.in/htmlweb/unhighedu.htm/.

5. Sharma, Neerja. (1997). Evaluating Children in Primary Education. New Delhi: Discovery Publishing House.

6. Tiwari, Satish (ed.). (2000). Education: Development and Planning. Encyclopedia of Indian Government Series. New

Delhi: Anmol Publications.

*****

http://www.education.nic.in/

http://www.education.nic.in/htmlweb/unhighedu.htm/





EDUCATION POLICY: 20th & 21st CENTURY

Dr. Rajkumar M. Kolhe3

ABSTRACT

The higher education system in India at present is at a transition stage. A stage where changes have taken place for good and

more transformations in thoughts and processes are desired. Higher education system in any nation today seeks a relook. The

world is being slowly but steadily turned into a global village. Synchronization and harmony among the global universities

across the globe can create sync throughout, wherein the nurturing of the young minds may be accustomed to the changes

desired. Another aspect, which is very important today, is the concept of blended learning. It is just the next step to the

previous idea of creating a harmonization of higher education across the globe. Students from all over the world will be

benefitted from the expertise of the renowned academicians. The harmony may create a balance in learning and research

thereafter.

INTRODUCTION

The National Policy on Education was framed in 1986 and modified in

1992. Since then several changes have taken place that calls for a

revision of the Policy. The Government of India would like to bring out a

National Education Policy to meet the changing dynamics of the

population’s requirement about quality education, innovation and

research, aiming to make India a knowledge superpower by equipping its

students with the necessary skills and knowledge and to eliminate the

shortage of manpower in science, technology, academics and industry.

For the first time, the Government of India is embarking on a time-bound

grassroots consultative process, which will enable the Ministry of HRD

to reach out to individuals across the country through over 2.75 lakh

direct consultations while also taking input from citizens online.

We encourage citizens to actively participate in the discussions to influence the New Education Policy.

HIGHER EDUCATION IN INDIA

India's higher education system is the third largest in the world, next to the United States and China. The main governing body at

the tertiary level is the University Grants Commission, which enforces its standards, advises the government, and helps coordinate

between the centre and the state. Accreditation for higher learning is overseen by 12 autonomous institutions established by

the University Grants Commission.

Indian higher education system has expanded at a fast pace by adding nearly 20,000 colleges and more than 8 million students in a

decade from 2000-01 to 2010-11. As of 2011, India has 42 central universities, 275 state universities, 130deemed universities,

90 private universities, 5 institutions established and functioning under the State Act, and 33 Institutes of National Importance.

Other institutions include 33,000 colleges as Government Degree Colleges and Private Degree Colleges, including 1800 exclusive

women's colleges, functioning under these universities and institutions as reported by the UGC in 2012. The emphasis in the

tertiary level of education lies on science and technology. Indian educational institutions by 2004 consisted of a large number of

3Founder President, Jahnvis Multi Fonundation, Vande Mataram Degree College of Arts, Commerce and Science, Kopar, Old

Dombivli-West, India, [email protected]

https://en.wikipedia.org/wiki/Higher_education_in_the_United_States

https://en.wikipedia.org/wiki/Higher_education_in_China

https://en.wikipedia.org/wiki/Tertiary_education

https://en.wikipedia.org/wiki/University_Grants_Commission_(India)

https://en.wikipedia.org/wiki/University_Grants_Commission_(India)

https://en.wikipedia.org/wiki/Central_university,_India

https://en.wikipedia.org/wiki/State_university_(India)

https://en.wikipedia.org/wiki/Deemed_university

https://en.wikipedia.org/wiki/Private_university_(India)

https://en.wikipedia.org/wiki/Institutes_of_National_Importance

https://en.wikipedia.org/wiki/Government_Degree_Colleges,_India






technology institutes. Distance learning and open education is also a feature of the Indian higher education system, and is looked

after by the Distance Education Council. Indira Gandhi National Open University is the largest university in the world by number

of students, having approximately 3.5 million students across the globe.

Some institutions of India, such as the Indian Institutes of Technology (IITs), National Institute of Technology (NITs), Indian

Institutes of Information Technology (IIITs), Indian Institutes of Management (IIMs), International Institute of Information

Technology (IIIT-H), University of Mumbai and Jawaharlal Nehru University have been globally acclaimed for their standard of

education. The IITs enroll about 8000 students annually and the alumni have contributed to both the growth of the private sector

and the public sectors of India. However, India still lacks internationally prestigious universities such as Harvard, Cambridge,

and Oxford.

MODERN INDIAN EDUCATION: A HISTORICAL JOURNEY

Higher education starts after passing the higher secondary education, also called intermediate education. Depending upon the

stream (general, medical, engineering, legal, etc.), doing graduation takes three to five years. Post-graduate courses are generally

of two to three years duration. After completing post-graduation, scope for doing research in various educational institutes

remains open. For medium of instruction, three language formulas are followed during 5+3+2 years of schooling.

The origin of the present system of education in India can be traced to the beginning of the nineteenth century when a controversy

raged over the issue - whether oriental learning and science should be spread through the medium of Sanskrit, Arabic or Persian,

or Western sciences and literature be spread through English as the medium of instruction? Lord Macaulay was a central figure in

this language debate. However, both the groups - the Orientalists and the Anglicists - stuck to their respective stands, neither of

these groups wanted to suppress the local vernaculars, mother tongues of the people. In other words, both the groups agreed that

education would be conducted in the vernacular during the initial years of education. Macaulay's Minute, 1835 did finally pave the

way for the continuance of schools and colleges where indigenous learning was being imparted and for promotion of European

literature and science among the natives of India. That marked the real beginning of bilingualism in educational system of India.

Subsequently, Dispatch of the Court of Directors of the East India Company popularly known as Wood’s Education Dispatch of

July 19, 1854 formed the basis for creating a system of education, from the primary school to the University. Since then serious

efforts were made by the Government to promote education at all levels.

Nevertheless, it was not a simple and smooth journey for the government of India to establish and evolve a system that could

satisfy every section of the society. Dissatisfaction of the people started surfacing as and when the outcomes of educational and

development measures undertaken by the government did not seem to match their aspirations and expectations. As a result,

various measures for educational reconstruction followed, time and again, in the form of institution of commissions and

committees for examining/reviewing/reforming the existing system, and initiation of new policies, programmes, etc., vis-a-vis the

changing needs, problems and challenges of different sections of the society and the country as a whole. Some landmark

developments in the history of modern Indian education during the pre-independence period include the following:

Hunter Commission, officially known as Indian Education Commission (1882),

Indian Universities Commission (1902),

Government Resolution on Educational Policy (1913),

Calcutta University Commission (1917) also called Sadler Commission,

Hartog Committee (1929),

Sapru Committee (1934),

Abbot-Wood Report (1936-37),

Zakir Hussain Committee (1937),

Wardha Education Committee of the Central Advisory Board of Education (1939) also called B. G. Kher Committee,

Central Advisory Board of Education Report (1944) or Post-War Educational Development Report, popularly called the

Sargent Report (1944).

While some of these reports covered entire system of education, some others focused on its selected sectors or levels. Similarly,

the Government of independent India, in pursuance of the constitutional mandate, has also initiated several measures for social

and economic reconstruction of the country. As a result, measures for educational reconstruction had inevitably followed. Various

commissions and committees were appointed at different times to survey, study, review and recommend improvements in the

existing system, policies and programmes of education. Reserving the net effect of all these for later sections of this paper, it is

appropriate here to recall the chronology of some landmark commissions, committees, policies, programmes and frameworks.

University Education Commission (1948-49) popularly called Dr. Radhaksrishan Commission.

Secondary Education Commission (1952-53) popularly called Dr. Mudaliar Commission.

Committee on Higher Education for Rural Areas, Rural Institutions (1954) - Shri K. L. Shrimali Committee.

National Committee on Women's Education (1958) – Shrimati Durgabai Deshmukh Committee.

https://en.wikipedia.org/wiki/Distance_Education_Council

https://en.wikipedia.org/wiki/Indira_Gandhi_National_Open_University

https://en.wikipedia.org/wiki/Indian_Institutes_of_Technology

https://en.wikipedia.org/wiki/National_Institute_of_Technology

https://en.wikipedia.org/wiki/Indian_Institutes_of_Information_Technology

https://en.wikipedia.org/wiki/Indian_Institutes_of_Information_Technology

https://en.wikipedia.org/wiki/Indian_Institutes_of_Management

https://en.wikipedia.org/wiki/International_Institute_of_Information_Technology,_Hyderabad

https://en.wikipedia.org/wiki/International_Institute_of_Information_Technology,_Hyderabad

https://en.wikipedia.org/wiki/University_of_Mumbai

https://en.wikipedia.org/wiki/Jawaharlal_Nehru_University,_Delhi

https://en.wikipedia.org/wiki/Harvard_University

https://en.wikipedia.org/wiki/Cambridge_University

https://en.wikipedia.org/wiki/Oxford_University





University Grants Commission’s Review Committee on Education (1960) - Prof. K.G. Saiyidain Committee.

U. N. Dhebar Commission (1960).

Committee on Emotional Integration (1961) - Dr. Sampurnan and Committee.

Committee on Plan Projects: Study Team for Selected Educational Schemes (1961) – Shri B. N. Jha Committee.

Study Group on the Training of Elementary Teachers in India (1961).

Kothari Committee on Model Act for Universities (1961).

University Grants Commission’s Committee on Education as an Elective Subject at the Undergraduate Stage (1963) --

Mr. A. R. Wadia Committee.

Study Group on the Study of English in India (1964) – Prof. Gokak Committee.

Education Commission (1964-66), popularly called Dr. D. S. Kothari Commission.

Committee of Members of Parliament on Education (1967).

Three Delegations by University Grants Commission (1967-1971).

Steering Committee of Planning Group on Education (1968).

National Policy on Education (1968).

Review Committee on the Working of National Council of Educational Research and Training (1968) -- Dr. Nag

Chaudhuri Committee.

Study Group on the Development of Pre-school Child (1970) – Shrimati Mina Swaminathan Committee.

Gajendragadkar Committee on Governance of Universities and Colleges (1971).

National Committee on 10+2+3 Educational Structure (1972) -- Dr. Shukla Committee.

Committee on Secondary Teacher Education of NCTE (1973-77) -- Dr. Jha Committee.

Committee on Elementary Teacher Education of NCTE (1975) -- Dr. Malcolm S. Adiseshaiah Committee.

University Grants Commission’s Panel on Teacher Education During Fifth Plan Period (1974).

The Curriculum for Ten-Year School: A Framework (1975).

Standing Committee of National Council for Teacher Education (1975-76).

Review Committee on the Curriculum for Ten-Year School (1977) – Shri Ishwarbhai Patel Committee.

Working Group on Vocationalization of Education (1977-78) -- Dr. Malcolm S. Adiseshaiah Committee.

Draft National Policy on Education (1979).

Study Group on INSAT Television Utilization for Education and Development (1980) -- Shri S. Sathyam Committee.

National Commissions on Teachers – I & II: The Teacher and Society (1983-85) – Prof. Chattopadhyaya Commission.

Working Group to Review Teachers' Training Programme (In the Light of the Need for Value-Orientation) (1983).

Challenge of Education: A Policy Perspective (1985).

National Curriculum for Primary and Secondary Education: A Framework (1985).

National Policy on Education (1986).

National Policy on Education: Programme of Action (1986).

National Curriculum for Elementary and Secondary Education – A Framework (1988).

National Curriculum for Teacher Education: A Framework (1988).

Committee for Review of NPE 1986: Towards an Enlightened and Humane Society (1990) – Acharya Ramamurhty

Committee.

University Grants Commission’s Report of the Curriculum Development Centre in Education (1990).

NCTE Committee for Teacher Education Programme Through Distance Education Mode (1990).

Central Advisory Board of Education Committee on Distance Education (1992).

CABE Committee on Policy, 1992.

National Policy on Education 1986: Programme of Action 1992.

National Advisory Committee: Learning Without Burden (1992).

The National Council for Teacher Education Act, 1993.

Group to Examine the Feasibility of Implementation of the Recommendations of the National Advisory Committee

(1993) -- Prof. Yashpal Committee.

Committee on B.Ed. Correspondence (1993) -- Prof. Ramlal Parikh Committee.

University Grants Commission’s Committee on B.Ed. Correspondence, Distance Education Programme (1994).

Special Orientation Programme for School Teachers (SOPT) (1994-97).

Committee of National Council for Teacher Education on Different Modes of Education Used for Teacher Preparation

in India (1995).

University Grants Commission’s Committee on B.Ed. Through Correspondence for In-service Teachers (1995) -- Prof.

Takwale Committee.

Planning Commission’s Report on Teacher Education in Five Year Plans (1951-97).

NCTE Curriculum Framework for Quality Teacher Education (1998).

National Curriculum Framework for School Education (2000).

National Curriculum Framework (2005).

Curriculum Framework for Teacher Education (2006).





National Curriculum Framework for Teacher Education (2009).

Panel to Review the functioning of the University Grants Commission (UGC) and the All-India Council for Technical

Education (AICTE) (2008), later rechristened as The Committee to Advise on Renovation and Rejuvenation of Higher

Education (2009) -- Prof. Yashpal Committee.

The Right of Children to Free and Compulsory Education Act, 2009.

Sam Pitroda Commission. Here, it is important to note that the NKC, a high-level advisory body to the Prime Minister of India,

was set up with the objective of transforming India into a knowledge society. In its endeavor to transform the knowledge

landscape of the country, the NKC had reportedly submitted around 300 recommendations on 27 focus areas during its three and a

half year term (http://www.knowledgecommission.gov.in/). While the term of the NKC had ended, the implementation of NKC's

recommendations is currently underway at the Central and State levels. The report with so many recommendations itself speaks

volumes about the need for revamping the entire education system in India. The Report of NKC read with the latest Yashpal

Committee Report is likely to renovate, revamp and rejuvenate the existing system. A National Commission for Higher Education

and Research is expected to subsume as many as 13 existing professional councils and regulatory agencies including the

University Grants Commission (UGC) and the All India Council for Technical Education (AICTE). It is in this context, this paper

attempts to moot a strong and clear proposal for consideration while revamping, renovating and rejuvenating Indian education

system with reference to school education in general and teacher education in particular.

CONCLUSION

Once a model comes into existence and becomes operational

throughout the country, it is not difficult to realize the goal of

not only UEE but also see citizens with universalized

secondary education. That would be the modern India with

strongly united feeling of one nation and with robust

education system providing for truly democratic, accessible

and equitable education paving the way for uniform standard,

recognition of parity, belongingness, concern and respect for

each other. However, basic problem is fulfilling one essential

condition that is, infusing empathy, willingness,

determination, commitment, sincerity, honesty and objective

action on the part of the state and all others at the helm of affairs to realize such a model. Once that happens, it will lead to

strongly integrated India with well-trained citizenry geared to all global challenges and opportunities. It will also set itself a

meaningful, acceptable and pragmatic model for other developing countries. One can only hope for such a model to come into

existence!

REFERENCES

1. Gaudino, Robert L. (1965). The Indian University. Bombay: Popular Prakashan.

2. Government of India. Department of Education. Retrieved from http://www.education.nic.in/.

3. (2001, March 17). Home away from home: Elite residential schools. India Tribune, 42, 24-25.

4. Joshi, Murli, M. (1998, October). Higher Education in India: Vision and Action. In UNESCO World Conference on

Higher Education in the Twenty-First Century, Paris. Retrieved from

http://www.education.nic.in/htmlweb/unhighedu.htm/.

5. (2000, November). The metaphysics of oppression: Human diversity and social hope. In the Second Diversity

Conference, University of South Carolina.

6. Sharma, Neerja. (1997). Evaluating Children in Primary Education. New Delhi: Discovery Publishing House.

7. Tiwari, Satish (ed.). (2000). Education: Development and Planning. Encyclopedia of Indian Government Series. New

Delhi: Anmol Publications.

*****

http://www.education.nic.in/

http://www.education.nic.in/htmlweb/unhighedu.htm/





CHANGING ROLE OF HRM IN THE ERA OF GLOBALISATION

Dr. Rajesh Kumar Mahajan4

ABSTRACT

Globalization has brought a huge transformation in the methods of working of business houses in the conventional market

place. The role and functioning of HR manager has completely altered with the technological advancements. It has become

utmost essential for the department to give a new definition to its strategies, acting as a strategic partner by working on the

mission, vision and strategies of the organization, adjusting it with the HR functions. Human resources has turned out to be the

most prominent challenges in an organization with their management to be considered as the most formidable task. In order to

cope up with the dynamic scenario of the Human Resource Development, there is an urgent need on the part of the

management to make strenuous endeavors. It became the duty of HR department to keep pace with the wavering business

environment and subsequently systematize and edit the individual and organizational goals.

The present throws light upon the modifying dimensions of human resource management in the present era. Extreme changes

have been noticed in the dimensions of human resource management, from the personnel management to strategic human

resource management. The researchers have made suitable efforts to find various dimensions in the human resource

management functions.

KEYWORDS

Conventional, Technological, Prominent, Dimensions, Strenuous, Business Environment etc.

INTRODUCTION

Globalization is not a newfangled development. According to the analysts, the world economy was globalized even a century ago.

However, the term, has come into use since 1980’s, owing to the rapid advancements in technology, which has made the

international transaction both easy, and convenient petering to trading and financial flows. Globalization has emanated in 21st

century creating peculiar HRM challenges in businesses, significantly to the ones, which are based internationally and are

characterized by the free flow of human and financial resources. Therefore, the effective HR management needs to be established

to progress in the global market place in this cutthroat era of competition. With the augmenting globalization, the significance of

HRM development in the organization is also magnifying. This transformation has strengthened the HR system as a strategic

asset.

In the current scenario, the role of human Resource Development in the organizations is elevating drastically. This change has

also ended the days of personnel management department encompassing clerical duties such as record keeping, file maintenance

and paper keeping. Day by day HRM is being widely recognized as a critical strategic partner, performing multifarious and

exceptional roles and responsibilities. Therefore enhancing the quality of working professionals and building an efficient team in

an organization is not all possible without good human resources. The scholars have extensively defined HRM or Human

Resource Development as a strategic function that comprises of management of its critical human assets for attaining competitive

benefits in a widely changing business environment. Globally, business have acclaimed the concept of “human resource” as a

constructive and valuable asset that can act as a huge support system in the most complex situation and has truly been proved in

the recent times of economic disorder.

It has become imminent for the organizations to work over and emend the future strategies for the globalization of Indian

economy and metamorphosis is the only condition, which can lead to its sustenance and progress. Business organizations in India,

specifically the public enterprises, are undergoing huge transformation. The most challenging task for the HR function would be

to manage the intricacies of metamorphosis. In the current scenario, HR is playing a dominant role along with business functions

with great momentum and efficaciousness.

The talent of the individual is enhancing day by day and would continue to rise in the coming time as well mainly because of the

widening educational opportunities in emerging nations. The demand for such talented individual is also increasing

simultaneously, especially in the developing countries. It has been reported in the recent survey by the professionals of human

resource at multinational companies in rising markets such as India, Malaysia, Hungry and China, that extensive variations in

suitability is exhibited in the candidates of engineering and general management. Accordingly, to the McKinney Global Institute,

out of 33 million university graduates, only 13% to 19% deserve for working in multinational companies. The reasons being

inappropriate communication skills, declining quality of education system and lack of cultural fit.

4Principal, JC DAV College, Punjab, India, [email protected]






The most formidable task for human resource departments of the global organization is to bewail a workforce, which is dissimilar

in language and culture, scattered in various parts of the country. The business creates awareness about the local ways of doing

business and comprehending the requirements of local consumers. It also enhances the global mindset of their employees.

Multinational organizations should look forward to assimilate the different value system and accept the global work values, to

develop a suitable working environment where the workers are motivated to work in a coordinated and professional atmosphere

and reach the highest level of excellence. Human resource department thus plays an indispensable role in outshining the

organization in this era of globalization.

CHANGING DIMENSIONS OF HUMAN RESOURCE MANAGEMENT AND THEIR ROLE IN TRANSFORMING

BUSSINESS ENVIRONMENT

The 21st century work force is globally connected, highly ambitions and technology-savvy. Its employees are goal-oriented,

enthusiast and endeavoring. There is dearth of critical new skills and with their non-uniform distribution worldwide, the

companies are striving to adopt new innovative methods, which can enhance the efficiency of the employees, find new skilled

labor and share expertise.

HR professionals need to play a significant role to deal with the transformation and to improve the efficaciousness in order to cope

up with these changes. This flexibility at the workplace should be increased as the future workplace, i.e. the virtual office would

be demanding a more flexible and creative arrangement in the organizations. In the coming time, the area of concentration would

be increased performance and results, than the number of working hours. The off-site employees constitute to be approximately

two-third of an organization. These will also add to the increase in performance. Very soon, there would be a trend where focus

will shift towards the decentralized model of HR. This will help the management in making specified work more collaborative and

a lot of cross-functional work will be managed at the same time.

It will become the responsibility of the HR managers to adjust the employees in their virtual work locations and look for some

suitable and efficient methods to augment socialization, employee orientation and corporate culture. To acquire competency in the

workforce and sustain it, it is essential for HR managers to shape the behavior of the employees and act as performance experts of

the organization, without meeting them frequently.

Another anticipated transformation in HR is the concept of “Global Business”. There has been a subsequent elevation in the

progress of world trade in the last few years and the growth of international business, especially small firms, which is expected to

rise in future as well. The reliance of organization of HR specialist is increasing, for the smooth functioning of work among

various cultures and across borders. Therefore, they must have complete knowledge about other culture, their language and

practices pertaining to business. It is incumbent of them to ensure proper management of international workforce; maintain

corporate policies for transportability to other culture; giving information to the management about costs, ignoring the

transnational issues and giving services at different locations all over the world.

The management about the recruitments taking place in the “global business” should adopt proper strategies. Owning to

globalization, HR Managers would be requiring new and creative skills with language competency. For the recruitments of the

employees from diversified culture, either HR Managers with have to train themselves in various foreign language or they will

have to appoint foreign speakers for the staff for the sake of effective and smooth communication among the people.

Coming from diversified language backgrounds, English has been chosen as the preferred language in most of the multinational

organizations. For the development of multinational management programs, the organization should take into consideration

various cultural differences that shape the attitude of the managers. For e.g. Autonomy and individual achievement are the prime

areas of concern for British managers whereas French managers motivate efficient supervision, fringe benefits, convenient

condition and security. Indian managers give utmost importance to culture and tradition.

It becomes essential for the HR managers to be well versed with the various cultural norms for the progression of the organization

to value cultural diversity and thus it will be employing the market that it serves. In order to attract and create a strong clientele a

multifarious workforce should be employed to cope up with the rising competition in this era of globalization. Employees from

disparate national backgrounds, enhance the comprehensibility of other cultures and their language skills while competing in an

international market. It will be duty of HR professionals to provide proper cultural sensitivity training for the employees and

managers, in the organization.

CONCLUSION

There are various factors, which are responsible for the pervasiveness of globalization including advancements in technology,

availability of cheap labour rising number of consumers in developing countries and lack of skilled and talented individuals in

developed countries. In spite of the increasing unemployment conditions and economic downturn, most of the developed countries

like America, Japan and Germany face lack of talented and skilled employees because of the ageing and retirement of baby

boomers. The number of workers retiring from their jobs is quite high than the people being employed, in these countries. By





LOLO, in most of the developed countries, for every five workers who are retiring, there will only be four workers who will join

the labour force. The reduction of talent will be made up by the rising number of professional talent in the developing nations; still

it can fall short owing to its long-term demand. The imbalance between demand and supply of skilled labour is increasing

incessantly especially for highly skilled professionals, in both developed as well as developing nations.

Only those multinational enterprises will be able to develop and proceed with high performance of the employees, which will

modify their human resources practices in accordance to the transforming labour market conditions. Only such organizations can

look forward to survive and accomplish in the global competition. The prime motive of global human resources is to manage the

culturally diversified and geographically scattered work force. It is also eminent that the businesses not only create a global

mindset among their employees but also make them aware of the diverse methods of doing business enabling them to comprehend

the requirement of the local customers. Human resources play an exceptional and momentous role in the progression of the

organization towards openness to cultural diversity. It has become utmost important for the human resources to emphasize on long

term objectives and goal oriented planning. It needs to have an extensive and balanced approach rather than confining itself just to

internal human resources issues. The data collected by the HR departments of global organizations should be based on various

factors such as employees, hiring and attrition, compensation and advantages, ethnic gender, nationality and cultural distributions

and this data is loaded into data warehouses and data marts. The human resource professionals can thus have an enhanced and

broadened vision of business; can cope up with transformations in the market and can make wise decisions at strategic and

operational levels by applying progressive analytical techniques on the data. Through proper & strategic skills planning, the

human resource professionals can manage the existing shortages in the skilled professionals and can cope up with the future

requirements also Global organizations need to be open to culturally diversified work force encompassing highly skilled talent on

one hand, collaborative, and networked on the other hand.

REFERENCES

1. Challenges of Human resource management in the 21stcentury. Retrieved from www.ituarabic.org

2. Zorlu, Senyuce. (2009). Managing the human resource in the 21stcentury. Zorlu Senyuce & Ventus Publishing.

3. Terry Terhark. What is ahead. Retrieved from www.mightystudents.com

4. Retrieved from http://www.hrmars.com

5. Ibid, 4

6. Koushal, Swami. Potential Role of HR in 21st century.

7. Anderson, K. K., Cooper, B. K., & Zhu, C. J. (2007). The effect of SHRM practices on perceived financial performance:

some initial evidence from Australia. Asia Pacific Journal of Human Resources, 45.

8. Armstrong, M. (2001). A handbook of Human resource management practice (8th Edition). London: Kogan Page.

9. Barney, J. (1996). The resource based theory of the firm. Organizational Science, 7, 469.

10. Babbage, C. (1832). On the economy of machinery and manufacturers. London: Charles Knight.

11. Retrieved from http://www.articlesbase.com/human-resources-articles/challenges-faced-by-human-resource-managers-

in-...

12. Retrieved from http://www.citehr.com/10646-problems-challenges-facing-hr-manager-21st-cent.html

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TRANSFORMATIONAL SHIFT TO OUTCOME - BASED

MANAGEMENT EDUCATION IN INDIA

Dr. K. Subbaraman5 Shaila Subbaraman6 Madhumita Nayak7 Chandrashekhar Suryawanshi8

ABSTRACT

Management education has grown and matured in India. It has taken deep roots in Indian psyche. As of now, the emphasis of

management education is to provide basic knowledge to the students to arm themselves sufficiently to enter the corporate

world. The present day emphasis is more on classroom education with not much role for the actual practitioners from

corporate world. This has to change to give a meaningful substance to management education. This paper explores ways and

means of shifting the emphasis to outcome-based education with major emphasis on student-centric activities. An attempt is

also made to provide the relevant Rubric that could facilitate this shift.

KEYWORDS

Management Education, Outcome-Based Education, Student Centric, Rubric etc.

INTRODUCTION

History of Management Education in India

Management relates to each activity in our daily life. As such, though we can say that informal management education existed

since the dawn of humankind, the formal management education in India started about six decades ago. Initially, in 1953,

Management education was started at Indian Institute of Social Welfare and Business Management by the Government of West

Bengal and Kolkata University. This was followed by major steps taken by Full-time management education at Delhi University

(1955), Madras University (1955), Bombay University (1955) and Andhra University (1957). [1]

A quantum leap was taken in providing excellent management education when the Government of India established Indian

Institutes of Management in Calcutta (1961) and in Ahmedabad (1962). Late Dr. Vikram Sarabhai played a stellar role in the

establishment of IIM (Ahmedabad). Today, there are 13 IIMs, all of which are considered as centers of excellence in management

education. From 1980’s saw rapid growth of management education with corporate sector picking persons with MBA degrees for

plum jobs. The real mushrooming of Business Schools took place in 90’s. Figures indicate that number of business schools in

India jumped from 1052 to 1940 in 2009-10 offering 3,60,000 seats.[2] Today the figure of business schools stands at about 4000.

While there has been quantitative increase in intake of MBA aspirants, it is not matched by improvement in quality. This is borne

out by the fact that campus placements have gone down. In a Zee News exclusive, it is mentioned that only 21% of the MBA

graduates are employable. [3]. In a similar study, ASSOCHAM has concluded that only 10% of MBAs are employable despite

robust demand. (3http:/www.business-standard.com/article/management/only-10-graduates-employable-despite-robust-mba-

demand-assocham-113013000223_1.html). In the same study, ASSOCHAM has mentioned that more than 180 business schools

have already closed down in 2012 in cities like Delhi-NCR, Mumbai, Bangalore, Ahmedabad, Kolkata, Lucknow, and Dehradun

while another 160 are just managing to keep afloat. In short, supply outstrips demand. Also quite a high percentage MBAs are not

employable. This downturn in the employment of MBAs has led to the situation wherein lesser and lesser number of students opt

for admission to MBA in Tier-II and Tier-III Business Schools, whereas the aspirants for admission to Tier-I institutes like IIMs

far outstrip the available seats. Here fees are not a constraint but outcome.

Therefore, management education in India is in turmoil primarily because the present system, largely, is classroom intensive with

less emphasis on field activity and practical cases. Thus, the application part of theoretical knowledge is given much less

importance. This results in majority of MBA graduates being not functional and need some honing at the organizational level.

This puts financial burden on the corporate sector and clearly, there is delay in commissioning of these MBA recruits. This is a

great impediment in their recruitment. This is major lacuna in management education in India. This problem needs to be addressed

immediately by all the concerned so that management education becomes purposeful rather than mere classroom activity. If this is

not done, then there is a danger of management education in most of the Business Schools becoming redundant. This will result in

5 Former Director & Professor, Bharati Vidyapeeth Deemed University, Institute of Management and Rural Development

Administration, Maharashtra, India, [email protected] 6 Former Dean & Professor, Department of Electronics, Walchand College of Engineering, Maharashtra, India,

[email protected] 7 Associate Professor, Management Studies, Bharati Vidyapeeth Deemed University Institute of Management and Rural

Development Administration, Maharashtra, India, [email protected] 8 Associate Professor, Management Studies, Bharati Vidyapeeth Deemed University Institute of Management and Rural

Development Administration, Maharashtra, India, [email protected]









most MBA institutes closing down and the investment made therein becoming “Non-Performing” or dead investment. This needs

to be avoided at any cost.

Outcome-Based-Education (OBE) perhaps could provide an answer to the problem faced by management education.

What is Outcome-Based-Education?

Outcome – Based - Education is that educational process, which emphasizes on what students should know, do and develop. It is

student-centric education. There is no definitive method of teaching methodology. Customized education process must be

developed so that that desired outcome will be the result.

The present management education is primarily output-based.

The basic difference lies in the fact that Outputs are end results of a process whereas Outcome is a level of performance or

achievement.[4] Outcome-based education involves development of curriculum, pedagogy and assessment techniques based on

what the outcome has to be. This can be termed as “Reverse Engineering” in education. In short, the product drives the process.

W. G. Spady defined Outcome-Based Education as follows [5]. “It is a way of designing, developing, delivering and documenting

instruction in terms of its intended goals and outcomes.” He also said, “Exit outcomes are critical factor, in designing the

curriculum.”

Speedy also suggested, “You develop the curriculum from the outcomes you want the students to demonstrate, rather than writing

objectives for the curriculum you already have”.

G. McNair has suggested that there is a strong link between outcome-based education and mastery learning. He also suggests that

“outcome-based education specifies the outcomes students should be able to demonstrate upon leaving the system” [6] so it clears

that in outcome-based education, following steps are followed: Clearly define and enunciate the outcomes that students need to

demonstrate upon leaving the course. Design and develop curriculum commensurate with outcomes targeted. Develop a band of

teachers who, upon proper training, would deliver. Develop an Assessment program that would evaluate the students for the

outcomes targeted.

Outcome-based Course Design

LEARNING OBJECTIVES>>>> COURSE ACTIVITIES & ASSESSMENTS>>> LEARNING OUTCOMES

- Education Development Centre carleton.ca / edc

PROGRAMME LEARNING OUTCOMES

Programs learning outcomes answer the following questions:

What is the purpose of this program?

What should the ideal graduate of this program be able to know, do or value upon completion?

Educational Development Centre – Carleton.ca/edc

A comparison of Assessment patterns the present educational system and that under outcome-based Education is presented below:

Present: In the present Assessment pattern, the students are passive learners. In fact, the emphasis is on teaching rather than on

learning. This makes the role of syllabi, textbook-driven classroom teaching play a very significant role. The teachers are taking it

upon themselves to educate the students rather than encourage students to learn. The marking pattern is heavily loaded in favor of

“Learning by Rote” and memorizing. Continuous evaluation is not given much importance. Instead of converting themselves into

self-starters, the students depend on the personality and mental make-up of the teacher for motivation. The teacher decides on

what the students have to achieve.

New Approach under Outcome-based Education

In outcome-based education, the primacy for deciding the process is given to the students. They become active participants and

active learners. The curriculum is designed and developed to lead to the targeted outcomes. Outcomes are decided upon taking

into account the needs of the society. The entire process of education is on the bedrock of outcomes. Students are clear as to what

is expected of them and the teachers are sure of what and how they have to go about discharging their duties to achieve the

targeted outcomes. Thinking, analyzing and evaluating on the part of students is given importance. In OBE, continuous

assessment gains great importance. Marking based on memorizing does not find a place in OBE. Flexible time-frame to match the

abilities of the students is adopted. Students are allowed to learn at their own pace.





BENEFITS OF OUTCOME-BASED EDUCATION

Clarity: The course managers know what outcome is expected. Students and other stakeholders know what is expected

of them at the end of the course.

Flexibility: In OBE, the course is for the students and nor students for the courses. So time-flexibility and curriculum –

flexibility if provided to match the ability of the students.

Comparison: Intra-institutional and inter-institutional comparisons are possible. Students in institutions can compared

on what is the level of outcomes they have achieved as against the targeted outcomes. Institutions also can compare the

outcomes achieved by students of different institutions and initiate course-correction methods.

Involvement: OBE is a system in which student involvement is an essential ingredient. This will greatly help in

improving on the curriculum with active involvement of the students.

DRAWBACKS OF OBE

OBE has some drawbacks like subjectivity in outcome finalization and assessment procedures. If the parents’ involvement is

beyond a certain limit, it can have the effect of preventing the system form evolving to higher-level activity.

Moving from input-output based management education to Outcome – Based management education in India.

The present management education in India is majorly input-cum-output based. It is largely confined to classroom activity that is

tightly controlled by curriculum that is broken into subjects. Textbooks dictate the course of management education and learning

by rote is the order of the day. The philosophy of “one-hat fits all” is adhered to. This is primarily applicable to Tier-II and Tier III

business schools. In certain cases, up-gradation of syllabi takes inordinately long time. Sometimes the delay is so much that the

proposed up-gradation itself becomes outdated. On the other hand, the IIMs and some other top business schools like Indian

School of Business, Hyderabad, have a curriculum that is tailor-made to meet the needs of the stakeholders. This is the reason why

they perform better than other business schools. In the remaining part of this paper, an effort is being made to suggest ways and

means of shifting to outcome-based education that could pave way for better performance of Tier-II and Tier-III Business

Schools. Outcomes that are expected of an MBA Graduate on the completion of the course: a) Communication Skills, b)

Presentation Skills, c) Foreign Language Skills, d) Global View of Business, e) Analytical Skills, f) Managerial Skills, and g)

Leadership Skills.

When an MBA acquires a high level of the above outcomes, he is bound to gain in confidence and become not only employable

upon completing the course but also build and lead his own business team.

ASSESSMENT

Present: Passive learners; Exam-driven; Rote-learning; Syllabus is content-based and broken into subjects; text-book bound and

teacher centered; Syllabus is rigid and non-negotiable; teachers responsible for learning; Motivation dependent on personality of

lecturer; Emphasis on what teacher hopes to achieve; Content placed into rigid time-frame; Curriculum development process not

open to public comment;

New Approach: Active learners; Learners are assessed on an on-going basis; Critical thinking, reasoning, reflection and action;

an integration of knowledge, learning relevant and connected to real-life situations; Learner-centered. Lecturer is a facilitator.

Lecturer uses group work and teamwork; Curricula seen as guides that allow lecturers to be innovative and creative; Learners take

responsibility for their learning. Pupils motivated by constant feedback and affirmation; Emphasis on outcomes – what the learner

becomes and understands; Flexible time-frames allow learners to work at their own pace; Comment and input from wider

community is encouraged; Outcomes will be assessed in different ways and on on-going basis; assessment is an integral part of

the whole system; Students will not get marked just for remembering subject content; Different aspects of learner’s abilities, such

as creativity and critical thinking will also be assessed.(Academics.sun.ac.za/theology/netact/ASSESSMENT.OBE.pdf)

Bloom’s Taxonomy can be effectively used to determine the level of cognitive skills the students of MBA are expected to achieve

at the end of the course. This will form the basis for determining the curriculum aspects, including the evaluation pattern.

Bloom's Taxonomy of Educational Objectives

Benjamin Bloom and his group of educators have devised a taxonomy that finds wide application in determining various levels of

cognitive complexities that the course designers can aim for. This has three taxonomies are as given below:





Table-1: Bloom's Taxonomy of Educational Objectives for Knowledge-Based Goals [7]

Level of Expertise Description of Level

Knowledge Recall, or recognition of terms, ideas, procedure, theories, etc.

Comprehension Translate, interpret, extrapolate, but not see full implications or transfer to other situations, closer to

literal translation.

Application Apply abstractions, general principles, or methods to specific concrete situations.

Analysis Separation of a complex idea into its constituent parts and an understanding of organization and

relationship between the parts. Includes realizing the distinction between hypothesis and fact as well

as between relevant and extraneous variables.

Synthesis Creative, mental construction of ideas and concepts from multiple sources to form complex ideas into

a new, integrated, and meaningful pattern subject to given Constraints.

Evaluation To make a judgment of ideas or methods using external evidence or self-selected criteria substantiated

by observations or informed rationalizations.

Sources: Authors Compilation

Table-2: Bloom's Taxonomy of Educational Objectives for Skills-Based Goals [7]


Perception Uses sensory cues to guide Actions.

Set Demonstrates a readiness to take action to perform the task or objective.

Guided Response Knows steps required to complete the task or objective.

Mechanism Performs task or objective in a somewhat confident, proficient, and habitual manner.

Complex Overt

Response

Performs task or objective in a confident, proficient, and habitual manner.

Adaptation Performs task or objective as above, but can also modify actions to account for new or problematic

situations.

Organization Creates new tasks or objectives incorporating learned ones.


Table-3: Bloom's Taxonomy of Educational Objectives for Affective Goals [7]


Receiving Demonstrates a willingness to participate in the activity.

Responding Shows interest in the objects, phenomena, or activity by seeking it out or pursuing it for pleasure.

Valuing Internalizes an appreciation for (values) the objectives, phenomena, or activity.

Organization Begins to compare different values, and resolves conflicts between them to form an internally

consistent system of values.

Characterization

by a Value or

Value Complex

Adopts a long-term value system that is "pervasive, consistent, and predictable


Rubric for Presentation Skills

Rubric for categorising various levels presentation skills has been developed by the authors and given below:

Presentation Rubric

Table-4

Preliminary Basic Advanced Excellent

Objectives Unclear Clouded Clear Visionary

Language skills Unsure Grammar Basic sentence

formation

Good vocabulary Perfect usage of words

and sentences

Presentation Tool No knowledge No clear understanding Good knowledge Data and information

maneuvering skills

Subject Knowledge Very unsure about

the subject

Rudimentary

knowledge

Well read Good subject analysis

Diction Stammering Unclear

Pronunciation

Clear Pronunciation Good pronunciation with

clear intonation





Organization Jumbled Majorly

Unsure

Almost Perfect Very well, sequenced,

organized and

emphasized.

Graphical / Pictorial

Representation

No pictorial usage Minimal Usage of

Graphical and

pictorial representations

Liberal Usage of

Graphical and pictorial

representation

Effective usage of

graphical and pictorial

representations.

Delivery Confused With unnecessary

pauses

Free flow of delivery Free flow of delivery

with good body gestures.


Along the lines of the above, Rubrics for other managerial skills can be developed. In this way a design for total quality control

norms for management, education can be drafted to give students, their parents and other stakeholders the level of skills that are

expected of the students when they complete the course.

CONCLUSION

The present status of Management education in India is alarming. This calls for drastic and concerted effort to bring about

transformational changes to make it purposeful, acceptable and sustainable. It is a Herculean task but not impossible. Major

institutes engaged in imparting management education must be convinced, through well-designed discourses, that if we have to

make our management education effective that certain surgical operations will have to be carried out. This has to be a national

endeavor, which has to be supported by the corporate world to bring about these transformational changes in management

education.

REFERENCES

1. (2014, November 26). Business Standard.

2. Retrieved from http://zeenews.india.com/exclusive/only-21-mbas-are-employable-in-india-study_5209.html

3. Spady, W. G. (1988, October). Organizing for Results; the basis of authentic restructuring and reform. Educational

Leadership, pp. 4-8.

4. McNair, G. (1993). Outcomes-based education: Tools for Restructuring. Oregon School Study Council Bulletin.

Eugene: Oregon School Study Council.

5. Retrieved from

www.teaching.uncc.edu/learning-resources/articles-books/bestpactice/goals-objectives/blooms-educational-objectives

6. Retrieved from http://www.wcer.wisc.edu/archive/cl1/flag/start/primer3.html

7. Retrieved from http://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/GoalsAndObjectives/Bloom.pdf

8. Retrieved from http://refugeeroadmap.org/questions/what-is-the-purpose-of-the-tanf-temporary-assistance-for-needy-f...

9. Retrieved from http://uir.unisa.ac.za/bitstream/handle/10500/1529/03chapter2.pdf

10. Retrieved from http://www.nda.agric.za/docs/landcarepage/The%20new%20Curriculum.htm

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http://www.teaching.uncc.edu/learning-resources/articles-books/bestpactice/goals-objectives/blooms-educational-objectives

http://www.wcer.wisc.edu/archive/cl1/flag/start/primer3.html

http://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/GoalsAndObjectives/Bloom.pdf

http://refugeeroadmap.org/questions/what-is-the-purpose-of-the-tanf-temporary-assistance-for-needy-f...

http://uir.unisa.ac.za/bitstream/handle/10500/1529/03chapter2.pdf

http://www.nda.agric.za/docs/landcarepage/The%20new%20Curriculum.htm







RETENTION AND APPLICATION OF TRAINING INPUTS INCLUDING JOB SKILLS

AND RULES BY EMPLOYEES OF SOUTHERN RAILWAYS

Dr. D. Joseph Anbarasu9 Dr. Victor Lazarus10

ABSTRACT

Job skills of the trainees are tested on three occasions namely, Pre-training period, Post-training period and in the field. The

population of the study has been the total number of employees being trained in the Zonal Railway Training Institute of

Southern Railways at Tiruchirappalli over two years. About 1500 probationers were trained during the study period of which

236 trainee employees were interviewed at three stages like pre-training period, post-training period and in the field. The field

results have been obtained approximately six months after the training. The new methods adopted in training for the front line

staff of Indian railways have made the staff to learn and suit themselves to the latest technological advancements. The

consensus analysis indicates an impact of training. The findings also indicate long-term impact on employees in remembering

the skills learnt and the tendency to apply such skills when demanded. It is found that various skills imparted have impact on

trainees with various levels, which have been revealed by the CNS analysis.

KEYWORDS

Training Inputs, Consensus Measure (CNS), Retention, Application etc.

INTRODUCTION

Southern Railways is one of the biggest railways in the world. Indian Railways is the largest transportation network operational

under a single management that has a work force of nearly 1.4 million employees. Nearly 20 million people or roughly 2 percent

of the Indian population travels on Indian railways every day. It is difficult to visualise conglomeration of nearly 600 crore

passengers per year attached, dependent and patronized by a single system of transportation. Indian railways also transports more

than one third of India’s total freight traffic. More than 1.4 million employees are on the job. In Indian Budget, it is proposed that

about 100000 more employees are to be hired in 2012-2013. Thus the role played by the employees of Indian railways in the

economic development of the country is very vital. Therefore the main concern should be to harness and exploit the mental and

physical capacity of the employees and put it in right direction for achieving organisational objectives. Several training modules

are designed to meet the requirement of respective group. Do these training programs bring about desirable results from the

trainees? That is the research question of this study.

There are several components constituting the module of the training program of Zonal Railway Training Institute. Learning rules,

independently handling their jobs, dealing with complex issues on the job, application of their learnt skills in the field, ability to

correlate theory with actual work, satisfaction in handling complex issues independently, ability in retaining rules and regulation,

impact of job rotation on the learned skills, rating the theory imparted, ability in updating the rules learnt are focus areas of the

training program. Therefore, this study is an attempt to describe systematically the status of learnt skills at the pre, post period and

after fairly long period, problem of imparting the skills, phenomenon influencing the skills, programme contents, or providing

information about, say, job condition of a trained employees and describes attitudes of them towards an issue. Thus, it is a

descriptive study or survey.

The Strength of Consensus Measure

Group decision-making dynamics is called the Consensus measure, is also called the Measure of agreement. The more each

member within one group can agree that they performed well, the higher the consensus. Consensus is a term used to describe a

group’s shared feelings toward a particular Issue. It is a simulated set of four groups of employees, each group composed of

employees ranging from fifty to seventy. Hence the Consensus scale was applied.

The mean value can “float” the entire length of the Likert scale, from strongly agree to strongly disagree depending on the values

of pi. One has to assess each group of employees based on the individual employee’s perception of the overall quality of their

group as described by the set of questions each employee must answer. Thus, for each employee there is an individual Likert scale

for each question. It is possible that the average perception for the employee to be any value between SA and SD, the extreme

points on a Likert scale, and each group can have a different mean value. This Complexity essentially prevents us from comparing

the groups. One has to calculate a measure based on the same focal point, i.e., a generally accepted central value from which the

consensus can be measured. It is arbitrarily decided to use strongly agree as the focal point, and it is also insisted that each Likert

scale question be written in a positive tone. It is expected that each employee in each group would ideally like to strongly agree

9Associate Professor (Commerce), Bishop Hebe College, Tamil Nadu, India, [email protected] 10Assistant Professor, Department of Management Studies, Bishop Heber College, Tamil Nadu, India, [email protected]







with each question. Thus, given a statement “The team worked well together,” it is most desirable to have the entire team

membership check the strongly agree bubble. If that does occur, then all members are in 100% consensus on that particular item.

Realistically, the team members can select any combination of Likert scale values.

By assigning the mean value to a focal point such as strongly agree, the consensus value is focused with respect to that point.

Thus, instead of a meandering weighted mean value as currently exists, the original consensus measure, the focal point is required

to always be strongly agree and assigned a value of 1. Thus, SA = 1, A = 2, N = 3, D = 4, and SD = 5. If the weighted mean was

calculated, as in the regular consensus measure, the value would be contained in the range 1 to 5 with very little opportunity being

given to either extreme value. As the employees record their perceptions of the team activity, the data can be tallied to determine

an overall team score. Essentially, using the consensus measure, the SA, A, etc. scores are replaced with a single real number that

captures the meaning of the Likert values. Thus, if the majority of the scores centre on neutral or disagree, the focal point (SA)

will be a greater distance from the category values and the resulting strength of consensus will be less (closer to 0). However, if

the majority of the employees are in strong agreement or agree, then the strength of consensus will be close to 1

REVIEW OF LITERATURE

Since this study is basically a descriptive one, the starting point is from the studies in the area of training programs in general and

retention of training input in particular. Several studies have been made in this area erstwhile in the world. Similar studies in

Indian context are not much to be reviewed or cited. Therefore, studies in the global context have been cited as the reviews in this

study barring few studies in India. Judith Scully Callahan, et al (2003) expressed that training the older learner has been the topic

of considerable discussion but there is no consensus on which instructional methods are associated with higher observed training

performance. Wentland D (2003) made a theoretical framework incorporating both the need for employee training and the

organizational constraints restricting the amount of training available. Tan J A, Hall R J, Boyce C (2003) found that both affective

and cognitive/intentions correlated with the learning measures and the supervisor assessments of behavior. Aragon-Sanchez A,

Barbra-Aragon I, Sanz-Valle R (2003) concentrated on Kirkpatrick’s model of training evaluation – which analyses four aspects

of training, employees’ attitudes towards and satisfaction with the training, employees’ learning from the training, employees’

behaviour changes following training, and the effects of training on business results.

Byrnes (2002) noted that there are five essential steps for a company to develop an effective retention strategy related to values

and vission. Newstrom and Pierce (2002) agreed: “Companies are being stymied…often by their own structure. McKinsey studied

a company where the new product process required 223 separate committees to approve an idea before it could be put into

production”. Van der Klink MR, Streumer J. N (2002) pointed out that the majority of Dutch organizations frequently use on-the-

job training to train their staff. Reports research that assessed whether on-the-job training is effective and which asked if there are

characteristics among the trainees, workplace and the training that make it effective. Schalock (2001) defined effectiveness of

evaluation as the determination of the extent to which a program has met its stated performance goals and objectives.

Stufflebeam's (2001) noted that the definition of evaluation was used to assess the methods of evaluation found in this literature

review. Belfield, Hywell, Bullock, Eynon, and Wall (2001) considered the question of how to evaluate medical educational

interventions for effectiveness on healthcare outcomes using an adaptation of the Kirkpatrick Model with five levels. Kennedy

L.A (1994) conducted a study on HRD for the executives of BHEL (Bharat Heavy Electricals Limited) Tiruchirappalli. The study

aimed in identifying the training needs and the process of conducting performance review. About 50 respondents were selected

through systematic random sampling and the findings revealed that majority of the executives felt that training is an art of

conducting performance review.

OBJECTIVES OF STUDY

They are:

To understand how well the employees of Southern Railway are using the skills in their jobs,

To identify whether the employees of Southern Railways are benefited out of the training programs by the Zonal

Training Centre,

To analyse the input imbibing mechanisms in the training programme with special reference to short and long-term

programme conducted,

To evaluate the longitudinal retention skills of the trained personnel during the work period, and

To suggest, if possible, the suitable ways to present the training programs in the context of longitudinal impact

METHODOLOGY OF RESEARCH

Sample Design

About 1500 personnel have been trained during the period between 2009 and 2010 in the Zonal Railway Training Institute located

at Tiruchirappalli. The trainees were personnel from various levels across the organizational hierarchy of Southern Railways.

Thus, the type of the sampling technique used in the data collection was stratified random method. The respondents were mainly





station masters, booking clerks (both current & advance booking) and ticket checking staff. These three groups were given

training separately and the selection of samples also became easy. They were selected at random from each group in equal

numbers. The groups have also further been divided on the basis of qualification the trainees, income level, gender and Marital

Status. The sample size was determined as 235, which would constitute approximately 15 per cent of the total respondents under

study. This has been justified in the context of time limitation of training period and the lapse of six months period soon after

training.

Tools Used

Consensus is a term used to describe a group’s shared feelings toward a particular issue. Currently, such an endeavour would be

difficult at best, for the measures available are inappropriate and incomplete for the most part. We approach this task by fixing the

mean value of the team members Likert scale evaluations to a predetermined focal point and then calculate the consensus.

Training inputs can be assessed with Likert scale. Likert scale generally consists of ratings strongly agree, agree, neural, disagree

and strongly agree. The new mathematical measure is tested and proved to be valid in arriving result from Likert scale. Using the

Shannon (1948) entropy:

The consensus measure is defined as:

)1()(log)()(1 2

n

i ii xpxpXH

Where x is the set of n categories under study, and pi is the probability of each xi, a new measure of dispersion has been

developed (Wierman and Tastle, 2005). However, this entropy measures do not rank x values in order. Therefore, every

permutation of values brings the same value, and that is the demerit of employing this entropy measure in assessing the Likert

scale. Therefore, the new measure is required by which ordinal scale data can be assessed with respect to its dispersion around an

average. The measure can be improved by fixing the mean value to a predetermined focal point and then calculating the measure.

Extending the consensus measure to analyse the ordinal data with respect to extreme (Jennifer M. Tastle, William J. Tastle, (2005)

has been introduced. According to them, the consensus measure is defined as:

)2(1log1)(1 2

n

ix

xi

id

XppXCns

Where X is the Likert scale, pi is the probability of each x, dx is the width of X, Xi is the particular Likert value, and mx is the

mean of X (Wierman and Tastle, 2005). The mean, mx is the expected value,

n

i iI xpXE1

)()(

The mean value, however, can “float” the entire length of the Likert scale, from strongly agree to strongly disagree depending on

the values of pi.

The strength of consensus is simply the variation of the consensus measure (Tastle and Wierman, 2005: Wierman and Tastle,

2005). It is obtained by increasing the system width dx, to 2(dx), an fixing ux to 1.

)3(2

11log1)(

1 2

n

ix

i

d

XpXsCns

The resulting equation permits us to calculate the strength of consensus, sCns. The original consensus measure failed when the

focus was either extreme.

SIGNIFICANCE OF STUDY

The aim of an evaluation is to determine whether or not the training achieved the desired objective. Since the objectives of the

study have been very precise, the results have been drawn with strong base. This brings about the results of assessing training

needs. This evaluation of training will help show how effective it was at meeting the objective. This study assures that objectives

of the training are met but then there are areas to be strengthened.





ANALYSIS AND INTERPRETATION

Table-1: CNS of Pre-Test

Skills Tested CNS (%)

IA Relevancy of Rules, Regulation in Training 79.39

IB Presentation of rules 78.54

IC Trainer effectiveness 75.52

ID Training module and its impact on understanding 75.45

IE Facilities provided 76.75

IF Training schedule its appropriation 78.74

IG Knowledge gained, applicability in job 80.67

IIA Effect of training on rule retention skills 79.21

IIB Memory retention of rules taught and its applicability 75.76

IIC New skills taught, enhancement of proficiency 79.07

IID Long-term memory retention of skills, achieving set target it 76.32

IIE Overall training in improving productivity 78.43

IIIA Improvement on quality and performance 78.13

IIIB Benefit in improving application of rules and interpersonal communication 76.13

IIIC Good return on investment 74.00

IIID Work without personal loss 71.42


Table-1 shows the percentage of consensus shown by the four categories of employees while answering the questions on the skills

expected by them before undergoing the training program. The rating shows the measure of agreement among the employees

since, the more each member within one group can agree well, the higher the consensus.

Table-2: Pre Test








IID Long-term memory retention of skills, achieving set target it 76.32









IG Knowledge gained, applicability in job 80.67


Table-2 shows the pre-training test questions ranked from lowest to highest in percent showing the consensus among the

employees in rating the various training skills. The lowest skill, the employees are able to work flawlessly applying all the rules

meticulously without personal financial loss in terms of short collection of fare and freight while issuing current and advanced

tickets to the rail travel passengers and while collecting penal money from the irregular passengers by the ticket checking staff is

rated as 71.42%. The knowledge gained by the employees and its impact on applicability of the same in their daily work is rated at

80.67%.

Table-3: Cut off Rate of Pre-test

Maximum 80.67%

Minimum 71.42%

Range 9.24%

Mid-range 4.62%

Cut-off Rate 76.05%






Table-3 evaluates the entire pretest training skills and depicts the minimum and maximum range of the skills taught during the

training sessions. The minimum is 71.42% and the maximum 80.67%. Based on the range and mid-range the cut-off rate is fixed

as 76.05%. The cut-off rate would help to segregate, analyze and effectively concentrate the training skills falling below it.

Graph-1: CNS based about the Skills - Pretest


Graph-2: CNS Based on the Rating


Graph-2 graphically represents the pre training skills. Of the sixteen training skills tested for its consensus, four skills needs

attention since it falls below the cut-off 76.05 percent. The skills like work without personal loss, good return on investment,

training module and its impact on training, trainer effectiveness and retention of skills taught for longer period of time needs

immediate attention as majority of the employees belonging to all the four categories taken for this study agree in consensus.

Table-4: CNS of Post-test I








IG Knowledge gained ,applicability in job 80.53




IID Long-term memory retention of skills ,achieving set target it 76.17







66.00%

68.00%

70.00%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

IA IB IC ID IE IF IG IIA IIB IIC IID IIE IIIA IIIB IIIC IIID

66.00%

68.00%

70.00%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

IG IA IIA IIC IF IB IIE IIIA IE IID IIIB IIB IC ID IIIC IIID






expected out of them after undergoing the training program. The rating shows the measure of agreement among the employees

since, the more each member within one group can agree well, the higher the consensus.

Table-5: CNS of Post-test II



















Table-5 shows the post- training test questions ranked from lowest to highest in percent showing the consensus among the

employees in rating the various training skills. All the four categories of employees namely, the current and advanced ticket

booking clerks, ticket checking staff and the stationmasters have rated the least for the facilities available in the training institute

as 73.18 percent. Among the skills tested for consensus, the training module and its impact on understanding has been rated the

maximum percentage of 81.09.

Table-6: Cut-off Rate of Post Test

Maximum 81.09%

Minimum 73.18%

Range 7.91%

Mid-range 3.96%

Cut-off Rate 77.14%


Table-6 evaluates the entire posttest training skills and depicts the minimum and maximum range of the skills taught during the

training sessions. The minimum is 73.18% and the maximum 81.09%. Based on the range and mid-range the cut-off rate is fixed

as 77.14%. The cut-off rate would help to segregate, analyze and effectively concentrate the training skills falling below it.

Graph-3: CNS based about the Skills – Post Test


68.00%

70.00%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

IA IB IC ID IE IF IG IIA IIB IIC IID IIE IIIA IIIB IIIC IIID





From table 10, it is found that the various skills are evaluated based on the CNS algorithm. It is noticed that few items are falling

below the cut-off rate. In graph-4, the skills are arranged according to their rating arrived with the help of CNS algorithm. For

example, IA takes fifth place from the first places.

Graph-4: CNS Based on the Rating of Post Test


Graph-4 graphically represents the post training skills. Of the sixteen training skills tested for its consensus, seven skills needs

attention since it falls below the cut-off 77.14 percent. The skills like facilities provided in the center for training, work without

personal loss, good return on investment, classroom presentation of the rules by the trainers, trainer effectiveness and retention of

skills taught for longer period of time needs immediate attention as majority of the employees belonging to all the four categories

taken for this study agree in consensus.

Table-7: CNS of Field Test I

Questions CNS %

IVA Relevancy of rules taught and the applicability of the theory 44.31

IVB Training module, its applicability after training 59.37

IVC Retention of skills and applicability of rules 76.54

IVD Correlation of theory with actual work 65.04

IVE Improvement in quality and performance without external assistance 70.53

IVF Knowledge gained in training in facing day to day problems 65.29

IVG Application of rules, interpersonal communication and self-motivation 74.38

IVH Retention of rules in memory 65.79

IVI Updating of rules by remembering the basic training inputs 70.47

IVJ Return on investments on the efforts taken by the administration 58.23

IVK Facilities and exposure given 68.73

IVL Design of the module in updating and job-rotation 72.26



experienced by them after undergoing the training program at their work spot. The rating shows the measure of agreement among

the employees. The more each member within one group can agree well, the higher the consensus.

Table-8: CNS of the Field Test II

Questions CNS %

IVA Relevancy of rules taught and the applicability of the theory 44.31

IVJ Return on investments on the efforts taken by the management 58.23


IVD Retention of skills and applicability of rules 65.04

IVF Knowledge gained in training in facing day to day Problems 65.29




IVE Improvement in quality without external assistance 70.53


IVG Application of rules, interpersonal communication etc. 74.38



68.00%

70.00%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

ID IG IIIA IIIB IIE IA IIC IIA IF IC IIB IID IB IIIC IIID IE





Table-8 shows the field (work spot) test questions ranked from lowest to highest in percent showing the consensus among the

employees in rating the various training skills. All the four categories of employees namely, the current and advanced ticket

booking clerks, ticket checking staff and the stationmasters have rated the least for the relevancy of rules taught in the training

institute and the practical applicability of the same in the work place as 44.31 percent. Among the skills tested for consensus, the

retention of skills taught and the applicability of the rules taught has been rated the maximum percentage of 76.54.

Table-9: Cut-off Rate of Field Test

Maximum 76.54%

Minimum 44.31%

Range 32.23%

Mid-range 16.12%

Cut-off Rate 60.43%


Table-9, evaluates the entire field applicability skills at the working place of the employees and depicts the minimum and

maximum range of the skills taught during the training sessions and their real time applicability in their daily work.

The minimum is 44.31 percent and maximum 76.54 percent. Based on the range and mid-range the cut-off rate is fixed as 60.43

percent. The cut- off rate would help to segregate, analyze and effectively concentrate the training skills falling below it.

FIELD-TEST

Graph-5: CNS based about the Skills of Field Test


Graph-6: CNS base on the Ratings of Field Test


0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

IVA IVB IVC IVD IVE IVF IVG IVH IVI IVJ IVK IVL

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

IVC IVG IVL IVE IVI IVK IVH IVF IVD IVB IVJ IVA





Graph-6 represents the impact of the trained skills at the field. Of the twelve training skills tested for its consensus, three skills

needs attention since it falls below the cut-off 60.43 percent. The skills like relevancy of rules taught in the training program and

their practical applicability, good return on the investment made by the Railway administration and the impact of the training

module in its applicability after training in the field needs immediate attention as majority of the employees belonging to all the

four categories taken for this study agree in consensus.

Table-10: Pre-CNS below cut off

Questions CNS %







Table-10 explains the training skills likely to fall below the cut-off range of 76.05 percent. All the four categories of employees

chosen for the study are called as front line service staff as they directly serve the customers of Indian railway transportation

sector face to face. They have perceptions about the training program that they may not be in a position to work in their work spot

without personal financial loss as these categories of people are engaged in issue of tickets to the journey performing passengers

by collecting money in return. During the transaction of issue of tickets by the ticket booking clerks or the ticket checking staff,

they have to apply the appropriate rules learnt meticulously; otherwise, short collection of money would make the employee to

pay back to the organization either immediately or from their salary. Excess collection of fare may lead to public complaints from

the customers, which would lead the administration to punish the employees. Area like training module, its impact on the

individuals understanding, effectiveness of the training program and the long-term memory retention of the skills taught are the

skills expected by all the employees belonging to the four categories in their training at the institute.

Table-11: Pre-CNS above cut off Rate

Skills Tested CNS IN %













Table-12: Post-CNS below cut off Rate










Table 11 explains about the skills falling below the cuf-off level of consensus. All the four categories of staff rated the facilities

available in the centre as inadequate and emphasises the need for its improvement. The rules taught required to be presented in a

better way,thrust should be given for improving the teaching methodologies which would inturn improve the trainer effectiveness.

The rules taught should have impact on the practical applicability in the field work.





Table-13: Post-CNS above cut off

Skills Tested CNS in %











Table-14: Field-Cns below cut off


IVA Relevancy of rules taught and the applicability of the theory in field 44.31




Table 14 explains the skills requiring immediate attention in the work spot of the field staff of Railways. There is not much

relevancy seen between the rules taught in the training center and its practical applicability in the field. There is also an immediate

requirement to revamp the training module to suit the employees to apply what they learn practically in the field. The railway

administration may not be able reap the return on investment made on training the staff and placing them to work in the front line

service area.

Table-15: Field-CNS above cut off


IVD Retention of skills and applicability of rules 65.04

IVF Knowledge gained in training in facing day to day Problems 65.29




IVE Improvement in quality and performance without external assistance 70.53


IVG Application of rules, interpersonal communication and self-motivation 74.38



Table-16: Point of Incidence in Pre and Post Tests

Skills Tested CNS %






Table 15 shows the area requiring utmost attention with respect to the consensus test analysis between the pre and posttests four

hypotheses need improvement. Skills like teaching methodology, trainer effectiveness in inculcating the rules and regulations to

the employees needs further improvement.

Table-17: Point of Incidence in Pre Test only








In Table 17, it is found that in the test conducted prior to the training the four categories of employees chosen for this study

aspired that the training module should be appropriate enough to cater to the understanding capacity of the individual employees.

POST ONLY

Table-18: Point of Incidence in Post Test only




IID Long-term memory retention of skills ,achieving set target 76.32


In table-18, it is found that three hypotheses in the posttest required attention. The immediate concern should be for enhancing

presentation of rules in a simple way as to reach the employees more effectively. The facilities available in the training institute

have to be revamped to help various categories of employees to have a better stay. All the four categories of employees considered

for this study rated in consensus about the need for long-term retention of the skills learned at the training institute, which would

help in achieving the set target of the organization.

Table-19: Point of Incidence in Field Test only


IVA Relevancy of rules taught and the applicability of the theory in field 44.31




From Table-19, it is found that three hypotheses need to be addressed .All the four categories of employees agree that there is no

relevancy of rules taught and the applicability of the same in the field. The training module should be appropriately modified as to

suit to the real time applicability in the work place. The consensus test revealed the fact that only 58 percent employees there is

return on investments on the efforts taken by the Railway administration.

FINDINGS AND SUGGESTIONS

CNS of Pre-Test

The percentage of consensus is shown by the four categories of employees while answering the questions on the skills

expected by them before undergoing the training program. The rating shows the measure of agreement among the

employees since, the more each member within one group can agree well, the higher the consensus.

Pre Test Ranking

The knowledge gained by the employees and its impact on applicability of the same in their daily work is rated at 80.67

percent.

The minimum is 71.42 percent and the maximum 80.67 percent. Based on the range and mid-range the cut-off rate is

fixed as 76.05 percent.

Of the sixteen training skills tested for its consensus, four skills needs attention since it falls below the cut-off 76.05

percent. The skills like work without personal loss, good return on investment, training module and its impact on

training, trainer effectiveness and retention of skills taught for longer period of time needs immediate attention as

majority of the employees belonging to all the four categories taken for this study agree in consensus.

CNS of Post-test

The percentage of consensus shown by the four categories of employees while answering the questions on the skills

expected out of them after undergoing the training program. The rating shows the measure of agreement among the

employees since, the more each member within one group can agree well, the higher the consensus.

CNS of Post-test Ranking

All the categories of employees namely, the current and advanced ticket booking clerks, ticket checking staff and the

stationmasters have rated the least for the facilities available in the training institute as 73.18 percent. Among the skills

tested for consensus, the training module and its impact on understanding has been rated the maximum percentage of

81.09.

The minimum is 73.18 percent and the maximum 81.09 percent. Based on the range and Mid-range the cut-off rate is

fixed as 77.14 percent. The cut- off rate would help to segregate, analyze and effectively concentrate the training skills

falling below it.





Of the sixteen training skills tested for its consensus, seven skills needs attention since it falls below the cut-off 77.14

percent. The skills like facilities provided in the center for training, work without personal loss, good return on

investment, classroom presentation of the rules by the trainers, trainer effectiveness and retention of skills taught for

longer period of time needs immediate attention as majority of the employees belonging to all the four categories taken

for this study agree in consensus

CNS of Field Test

The CNS algorithm shows the percentage of consensus shown by the four categories of employees while answering the

questions on the skills experienced by them after undergoing the training program at their work spot. The rating shows

the measure of agreement among the employees. The more each member within one group can agree well, the higher

the consensus

CNS of the Field Test Ranking

All the categories of employees namely, the current and advanced ticket booking clerks, ticket checking staff and the

stationmasters have rated the least for the relevancy of rules taught in the training institute and the practical applicability

of the same in the work place as 44.31 percent. Among the skills tested for consensus, the retention of skills taught and

the applicability of the rules taught has been rated the maximum percentage of 76.54.

The minimum is 44.31 percent and maximum 76.54 percent. Based on the range and Mid-range the cut-off rate is fixed

as 60.43 percent. The cut- off rate would help to segregate, analyze and effectively concentrate the training skills falling

below it.

Of the twelve training skills tested for its consensus, three skills needs attention since it falls below the cut-off 60.43

percent. The skills like relevancy of rules taught in the training program and their practical applicability, good return on

the investment made by the Railway administration and the impact of the training module in its applicability after

training in the field needs immediate attention as majority of the employees belonging to all the four categories taken for

this study agree in consensus.

Pre-CNS below cut off

The CNS algorithm explains the training skills likely to fall below the cut-off range of 76.05 percent. All categories of

employees chosen for the study are called as front line service staff as they directly serve the customers of Indian

railway transportation sector face to face. They have perceptions about the training program that they may not be in a

position to work in their work spot without personal financial loss as these categories of people are engaged in issue of

tickets to the journey performing passengers by collecting money in return.

Post-CNS below cut off Rate

The CNS algorithm explains about the skills falling below the cut-off level of consensus. All the four categories of staff

rated the facilities available in the center as inadequate and emphasize the need for its improvement. The rules taught

required to be presented in a better way, thrust should be given for improving the teaching methodologies, which would

in turn improve the trainer effectiveness. The rules taught should have impact on the practical applicability in the

fieldwork.

Field-CNS below cut off

The CNS algorithm explains the skills requiring immediate attention in the work spot of the field staff of Railways.

There is no relevancy found between the rules taught in the training center and its practical applicability in the field.

There is also an immediate requirement to revamp the training module to suit the employees to apply what they learn

practically in the field. The railway administration may not be able reap the return on investment made on training the

staff and placing them to work in the front line service area.

Point of Incidence in Pre and Post Tests

The CNS algorithm shows that the area requiring utmost attention with respect to the consensus test analysis between

the pre and posttests four hypotheses need improvement. Skills like teaching methodology, trainer effectiveness in

inculcating the rules and regulations to the employees need further improvement.

Point of Incidence in Pre Test only

It is found that in the test conducted prior to the training the four categories of employees chosen for this study aspired

that the training module should be appropriate enough to cater to the understanding capacity of the individual employees

Point of Incidence in Post Test only

It is found that three hypotheses in the posttest required attention. The immediate concern should be for enhancing

presentation of rules in a simple way as to reach the employees more effectively. The facilities available in the training

institute have to be revamped to help various categories of employees to have a better stay. All the four categories of





employees considered for this study rated in consensus about the need for long-term retention of the skills learned at the

training institute, which would help in achieving the set target of the organization.

Point of Incidence in Field Test only

It is found that three hypotheses need to be addressed .All the four categories of employees agree that there is no

relevancy of rules taught and the applicability of the same in the field. The training module should be appropriately

modified as to suit to the real time applicability in the work place. The consensus test revealed the fact that only in 58

percent employees there is return on investments on the efforts taken by the Railway administration.

CONCLUSION

The analysis brought out the findings that there is impact of training on the employees. The results also proved that the training

has long-term impact on employees in remembering the skills learnt. The Consensus scale identified the areas to be strengthened

in the future programs. It concludes that though the training programs today achieved the results, few segments of employees are

not fully reached due to the influence of decay. The training may be given to each segment in separate centers to avoid decaying

impact.

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A COMPARATIVE STUDY ON ORGANIZATIONAL COMPETENCIES

AT SELECTED COMMERCIAL BANKS IN ETHIOPIA

Dr. Ponduri SB11 Yimer Ayalew Ahmed12

ABSTRACT

The research has analyzed the organizational competencies in the case of selected banks in Dessie city (Wegagen Bank, and

Awash International Bank). The specific objectives of the o explore organizational competencies of each branch bank. To

achieve the objective of the study, both primary and secondary data sources were used. Primary data is collected through

questionnaire and interview. Both open ended and close-ended questions are employed to gather data from employees of the

bank. Furthermore, semi structured interview is conducted to gather data from general managers of the stated banks.

Secondary data is collected from, annual reports and other unpublished materials of the banks. Descriptive statistical tools are

used to analyze both primary and secondary data. Results show variety of resources, variety skills indifferent functional areas

and communication means were used for organizational competencies development and implementation and organizational

competencies vary based on the resources and skills of the banks. Technology was identified as organizational competency of

Wegagen Bank. Awash International Bank identified team supported standardized service as its competency. Finally, based on

the findings of the study, possible recommendations were given. These include developing strategies that incorporate

organizational competencies, allocation of resources, and continuous improvement of employee skills, communicating

organizational competencies between members.

KEYWORDS

Resources, Skills, Organizational Competencies, Communications, Employee Skills etc.

INTRODUCTION

The successes and failure of every economy depends on its financial systems. Financial system of an economy comprises of

financial markets. Financial market is place money and other allied forms of money is being bought or sold. Banks are considered

as one of the best market places for financial markets. Banks are the financial institutions preserve money in the form of deposits

and lend money as loans and advances. Primarily banks engage on accepting deposits and lending loans. In addition to the

banking activities, the banks are also provide various investment opportunities and insurance products. The major banking

functions can be classified as monetary authorities by the central bank of the country and Depository Credit Intermediation.

Central bank is involved in managing Nation's money, International reserves, holds reserve deposits of different domestic banks

and issues the dollars depending on the requirements of foreign currency (Gebreselassie, 2013). On the other hand, the credit

intermediation delivers banking services to customers and businesses like securing the money of depositors and lending money

(Bureau of Labor and Statistics, 2010). Globally, the banking business is transformed after the liberalization of several economies

in the world. These changes made other economies also to change though they are not the part of globalization. The major forces

like embrace the deregulation of financial services at the National level, technological innovation, prevailing international

competition, vital changes in companies behavior, growing disintermediation and increased focus on shareholder worth.

According to the monetary and economic department documents (MED, 2001) the banking sector in central Europe and Latin

America has additionally been transformed as results of privatization of state-owned banks that had dominated their banking

systems in the past (Gebreselassie, 2013). In Africa, the banking sector in Middle East and Northern Africa Region are among the

biggest and deepest in the developing world. Competition in the banking business is mostly with regard to lower prices for

banking products, greater bank efficiency and increased access to finance. Differences in banking sector, competition between

Middle East and Northern Africa and other regions result from a worse credit information environment, strict regulations and

practices governing bank entry. Therefore, measures to promote competition in Middle East and Northern Africa should focus on

making banking sectors in the more contestable, increasing the scope, access, and quality of credit information among banks

(Diego et al., 2010). Ethiopian banking is booming. Financial results for the 2010 fiscal year show an industry benefited from high

growth, high profits, and high dividends. Even in the challenging environment, all major areas of banking operations like

collecting deposits, providing loans, and foreign exchange dealing showed growth of more than 20 percent. Profits increased up to

45% and shareholders (at banks open for more than a year) received an average return of 27% on their investments. Although

there is strong growth, notable variations among banks in terms of their aggregate size, revenue sources, relative profitability, loan

concentration, customer focus, and operational efficiency. The ranking of banks’ performance on these financial measures using

annual reports have just become available for all 12 of Ethiopia’s private banks viz., Abyssinia, Awash, Berhan, Bunna, CBO,

Dashen, Lion, NIB, OIB, United, Wegagen, and Zemen (Access Capital, 2010). However, firms in this volatile environment can

11Associate Professor, Department of Management Studies, College of Business and Economics, Wollo University, Ethiopia,

[email protected] 12Head of Department & Lecturer, Department of Management, College of Business and Economics, Wollo University, Ethiopia,

[email protected]







base their competition on internal capabilities to fit with the environment and achieve superior performance than their competitors.

Strategy or practice to manage change in banking business is critical in allowing the bank to best exploit its competencies relative

to opportunities in the external environment and to neutralize the threats. In other words, the right strategy or practice is needed

for improving performance (Rizal, 2008, cited by Gebreselassie, 2013). Business strategy is highly associated with crafting and

maintaining a profitable fit between the commercial venture and its environment. SWOT analysis- the identification and

assessment of strength, weakness, opportunity and threats is intended to yield strategic insights.

Firm’s internal environment, in terms of resources and capabilities, might offer the premise for a strategy or practice and

ultimately influence the firm’s performance (Hitt and Ireland, 1986). Therefore, the firm due to the unpredictability of the

marketplace requires an emphasis on the internal resources and capabilities or organizational competencies that react to

environment. These internal capabilities would help banks to better respond to either external or internal challenges. The resource-

based view says that competitive behavior of the firm is not the result of the firm is positioning within a wider environment, but

certain distinctive and intrinsic features of the firm itself. The resource-based view shifts the emphasis from the competitive

environment of firms to the resources that firms have developed to compete in that environment (Miller and Shamsie, 1996).

Organizational competencies should contribute considerably to the value of the product if they allow a firm to create a customer

benefit. A product with good value should add to customer satisfaction. Investing in organizational competencies for their

development is important. Resources would be allocated to their development. The rent generating capabilities of these

competencies would need to be measured. (Prahalad and Hamel, 1990).The development and use of organizational competencies

to create competitive advantage is being used more widely in the banking industry. Organizational competencies are created by

bundling employee skills, organizational assets, technologies, and processes allowing a company to offer a particular benefit to

customers in a manner superior to their competitors.

STATEMENT OF PROBLEM

Organizational competencies are groups of variables in institutions such as special skills, expertise, processes, technologies,

knowledge and many more. Business firms can gain long-term development and experiences by utilizing these kinds of variables

and this long-term experience creates customer value because they are considered by customers to be unique and distinguishable.

This value helps to protect business organizations from competitors and it is difficult for competitors to access and imitate this

value (Ahmed, 2010, Gebreselassie, 2013).

Organizations can gain and sustain competitive advantage both externally and internally. The external view focuses on the

environment and competitive forces. The main target in such cases is how organizations gain a competitive advantage within the

industry of competition with their ability of identifying threats and opportunities within the industry, competitors and the general

environment. Studies emphasize on either a certain skill giving competitive advantage to a firm or the linkages among series of

skills or activities in jointly creating competitive advantage (Ulrich et al., 1991).

According to Barney (2011), Gant (1991), Gebreselassie (2013) resource-based view emphasizes the internal capabilities of the

organization in formulating strategies to achieve a sustainable competitive advantage in its markets and industries. The

organization is considered to have a bundle of resources and capabilities those can be configured to provide with competitive

advantage, then its perspective become inside-out perspective. That is, its internal capabilities determine the strategic choices it

makes in competing in its external environment. An organization’s capabilities may allow it to create new markets and add value

for the consumer. The ability to develop a sustained competitive advantage today is increasingly rare. A competitive advantage

laboriously achieved can be easily lost. Organizations can sustain a competitive advantage only so long as the services they

deliver and the manner in which they deliver them have attributes that correspond to the key buying criteria of a substantial

number of customers. Sustained competitive advantage is the result of an enduring value differential between the products or

services of one organization and those of its competitors in the minds of customers (Jack et al., 1998).

Liu et al (2010) tried to study the resource-based performance determinants for commercial banks in Tanzania and they found risk

management capability, managerial efficiency, service delivery capability, innovation capability and market-sensing capability as

important resources of the commercial banks. Up to the knowledge of the researcher there is no research conducted on

commercial banks organizational competencies on the study area. Therefore, this research tried to assess and explore

organizational competencies based on Resource Based View (RBV) framework of the selected banks in Dessie city (Awash

International Bank Dessie branch, and Wagon Bank Dessie branch).

OBJECTIVES OF STUDY

The general objective of study is to assess organizational competencies based on Resource Based View (RBV) framework.

To assess the organizational competencies in the selected banks.

To explore and compare the organizational competencies of each branch banks.





SCOPE OF STUDY

The scope of this study delimited to Dessie city. For conducting a research in all service industries is not an easy task; it requires

much money, time, and effort the study assess only from internal resource based view. The result of the study is helpful for

corporate managers to develop strategies that incorporate their competencies and take the necessary measure to overcome the

problems by looking at the finding and recommendations given by this study and It contributes to other managers both in service

and manufacturing sectors to identify and develop their competencies and become competent in the business market.


For this study, the researchers used both qualitative and quantitative data. The researchers employed both primary and secondary

data sources. Primary data is collected directly from General Managers and employees of the bank-using questionnaire and

secondary data has collected from various articles of the same topic, books, magazines of the banks and other published

information in the form of articles, research papers, and internet. Also the information provided by each branch bank. Data has

collected from the banks’ any additional data they thought addressed their Organizational competencies. This research relies on

both quantitative and qualitative type of research approach. Such research design is a good way of approaching issues in the study

as it enabled to counteract and triangulate evidences in both quantitative and qualitative research types. Because of the limited

number of employees in each bank branch (Wegagen Bank dessie branch, and Awash International Bank Dessie branch) totally 80

employees are the target population of the study. Those who are not relevant for the study like cleaners, messengers, and guards

are not considered as target respondents because they are not involved in the core banking activities. Both qualitative and

quantitative methods of data analysis techniques are employed.

In Qualitative Data Analysis data gathered from interviews, open-ended questions, and non-financial materials are analyzed

qualitatively and also in Quantitative Data Analysis Questionnaire are prepared to gather data on which competencies banks reside

and what assets, technologies and skills are used to develop and implement these competencies. Descriptive analytical tools like

percentages, means, and standard deviation are used to analyze quantitative data. The means for each branch in each competency

are compared using Analysis of Variance (ANOVA). In a study One-way ANOVA is used if there is only one factor and to

investigate the differences amongst its various categories having numerous possible values. The results are examined to show

which bank has significantly higher means on their organizational competencies and skills. The data is tabulated by using tables.

RESULTS AND DISCUSSION

Table-1: Resources for Developing and Implementing Organizational Competencies

Wegagen Bank Awash Bank

Mean Std. Deviation Mean Std. Deviation

Financial Resources 4.44 0.64 4.30 0.98

Technology 4.41 0.63 3.70 1.34

Adequate human Resource 4.15 0.71 3.80 1.01

Skilled Human Resource 4.07 0.73 3.70 0.923

Harmonic R/ship among employees 3.44 1.12 3.80 1.50

Good organizational image 4.00 1.14 3.80 0.95


Table-1 shows the availability of bank resources that use for developing and implementing organizational competencies. In

Wegagen Bank resources availability to the development and implementation of its organizational competencies look financial

resources having a mean of 4.44 with a std. deviation of 0.64, technological resources having a mean of 4.41 with a standard 3.8

deviation of 0.063, adequate human resource having a mean of 4.15 with a standard deviation of 0.72, skilled human resource

having a mean of 4.07 with a std. deviation of 0.73, organizational image which is the intangible resource of the bank having a

mean of 4.00 with a std. deviation of 1.14, and harmonic relationship among employees of the bank having a mean of 3.44 with a

std. Deviation of 1.12. This indicates the intangible resources organizational image and harmonic relationship among employees,

even though they have above average mean, respondents were highly deviated by 1.14 and 1.12 respectively. Villalonga (2003)

intangibles resources can play an effective role in sustaining a firm’s competitive advantage.

The interview with the general manager of Wegagen Bank Mekelle branch supported that the bank is emphasizing more on

introducing new banking technologies to deliver technologically supported banking service to the customer. Currently, Wegagen

Bank has introduced networked banking system, which they called Smart banking and Agar Visa Card, which helps customers of

the bank withdraw their money from their account within short period. The manager pointed that in the networked banking service

there is a problem which is directly associated with telecommunication networks and have an impact on the service delivery of the

bank because there is a delay when the network fails.





The resource availability in Awash International Bank is also depicted in Table 4.5 financial resources having a mean of 4.30 with

a std. deviation of 0.98, technological resources having a mean of 3.70 with a standard deviation of 1.34, adequate human resource

having a mean of 3.80 with a standard deviation of 1.00, skilled human resource having a mean of 3.70 with a std. deviation of

0.92, organizational image which is the intangible resource o the bank having a mean of 3.80 with a std. deviation of 0.95, and

harmonic relationship among employees of the bank having a mean of 3.8 with a std. deviation of 1.50. However, resources have

above average means in Awash International Bank, the high std. deviation for technological resources and harmonic relationship

among employees indicates that respondents were not in the same stand for the availability of such resources. The mean results

also indicate respondents were not fully in agreement because they respond below ‘agree’ (4) except for financial resources

availability. The interview with the general manager of Awash International Bank supported the above Survey result and with

regard to the technological resource, the bank has currently introduced networked banking system called Branch power system but

it has to introduce more banking technologies. Generally, as the Survey result and the discussion with the general managers of the

banks indicated the resource allocation for Wegagen Bank is relatively better than the two banks. Wegagen Bank prepares its

annual plan and requests budget from the center (headquarter) for the resources it needs to perform its annual plan. The budget

request is critically evaluated at the head office level, the head office deploys human resources, and other material resources

requested. The same is true for Awash International Bank according to Grant (1991) intangible resources and people based skills

are the most strategically important resources for a firm. The remarkable turn round in the performance of Walt Disney Company

between 1985 and 1987 owed much to the exploitation of Disney’s considerable and unique assets. Therefore, the banks should

turn their face to their intangible resources equally as to that of the tangible resources.

Table-2: Assets and Other Items to Develop and Implement Organizational Competencies

Wegagen Bank Awash Bank

Item Mean Std. Deviation Mean Std. Deviation

Computers 4.59 .844 4.90 .308

Teller machine 3.74 1.607 2.80 1.735

Visa card 4.48 .509 2.10 1.553

Networked system 4.67 .620 4.05 1.146

Adequate human resource 4.44 .892 4.60 .470

Customer focus group 4.78 .424 4.30 .801


Table-2 shows the degree of importance of the bank assets and other item that assist the development and implementation of the

banks’ competencies. In wegegen bank customer focus group assist development and implementation of competencies having a

mean of 4.78 with a std. deviation of 0.42, financial resource having a mean of 4.70 with a std. deviation of 0.54, net worked

banking system having a mean of 4.67 with a std. Deviation of 0.62, computers having a mean of 4.59 with a std. deviation of

0.84, visa card having a mean of 4.48 with a std. deviation of 0.51, adequate human resources having a mean of 4.44 with a std.

Deviation of 0.89, trainings having a mean of 4.19 with a std. deviation of 1.07, comment cards having a mean of 4.00 with a std.

deviation of 1.00, and teller machine having a mean of 3.74 with a std. deviation of 1.61. These show respondents were agreed on

the overall importance of the above resources with more emphasis of technological aspects in organizational competency

development and implementation. Customer focus group and financial assets are also important. In Awash International Bank,

computers assist the development and implementation of its competencies having a mean of 4.90 with a std. Deviation of 0.31,

adequate human resource having a mean of 4.60 with a std. deviation of 0.47, financial resources Having a mean of 4.55 with a

standard deviation of 0.75, trainings having a mean of 4.50 with a std. deviation of 0.68, customer focus groups having a mean of

4.30 with a std. deviation of 0.80, net worked banking system having a mean of 4.05 with a std. deviation of 1.04, This indicates

there is high deviation on respondents of Awash International Bank on net worked banking system in development and

implementation of organizational competencies. Results from the interview with the general manager of the bank shows human

resource were treated as important resources of the bank and different promotional mechanisms like salary increments, priority for

internal vacancy, additional two-month salary at the end of the year and two step increment provision and bonuses were used.

Employees of the bank were getting training twice a year and there was rotational work every three months supported with

teamwork. There was also consequent contact with prominent customers of the bank and their comments were important input for

improving their service delivery. Suggestion box were also evaluated every month. All these assets were important for their

organizational competencies development and implementation.

ORGANIZATIONAL COMPETENCIES

According to Jehad and Faleh (2009), organizational competencies are particular strengths relative to other organizations in the

industry, which provide the fundamental basis for the provision of benefit. Organizational competencies are the collective learning

in organizations, and involve how to coordinate diverse production skills and integrate multiple streams of technologies. It is

communication, an involvement and a deep commitment to working across organizational boundaries.





ANOVA results that show the particular strength of branch banks’ competencies relative to other branches are presented in Table

3 and Table 4 for the two branch banks.

Table-3: Organizational Competencies Significantly Higher in Wegagen Bank Dessie Branch

Description Banks Banks Mean Mean Sig

We focus on technology Wegagen Bank Awash Bank 4.74 4.15 0.019

Detailed procedure, standard and

systems in service delivery

Wegagen Bank Awash Bank 4.33 3.65 0.016

We focuses on devising shorter

process to render the service



Respondents in Wegagen Bank Dessie branch rated technology significantly higher than Awash International Bank dessie branch

with a mean of 4.74, detailed procedures, standards and system in service delivery rated significantly higher in Wegagen Bank

than Awash International Bank with a mean of 4.33. The manager also supported the idea of organizational competencies of the

bank by giving special emphasis to technology. The data from secondary sources, the mission statement of the bank boldly shows

“providing wide range of banking service supported with up to date IT solutions”.

As cited by Rasiah (2010) e-banking provides customers with an across-the-board range of financial benefits like lower

transaction handling fees, higher bank deposit rates, chances to acquire additional credit card incentive points, and it allows for

customers to save time by carrying on their transactions quickly without having to consume time, waiting in line up, to use paper

documents, and allows customers with instantly accessible to their selective bank account information. Wegagen Bank has started

Payment Card services to provide excellent services, keep side by side with the developing global banking technology and satisfy

the increasing needs and wants of world class banking products. As a result, the bank has started issuance of Agar Visa Electron,

Visa’s leading debit product line, which is accepted at the Bank’s ATM network across the country. With Agar Visa card, one

could do a host of various banking activities 24 hours a day, seven days a week.

The bank also was focusing on devising detailed procedures, standards and systems in service delivery to provide fast service to

its customers. Interview results also confirm that detailed manuals, which show what criteria, should be fulfilled by the customer

to get service from the bank were prepared and provided to each employee and written materials that show what one customer

should fulfill to get the banking service were prepared and provided to customers to give fast service. This shows that even though

Wegagen Bank identified its organizational competency on delivering technologically supported banking service, this indicates

that Wegagen Bank is not highly utilizing its technology and managing its expenses and the bank made little effort to create

customer awareness to use Agar Visa Card thereby increase deposits.

Table-4: Organizational Competencies Significantly Higher in Awash International Bank

Description Banks Banks Mean Mean sig

Strong devotion to standardized

service delivery


Consistent training programs for

employees on daily operation


We emphasis on culture that

promotes team work



Respondents in Awash International Bank Dessie Branch rated strong devotion to standardized service delivery significantly

higher than Wegagen Bank Dessie branch with a mean of 4.70, and a culture that promotes team work were rated significantly

higher in Awash International Bank than Wegagen Bank with a mean of 4.35, consistent training programs for employees on daily

operation were rated significantly higher in Awash International Bank than Wegagen Bank with a mean of 4.55. The interview

with the general manager of Awash International Bank reveals that, the bank’s competencies were bundled by the term

“delivering team supported standardized service”. Employees of the bank were provided with different training. Every employee

gets training at least twice a year. They also have long aged teamwork culture and employees support each other. Social

ceremonies were celebrated at the end of the year, which strengthens management employee relationships and the relationship

among employees. Different promotions were provided to employees and employees were motivated to fast and standardized

service to customers of the bank. These organized organizational competencies can create delivering quality service that adds

value to the customer and are significantly higher in the bank. The interview with the general manager confirmed that, the bank

identified its competency as delivering standardized service to customers by devising the above-mentioned mechanism stated in

the Survey result.





RECOMMENDATIONS

At the corporate level, the banks should develop clear strategy that allow them to benefit more from their available

unique resources, skills, and processes in order to improve performance that will lead to achieve competitive advantage.

Wegagen Bank should give due emphasis to the allocation of resources and it should properly integrate them to create

organizational competencies. Its technological resources should be used in a wise and cost efficient manner and

promotional campaigns should be made to create awareness on the customers of the bank. In addition to this, to

minimize the delay of its service Due to some network problems Wegagen Bank should also use manual system like

those of non-networked banks. The bank should also give much emphasis to build its image and strengthen harmonic

relationships among its employees to use them as a source of its competencies.

Awash International Bank should assess their resource allocation properly and they should give emphasis to

technological resources because other competing banks are coming up with technologically supported banking services.

All the two banks should integrate the means by which organizational competencies are communicated among members

because integrated communication helps members to have common understanding on what they should focus up on.

In addition to this, adequate training should be provided for all employees of the banks to develop their skills and

abilities to implement competencies of the banks.

It is suggested that the banks should provide transparent services to the customers. In addition, ensure them that they are

providing the services with tangibility, reliability, empathy, assurance, responsiveness for enhancing the satisfaction

levels of the customers and retain the customers.

CONCLUSIONS

Resources are available in Wegagen Bank to the development and implementation of its organizational competencies. More

emphasis was given in introducing new banking technologies to deliver technologically supported banking service to the

customer. Relatively low emphasis is given to work on organizational image building and creating harmonic relationship among

employees. In Wegagen Bank, managerial skills are low relative to other functional area skills. In Awash International Bank,

customer service officers and support service officers skills are relatively low as compared to the managerial skills; Wegagen

Bank rated technology, detailed procedures, standards and system in service delivery and shorter process to render the service as

organizational competencies of the bank. Mission statement of the bank boldly shows “providing wide range of banking service

supported with up to date IT solutions”. Wegagen Bank has started networked banking and payment card services to provide

excellent service, keep side by side with developing global banking technology and satisfy the increasing needs and wants of

world class banking products. Manuals show what criteria the customer to get service from the bank should fulfill, these were

provided to each employee, and written materials that show what one customer should fulfill to get the banking service were

prepared and provided to customers to give fast service. In Awash International Bank, strong devotion to standardized service,

culture that promotes teamwork and consistent training programs for employees on daily operations was identified as

organizational competencies of the bank. The interview with the general manager of Awash International Bank reveals that, the

bank’s organizational competency bundled by the term “delivering team supported standardized service”.

LIMITATIONS OF STUDY

The current research a Comparative study on Organizational Competencies at Selected Commercial Banks in Ethiopia is limited

to Dessie city branches of the selected banks. Limited number of employees in each bank branch is taken for the study. This is not

applicable to the entire country and all bank branches of Ethiopian country. The results derived from this study are also applicable

only to the selected banks. This cannot be inference to all the service sector organizations like banks. Conducting this type of

research is little bit expensive in terms of money and time. This study is not even applicable to other banks of the country and

other service sector industries.

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9. Eisenhardt, K. M., & Martin, J. A. (2000). Dynamic capabilities: What are they? Strategic Management Journal, 21.

10. Glenn, M. (1988). Excess earnings, competitive advantage, and goodwill value. Journal of Small Business

Management, 26.

11. Helfat, C., & Peteraf, M. (2003). The dynamic resource-based view: capability lifecycles. Strategic Management

Journal, 24, 10

12. Himanshu, K. Shee. (2010). Antecedents to Firm Competitiveness: Development of a Conceptual Framework and

Future Research Directions. Victoria University

13. Ian, S. Hayes. (2011). Developing a Core-Competence Based Strategy. Clarity consulting Inc.

14. Jack, D, Peter, M., Gintei, & Linda, E. Swayne. (1998). Competitive advantage and internal organizational assessment.

Academy of Management Executive, 12(3), 6-16

15. Jehad, S., & Faleh. (2009). The Impact of Core Competencies on Competitive Advantage: Strategic Challenge.

International Bulletin of Business Administration.

16. Retrieved from http://simple.wikipedia.org/wiki/Standard_deviation

17. Retrieved from https://answers.yahoo.com/question/index?qid=20130711183606AAZhBPE

18. Retrieved from http://ventures.powweb.com/business_guide/mgmt_stategic_resource-based.html

19. Retrieved from http://aurino.com/wordpress/it/core-competency

20. Retrieved from http://isma.info/uploads/files/005-core-competence-a-competitive-base-for-organizational-success.pdf

*****

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http://simple.wikipedia.org/wiki/Standard_deviation

https://answers.yahoo.com/question/index?qid=20130711183606AAZhBPE

http://ventures.powweb.com/business_guide/mgmt_stategic_resource-based.html

http://aurino.com/wordpress/it/core-competency

http://isma.info/uploads/files/005-core-competence-a-competitive-base-for-organizational-success.pdf





EMOTIONAL INTELLIGENCE

Dr. Monika Bansal13 Dr. Nisha Rana14

ABSTRACT

Intelligence comes as a result of two causes viz.: Cognition and Emotion. The cognitive scientists held the view that

intelligence is mere processing of fact, the emotions have no role to play in intelligence. However, with the changing times,

the researchers have begun recognizing and realizing the significance of feeling while thinking. Hence, emerged the domain of

Emotional Intelligence. Emotional intelligence (80%) and Cognitive intelligence (20%) are not opposing competencies, as in

reality, both have equally crucial role to play in human life. Since 80% of success in our lives depends on EI it is essential for

the individuals to know their EI level which in turn help them in choosing the right career and right organization to work with.

As well it helps the organization to have Competitive edge over others by having people of good quality to gel with each other

to work together best as a team. A study has been conducted to find the level of emotional intelligence among University

students in Delhi, India. Bhattacharya Instrument of Emotional Intelligence (BEIS-In) was administered on the sample.

KEYWORDS

Emotional Intelligence, Emotional Quotient, Interpersonal Skill, Interpersonal Conflict, Emotional Facilitation etc.

INTRODUCTION

In present day workplaces, it is not merely technical competence and intelligence, which determines one’s success; it is the

“people skills” or emotional intelligence (EI) that seems to matter more. Successful people in the workplace have both cognitive

intelligence (Intelligence Quotient) and emotional skills (Emotional Quotient). As one progress up the higher echelons of

organizational structure, personal qualities become essential ingredients for achievement of excellence at work. At any point of

time, our evaluation on job is in terms of these human abilities and personal qualities. The precise understanding that has evolved

for these human talents is referred to as emotional intelligence. Research shows that emotional intelligence is responsible for as

much as 80% of success in our lives. More and more organizations now see “Emotional Intelligence” as a vital ingredient of their

management philosophy. True competitive edge of an organization is determined by quality of its people- how well they gel with

each other to work together best as a team.

The major area of application of emotional intelligence may be seen in the field of education. Keeping this in view, the

relationship between emotional intelligence and education can be looked at from the perspective of development of an integrated

sense of identity (self) to become effective learners and doers in the classroom situations, as well as apply some of the lessons

learnt therein, in real life situations.

EI theory suggests that emotionally intelligent individuals who work well with others will be the most valued and sought-after

employees because they elevate the group’s or organization’s collective emotional intelligence. Within the past decade, EI has

emerged as an indicator of career success, and the theory has found increased use in organizations like American Express, AT&T,

Ford, Johnson &Johnson etc. for training and development.

It is believed that emotional intelligence plays a very important role in leadership, work life and career development. IQ predicts

only about 20 percent of career successes, which leave the remaining 80 percent to other factors such as emotional intelligence

(Pool, 1997). Emotional Intelligence does not respect the gender. The popular belief is that, women are not more emotionally

intelligent than men. They are, however, emotionally intelligent in different ways. An analysis of emotional Intelligence was

found in thousands of men and women, which showed that women, on average, are more aware of their emotions, show more

empathy, and are more adept interpersonally. Men, on the other hand, are more self-confident, optimistic, and adaptable. It was

found that men are also able to handle stress better than women. In general, however, far more similarities exist than differences.

Some men are empathetic as the most interpersonally sensible women are, while some women are just as able to withstand stress

as the most emotionally resilient men. After taking into account overall ratings for men and women, the strengths and weaknesses

average out, so it is a competition between both sexes. Findings of studies reported by King (1999), Sutarso (1999), Wing and

Love (2001) and Singh (2002) revealed that females have higher emotional intelligence than that of males. Since females tend to

be more emotional and intimate in relationships as compared to males, so their emotional intelligence ought to be higher than that

of males. Society is responsible for this, which socializes the two genders differently as has been found in studies by Duckelt and

Raffalli (1989), and Sandhu and Mehrotra (1999). Moreover, higher emotional intelligence among girls can also be explained in

terms of some of their personality characteristics. Similar findings were reported in studies by Tapia (1999) and Dunn (2002).

They observed that girls score higher with regard to empathy, social responsibilities and interpersonal relationships than boys.

13Assistant Professor, Deen Dayal Upadhyaya College, University of Delhi, Delhi, India, [email protected] 14Associate Professor, Deen Dayal Upadhyaya College, University of Delhi, Delhi, India, [email protected]







More sensitivity was found towards their relationships with parents, friends and siblings. All these traits help them to acquire

more emotional intelligence as compared to boys. This study is only a stepping-stone in the field of emotional intelligence. A

study based on integrative model of Petrides and Furnham’s (2001) examined the relationships between trait EI and work related

constructs. Gender specific perspective was adopted in order to take into account existing gender differences in work related

variables as well as in perception of EI (Furnham, 1994; Petrides, Furnham and Martin, 2004).Male and female data has been

merged by many empirical studies even though there are reasons to believe that systematic differences in the ways in which the

two genders experience the workplace and its demand exist (Roxburgh, 1996).

DATA SOURCE, SAMPLE DESIGN AND MEASURES

The present research work is an empirical one based on both primary and secondary data. The theory is developed from secondary

sources of information and a thorough study of various academic works in the field has been attempted. Primary data were

collected with the help of a standard questionnaire. T-test is applied to test the significance of difference of Emotional Intelligence

between male and female students. This study was conducted among the final year graduates and postgraduates in University of

Delhi. A total of 224 (138 Male and 86 female) samples was collected from the population under study. The sample constitutes 94

under graduates and 130 postgraduates.

The main objective of the research is:

To examine the level of emotional intelligence through different dimensions of EI on the under graduate and post

graduate students of University of Delhi;

To study the relationship between emotional intelligence with respect to their gender.

INSTRUMENT

This study used the instrument developed by Bhattacharya (2003), the Bhattacharya Instrument of Emotional Intelligence (BEIS-

In). Bhattacharya (2003) has attempted to address the significance of culture in emotional intelligence; Indian cultural dimensions

and their implication on managerial effectiveness; and the rationale for developing an emotional intelligence scale in India. The

scale is a 40-item scale evolved the five factors of emotional intelligence like appraisal of negative emotions, appraisal of positive

emotions, interpersonal conflict and difficulty, interpersonal skill and flexibility, & emotional facilitation and goal orientation.

FINDINGS

Table-1 depicts the interpretation of score of each of the five factors of Emotional Intelligence. For each parameter, there is a

maximum and minimum score and the actual score along with their respective interpretations.

Table-1: Level of Emotional Intelligence of Under Graduate & Post Graduate Students

Factor Max. & Min. Score Actual Score Percentile of Students Interpretation

Appraisal of negative

emotions

Max. Score 65

Min. Score 13

More than 49

36-49

26-36

13-26

More than 75%

55-75%

40-55%

20-40%

Extremely High

High

Average

Below Average

Appraisal of positive

emotions

Max. Score 50

Min. Score 10

More than 38

28-38

20-28

10-20

More than 75%

55-75%

40-55%

20-40%

Extremely High

High

Average

Below Average

Interpersonal conflict &

difficulty

Max. Score 30

Min. Score 6

More than 23

17-23

12-17

6-12

More than 75%

55-75%

40-55%

20-40%

Extremely High

High

Average

Below Average

Interpersonal skill and

flexibility

Max. Score 30

Min. Score 6

More than 23

17-23

12-17

6-12

More than 75%

55-75%

40-55%

20-40%

Extremely High

High

Average

Below Average

Emotional facilitation

and goal

orientation

Max. Score 25

Min. Score 5

More than 19

14-19

10-14

5-10

More than 75%

55-75%

40-55%

20-40%

Extremely High

High

Average

Below Average






Table-2 depicts that a significant difference was found between responses of male and female students regarding Appraisal of

Negative Emotions at 1% level of significance. It is also extracted that significant difference was found between responses of

male and female regarding Inter personal Skill & Flexibility at 5% level of significance. Whereas in case of other factors no

significant differences has been found between the gender and emotional intelligence of students.

Table-2: Gender Wise Comparison of Emotional Intelligence

S. No. Variable Mean

(Male)

Mean

(Female)

Standard

Deviation

(Male)

Standard

Deviation

(Female)

t-value

Sig.

Value

1 Appraisal of Negative Emotions 4.24 4.33 0.56 0.41 2.377** 0.006

2 Appraisal of Positive Emotions 4.25 4.25 0.46 0.48 0.861 0.390

3 Inter personal Conflict & Difficulty 4.21 4.18 0.45 0.51 1.724 0.086

4 Inter personal Skill & Flexibility 4.09 4.15 0.80 0.71 2.268* 0.024

5 Emotional Facilitation & Goal

Oriented ness 3.89 3.90 0.76 0.74 0.845 0.399

Note: **significant at 0.01 level

*significant at 0.05 level


CONCLUSION AND LIMITATIONS OF STUDY

The ultimate aim of any student after completing their course is to join a company or to start his own company. For this, s/he

needs both cognitive intelligence and emotional intelligence. Cognitive intelligence is imparted to the student through the

curriculum, which he studies as well as additional coaching, provided the institutes.

The organizations, while recruit students for a post, test the skill through their own competitive tests, group discussions and

personal interviews. Even if the recruiter finds the person not suitable and needs to be given training on a particular skill s/he may

be given the requisite training by the employer during the probation period (i.e. varies from six to twelve months) itself. However,

as far as Emotional intelligence is considered only very few institutes have courses on emotional intelligence and only very few

companies are measuring the EQ of the prospective employee. So most of the recruiters find it very difficult to select a right

candidate for the post. Even if they feel that the skill can be imparted to them after recruitment, they (the employer) lack the right

personnel to train the candidate on emotional intelligence.

It was found that the EI scores are high for both undergraduate and post graduate students of University of Delhi but there exists a

difference among male and female students on two factors of Emotional Intelligence as discussed above. This implies that the

corporate can give just a little more training to male recruitee, if they wish and there is no need for them to provide in-depth

training to improve the emotional intelligence of the recruitee.

A study about the gender differences on emotional intelligence showed that there is a significant difference between men and

women on some subscales of emotional intelligence i.e. Assertiveness, Independence, Stress Tolerance and Impulse Control

(Kaneez, 2006). The findings revealed that there is a significant difference between the mean scores of the men and women. It

means that men show more assertiveness, self-recognition about himself show more independence and management according to

the situations than the women. Independence impulsive assertiveness is usually observed in men. One of the reasons for this is that

men are a powerful member in our society.

The present study has certain limitations that need to be taken into account when considering the study and its contributions. Since

the study covers only students of University of Delhi hence cannot be generalized. This study merely focused on the level of

Emotional Intelligence and ignored the intervening factors.

REFERENCES

1. Duckelt, E., & M., Raffalli. (1989). Taking care, maintaining the self and the home in adolescents. J. Youth and

Adolescence, 18(6), 549.

2. Dunn, P. (2002). The impact of starting a new venture on the entrepreneur and their family: Expectations, reality, and

willingness to start again. In Association for Small Business and Entrepreneurship 2002 Annual Conference.

3. Furnham, A. (1994). Personality at work. London: Routledge.





4. Kaneez, U. (2006). Emotional Intelligence among the Individual with Depression and without Depression. A

Comparative Study (Unpublished M.Sc. Dissertation). Islamabad. Quaid-e-Azam Univ.: Nat. Instt. Psychol.

5. King, M. (1999). Measurement of differences in emotional intelligence of preservice educational leadership students

and practicing administrators as measured by the multifactor emotional intelligence scale. Dissert. Abst. Int., 60(3), 606.

6. Petrides, K. V., & A., Furnham. (2001). Trait emotional intelligence: Psychometric investigation with reference to

established trait taxonomies. Europ. J. of Personality, 15, 425-448.

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stereotypes. Social Psychol., 144, 149-162.

8. Pool, C. R. (1997). Up with emotional health. Educational Leadership, 54, 12-14.

9. Roxburgh, S. (1996). Gender differences in work and well – being. Effects of exposure and vulnerability. Health and

Social Behavior, 37, 265-277.

10. Sandhu, P., & N., Mehrotra. (1999). Time pattern of female students with special reference to leisure time activities.

Ind. J. of Social Res., 40(4), 285-296.

11. Singh, D. (2002). Emotional Intelligence at Work: A Professional Guide. New Delhi: Sage Publications.

12. Sutarso, P. (1999). Gender differences on the emotional intelligence inventory (EQI). Dissert. Abst. Int.

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Abst. Int.

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Others onto Health. Emotion, Social Relationships and Health Series in Affective Sci. New York: Oxford Univ. Press.

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BECOMING RAW TO READY: IMPORTANCE OF DEVELOPING SOFT SKILL

IN SUCCEEDING TODAY’S CORPORATE WORLD

Dr. Deepshikha Srivastava15 Ritesh Srivastava16

ABSTRACT

In today’s world, India is charging ahead in terms of development and technical growth and there is a steady increase in the

proportion of the workforce in the age group of 15–59 years. The country is now making headway in being equipped to meet

the growing demands of the world and can, in the future, become a center for outsourcing of skilled workforce. With the rise

in the number and quality of the educational institutions of our country, the workforce produced faces a challenge from the

lack of opportunities for employability.

Every year over three million graduates and postgraduates are added to the Indian workforce according to NASSCOM.

However, only 25% of technical graduates and 10 – 15% of other graduates are considered actually employable. In today’s

scenario, where the survival of the fittest is the criteria, it has become unavoidable to sharpen one’s technical skills, and more

importantly one’s soft skills.

KEYWORDS

Soft Skill, Interpersonal Skill, Communication Skill, Self-Management Skill, Academic Skill etc.

INTRODUCTION

India’s population is huge at 1.21 billion. It is rapidly increasing at a rate of 17% and integrating quickly into the global economy.

India is among the ‘young’ countries in the world, with the proportion of the work force in the age group of 15-59 years, which is

increasing steadily. However, presently out of total workforce in India only 2% of the have undergone skills training. India has a

great opportunity to meet the future demands of the world though it can become the worldwide sourcing hub for skilled

workforce. The challenges for India are exaggerated. It needs to reach across million workforce ready population, while facing an

ever-growing relocation of labour from agriculture to manufacturing and services. With the growth and development of

educational institutions in our country, the quality of workforce is challenged by its employability.

Attempts to open the Indian education sector to international standards have experienced a setback in recent months. This shows

that the employable workforce what institutions are generating are at stake. However, this reluctance to admit international

educators does not apply to all educational sectors. As India labors to meet its aim of upskilling 500 million workers by the

beginning of the next decade, the country has turned to international organizations and institutions for help.

According to a report by NASSCOM, each year millions of graduates and post-graduates are added to the Indian workforce.

However, of these only 25 per cent of technical graduates and 10-15 percent of other graduates are considered actually

employable. Industry today faces a shortage of appropriately skilled labor and the possibility of someone joining straight out of

college being up to the mark is rare. Estimates say, it takes at least six months before a graduate becomes actually employable. We

need to create a platform where students, academia and industry could come on board interact, engage and help each other.

Compared to many Western nations, India faces a unique dilemma. Although the country boasts one of the greatest labor

surpluses in the world. Indian employers are particularly likely to experience difficulty meeting their needs for employees.

Approximately 67% of Indian employers reported that they struggle to find workers who meet their requirements.

The reason for this apparent contradiction lies in the fact that a large proportion of Indian workers are unskilled. Research

performed by the Indian government presented this staggering statistic: “80% of the workforce in rural and urban areas does not

possess any identifiable marketable skills.”

REAL CHALLENGES

Although India has already achieved notable success in creating a skilled workforce, there are still several serious challenges that

the country has to overcome in order to achieve its goals.

15Assistant Professor, Amity School of Languages, Amity University, Uttar Pradesh, India, [email protected] 16H.O.D. (MBA), Sherwood College of Engineering Research and Technology, Uttar Pradesh, India, [email protected]







Creating and formally adopting a framework of standards was an important first step; however, in a country as diverse and

decentralized as India, it may prove challenging to introduce the framework quickly. In addition, even if the framework is adopted

smoothly, its proponents will have to struggle with common prejudices about the quality of education.

As per current scenario, the billions of young workers who will flood its job markets in the next decade will be in danger of

downfall that will cost the nation down in terms of GDP. The problem is that most of the Indians are fanatical with classroom

teaching and white-collar dreams. Most of them are not aware or does not try careers that guarantee them good career growth. The

less formally educated youth lack appropriate guidance and are destined to flow from one underpaid stint to another.

NEED OF STUDY

Introduction of MNC’s in India has grown in the history. It exponentially arises in last few decades. Employers often complain

about a lack in soft skills among graduates from education institutions in India. Mostly about communication skills and other

required sets. Knowledge in business management and logical thinking is also highly required, which is also in the required list

desirable skills for graduates entering the business world. This problem is universal and not only restricted to us but also well

known to developed countries around the world. A recent objection in this regard came from the British Association of Graduate

Recruiters (AGR), according to which many graduates lack soft skills, such as team working. Further, they explain that candidates

are normally academically proficient but lack in soft skills. They lack in communication numerical ability as well as verbal and

nonverbal reasoning. Indeed, the situation seems to be particularly bad in science and engineering programmes. Engineering

graduates should bring along knowledge of foreign languages, cultural awareness, should be team workers, and should perhaps

have attended a Rhetoric course (Ihsen, 2003).

In today's world, where the survival of the fittest is the norm, it has become imperative to sharpen one's technical skills, and more

importantly, one's soft skills. Technical skills can be learnt, applied and measured to an established degree. However, the same

cannot be said of soft skills. Soft skill is a sociological term for an individual's Emotional Intelligence (EQ). It can be broadly

defined as personal attributes that enhance an individual's interactions, job and career prospects. Whether it involves face-to-face

customer interaction or even indirect correspondence over telephone or e-mail, employees adept at soft skills will achieve both

individual as well as organizational success. Soft-skills are significant to promote and use one's hard skills. Both are required and

complimentary to each other. One without the other has no impact. According to Serby Richard (2003) today’s organization

required such candidates specifically who can add value to their organization. With the help of Soft Skills and the ability to

develop can make the difference between a job offer and enjoyment of new employment. The requirement of soft skills in a job

has made the competition for getting good jobs quite tougher. Candidates who want to compete over their competitor are expected

to develop their soft skills. Employers value soft skills because they cater value addition over traditional job qualifications.

Professionals today need to include a perfect soft skills quotient, which required along with good domain knowledge in order to

succeed in this cutthroat competition. For developing soft skills in them, they require rigorous and focused trainings as a part of

their curriculum. This will help them to improve their ability, which will enable them to secure a respectable career in the

corporate world.

In spite of such great significance of soft skills in today’s corporate world, many institutions are yet to bring in soft skills in their

regular curriculum. There is a dire need of developing focused soft skills training sessions and curriculum to ensure commendable

career to graduates and post-graduates.

MODEL

During the process of creating and operating an institution like in India, result can ultimately determine the success or failure of an

institution. Creating and distributing a focused agenda that outlines the areas to be exercised in an institute can have several

important benefits.

Academic Skill

Focused Direction: Teachings that have no agenda are likely to have less direction and be less productive than more

structured teachings with a preset list of guidelines. In addition, learning participants and students may become

disengaged if teaching stray from relevant topics, which can set a poor precedent for future results. If students feel that

teachers are unfocused and contribute little to their work, they may skip classes.

Preparation of Lesson Plan and Course handout with an Agenda: Another important aspect of creating and

circulating an agenda with course handout for teaching ahead of time is that it gives teachers and students an

opportunity to prepare for the learning process. If participants know which specific topics are going to be discussed in a

class, they can research those topics in advance and prepare relevant information and questions to contribute

constructively to it. If participants know that important, relevant topics are going to be covered at meeting, they will be

more likely to attend.





Research: Ability to research suitable periodicals, books, websites and other references to draw the required

information.

Synthesis of Data: Having located relevant information from a variety of sources, to bring it together and present in a

coherent argument.

Critical Thinking: Consider issues from a variety of perspectives and draw appropriate ideas and values in arriving at a

critical assessment.

Active Learning: Develop willingness to take an active role in learning and distinguish personal responsibility for

learning.

Problem Solving: To develop ability to negotiate barriers in pursuing an objective and develop effective strategies for

overcoming them.

Project Management: Able to plan, monitor and evaluate using project management tools and techniques to provide

workable solutions.

Creativity / Innovation: Able to think crossways and creatively, to develop original approaches in defining and solving

problems.

Self-Management Skills

Reflection on Learning: Able to stand back, review an activity or task, capture its essence and systematically plan the

next steps.

Self-Awareness / Assessment: To develop ability to evaluate one’s own strengths, weaknesses, values and progress.

Action Planning / Decision Making: To develop ability to plan, set and meet own objectives and make decisions

starting from a variety of possible options.

Time Management / Self Discipline: To develop ability to prioritize tasks, manage and achieve results on time and

within budget or other constraints.

Independence: To develop ability to work without supervision in unfamiliar surroundings and make a full contribution.

Initiative / Proactive Approach: To develop ability to initiate activities and execute interests without administration

and control or any intervention from others.

Budgeting: To develop ability to budget finances effectively and supplement income from part-time work when

appropriate.

Communication Skills

Written Materials: To develop ability to build grammatically correct and well-written formats, reports, essays using

the most appropriate style.

Oral / Visual Presentations: To develop ability to filter information, transfer ideas and concepts to the audience using

new technology audio visual aids and prepare to face questions to defend.

Active Listening: To develop ability to hear and understand verbal messages without any discrimination or prejudice.

Technical Vocabulary / Languages: To develop ability to read, speak and understand technical jargons and languages,

where and when appropriate.

Numeracy: To develop ability to manipulate numerical data in any context in which you would be expected to

participate.

Information Skills: To develop ability to seek, store, retrieve, synthesize, use and present information in ways

appropriate to the task, including the use of Computers & IT.





IT Skills: To develop ability to use computer applications to the level required and tackle the problem in hand.

Interpersonal Skills

Group Work / Teamwork: To develop ability to cooperate with others, contribute to help the group achieve its goal.

Understanding / Tolerance of Others: Recognize and accommodate the fact that others have different needs, feelings

or behavior.

Negotiation: To develop ability to know what is wanted, to negotiate assertively (not aggressively) and to come to a

mutually agreed outcome.

Peer Assessment: To develop ability to give constructive feedback to student peers and to receive/ accept similar from

them.

Leadership: To develop ability to manage, guide or facilitate a group to maximize its success and the contribution of all

participants.

Manage Change / Adaptability: To develop ability to make / manage change and comfortably face changing

circumstances and new challenges.

Mutual Growth / Assessment: To develop ability to work as a catalyst for the growth of other student peers and to

receive/ accept similar from them.

The above selective model can be further enhanced to develop according to the needs of the audience and proper activities and

techniques must be evolved for teaching and training. This model can be used in developing curriculum and be entrusted to

develop soft skills to the students of graduate and postgraduate programs.

REFERENCES

1. Carnegie, Dale. (1998). How to Win Friends & Influence People, Pocket. ISBN: 978-0-671-02703-2.

2. CP. What soft skills do the Employer look for? Retrieved on 2013-04-14.

3. Bhatnagar, Nitin. Effective Communication and Soft Skills. Pearson Education India. ISBN: 8131760340.

4. Rao, M. S. Soft Skills For Young Managers. Wiley India Private Limited. ISBN: 8177223771.

5. Symmonds, A. (etc.). (2009). Smart English through Success Secrets & other 'Smart English Series'. ISBN: 978-81-

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http://timesofindia.indiatimes.com/home/education/news/200-community-colleges-to-come-up-for-skill-t...

http://timesofindia.indiatimes.com/home/education/news/200-community-colleges-to-come-up-for-skill-t...

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http://www.boxwind.com/site/en/jobdrills.com

http://www.cisco.com/web/IN/about/network/academia_partnerships.html

http://www.cisco.com/web/IN/about/network/skills_development.html

http://www.ficci.com/sector/74/Project_docs/SectorProfile.pdf

http://www.ncl.ac.uk/quilt/assets/documents/com-rep-ultsec-13mar-docB.pdf

http://www.scienceandnature.org/IJEMS-Vol3(4)-Oct2012/IJEMS_V3(4)12.pdf

http://www.tsscindia.com/newsnevents02.html

http://www.ucl.ac.uk/lifesciences-faculty/degree-programmes/biological-sciences/Personal_profile_for...

http://yourstory.com/2013/09/inquisitive-making-raw-ready-employment/

https://futuresharp.wordpress.com/2013/04/04/1516/





PERFORMANCE MANAGEMENT SYSTEM AND ORGANIZATIONAL COMMITMENT

Uday Bhosale17 Dr. K. Pradeep Kumar18

ABSTRACT

The Performance Management Systems are widely recognized as a key business strategy for creating performance-driven

culture in the Organization and in turn, for driving strong business result. Process in evaluating the performance of employees

is one of the most important determinants of organizational justice. Studies indicate that fair practices in human resource

management, particularly in terms of performance appraisal has a predictive role in the employees’ attitude such as the

organization’s commitment. The present study aims at understanding the influence of Performance appraisal system on

organizational commitment among 200 managers in Pune. A scale consisting of 11 dimensions and organizational

commitment consisting of 15 statements assessed performance appraisal system. The findings revealed that perception of

performance appraisal system has a positive correlation with organizational commitment. It signifies that performance

management system do influence organizational commitment. Among the PAS Dimensions, the highest correlation is between

Employee Training and Organizational Commitment. Rating technique, Performance feedback and Distributive justice

projected a negative value with commitment.

KEYWORDS

Performance Management System, Organizational Commitment etc.

Performance Management is a process, which measures the implementation of the organization’s strategy. It is also a

Management tool to plan, monitor, measure and review performance of indicators to ensure efficiency and effectiveness.

Performance appraisal is a systematic and periodic process that assesses an individual employee’s job performance and

productivity in relation to certain pre-established criteria and organizational objectives (Manasa & Reddy, 2009).

The Performance Management Systems are widely recognized as a key business strategy for creating performance-driven culture

in the Organization and in turn, for driving strong business result. Process in evaluating the performance of employees is one of

the most important determinants of organizational justice.

Organizational commitment may be viewed as an organizational member's psychological attachment to the organization.

Organizational commitment plays a very large role in determining whether a member will stay with the organization and zealously

work towards organizational goals.

Studies indicate that fair practices in human resource management, particularly in terms of performance appraisal has a predictive

role in the employees’ attitude such as the organization’s commitment. (Jehad & Farzana, 2011).

The relationship between organizational justice and organizational commitment has been widely researched. Several studies

support the notion that fairness of performance appraisal is related to employees’ commitment, satisfaction and motivation to their

organization (Morrow, 2011; Abdul Shukor et.al, 2008 and Colquitt et al., 2001).

Performance appraisal is viewed as an important mechanism for changing employees’ attitude and behaviors such as affective

commitment (Morrow, 2011).

Tam (1996) indicates that the commitment of government employees is higher in the federal government agencies that implement

a fair and transparent assessment.

With the advent of globalization and liberalization, Organizations today believe that every individual has potential and strength

and those human capabilities could be sharpened, developed and utilized better for achieving Organizational goals. However, in

spite of the attention and resources applied to the practice, dissatisfaction with the process still abounds and systems are often

viewed by employees as inaccurate and unfair (Church, 1985).

The present study aims at understanding the Perception of Performance appraisal system and its influence on organizational

commitment among managers in and round Pune.

17 Head (Human Capital & Employee Relations), Precision Automation and Robotics India Limited, Maharashtra, India,

[email protected] 18 Associate Professor, Chatrapathi Shahu Institute of Business Education and Research, Maharashtra, India,

[email protected]







OBJECTIVES AND HYPOTHESES

To know the perception of the managers regarding performance management system.

To ascertain their level of commitment

To assess the impact of performance management system and organizational commitment.

It was hypothesized that the perception of Performance Management System and its Dimensions and commitment are

positively correlated.

METHODOLOGY USED

Employees at managerial levels in the industries at Pune constitute the universe of the study. Twenty Companies

from five segments viz Auto OEM & Auto Component Industries, Manufacturing, Research & Development, FMCG &

Information Technology & Service and pharmaceutical were selected randomly from the list of major Industries. Ten

managers from each industry were selected and 200 respondents constituted the sample.

Perception of Performance Management System was assessed by a scale developed by Freinn-von Elverfeldt, A.C,

von (2005) consisting of 11 dimensions -instrument validity, distributive justice, procedural justice, goal-setting,

performance feedback, performance based pay, employee participation ,360-degree appraisal, Rating techniques, Rating

accuracy and training. Organizational commitment was assessed by Mowday R. T. Steers R. M, Porter L.W

(1979).consisting of 15 questions. All the scales were assessed on a five-point Likert-scale ranging from one to five.

FINDINGS

Demographic details disclosed that majority of the managers are males, very few are female in the organization .The

managers are well experienced and are from the background of social sciences and management. Majority of the

organizations are Indian companies and a few are multinationals.

Table-1 shows the mean and standard deviation for the dimensions of performance appraisal system. In general, the

agreement constitutes relatively a high percentage in all dimensions. Among the dimensions performance feedback and

procedural justice have a high mean score. However, disagreement is observed more in 360-degree appraisal followed

by almost a similar trend as far as rating accuracy, rating techniques, employee participation and procedural justice.

Correlation between PAS (Performance Appraisal System) and commitment and its Dimensions (Table-2) revealed that

PAS and commitment are positively correlated. Further, the dimensions projected that the highest correlation is

between Employee Training and Organizational Commitment .This shows that Employees expect for more exposure for

development and since they are provided with sufficient opportunities, obviously they are committed to the

organization. This is true as far as our data is concerned.

Rating technique, Performance feedback and Distributive justice projected a negative value. When people are appraised

properly by a good and reliable technique, they feel fairness in the system and can foster commitment. If they do not

have confidence, it can negatively affect and obviously result in less commitment, which is true in our study. Similarly,

the data revealed that feedback and distributive justice do not have any bearing on commitment; perhaps, they perceive

these as part of the process.

The data further shows that Process in evaluating the performance of employees is one of the most important

determinants of organizational commitment.

It is noteworthy that the procedure followed is acceptable to them but they have less faith in rating accuracy and

rating techniques. 360 degree is perceived relatively undesirable.

The findings are indicative that modern methods need to be implemented with caution by communicating the employees

in an acceptable manner.

REFERENCES

1. Abdull, Sukor S., Mohd, Khan, J. K., Tang, S. M., & Lim, K. T. (2008). Fairness in performance appraisal amongst

teachers and its relationship with job motivation and academic school performance. International Journal of

Management Studies (Bumper issues), 15, 159-176.

2. Church, A. H. (1985). From both sides now, performance appraisals: Political tools or effective measures. The

Industrial Organizational Psychologist.





3. Colquitt, J. A., Conlon, D. E., Wesson, M. J., Porter, C. O. L. H., & Ng, K. Y. (2001). Justice at the millennium. A

Meta-Analytic Review of 25 years of organizational justice research. Journal of Applied Psychology, 86, 425-445.

Retrieved from http://dx.doi.org/10.1037/0021-9010.86.3.425

4. Elverfeldt, A. V. (2005). Performance Appraisal-how to improve its effectiveness. Enscheda: University of Twenty.

5. Jehad, M., & Farzana, Q. (2011). Organizational Justice and Organizational Citizenship Behavior: Evidences from

Malaysia. In Proceedings of the 1st International Conference on Accounting, Business and Economics (ICABEC).

6. Manasa, K., & Reddy, N. (2009). Role of Training in Improving Performance. The IUP Journal of Soft Skills, 3,

Morrow, P. C. (2011). Managing organizational commitment: Insights from longitudinal research. Journal of

Vocational Behavior, 79, 18-35. Retrieved from http://dx.doi.org/10.1016/j.jvb.2010.12.008

7. Morrow, P. C. (2011). Managing organizational commitment: insights from longitudinal research. Journal of

Vocational Behavior, 79(1), 18-35. doi: 10.1016/j.jvb.2010.12.

8. Mowday, R. T., Steers, R., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of

Vocational Behavior, 14, 224-247. Retrieved from http://dx.doi.org/10.1016/0001-8791(79)90072-1

9. Tam, W. W. (1996). An assessment of the relationships among organizational trust, organizational politics and

organizational justice and their effects on merit pay outcomes in the Malaysian Public Sector (Doctoral Dissertation).

Penn State University at Harrisburg, 1995. Retrieved from

http://search.proquest.com/docview/304443454/accountid=45905

10. Retrieved from http://en.wikipedia.org/wiki/Performance_appraisal

11. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911925/

12. Retrieved from http://www.airitilibrary.com/Publication/alDetailPrint?DocID=U0005-2807201208201600

13. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911925

14. Retrieved from http://www.nurseslearning.com/courses/ceusrez/ceus1053_INT/Sec2.htm

15. Retrieved from http://study.com/academy/lesson/organizational-commitment-definition-theory-types.html

16. Retrieved from

https://www.questia.com/library/journal/1P3-2957865891/fairness-of-performance-appraisal-and-organiz...

17. Retrieved from https://bertschreurs.files.wordpress.com/2008/03/literatuur-organizational-justice.pdf

APPENDIX

Table-1: Mean and Standard Deviation for Dimensions of Performance Management System


S.

No.

Particulars

Mean Standard Deviation

Agree Undecided Disagree Agree Undecided Disagree

1 Instrument Validity 124.29 39.43 36.29 17.62 12.37 11.31

2 Distributive Justice 117.25 51.5 31.25 17.82 12.04 10.34

3 Procedural Justice 125.14 30.71 44.14 16.41 10.29 7.06

4 Goal Setting 129 34.13 36.88 21.04 8.59 16.95

5 Performance Feedback 134.29 33.43 32.29 10.69 10.03 2.69

6 Performance based pay 109.4 45.2 45.4 25.58 9.15 17.5

7 Employee Participation 122.67 31.33 46 21.22 10.6 19.7

8 360 degree appraisal 96.2 48.8 55 8.87 9.71 9.25

9 Rating Techniques 119.8 33.8 46.4 7.69 8.7 10.83

10 Rating Accuracy 106.25 49.25 44.5 10.9 14.97 4.43

11 Training 110 38 52 17.37 8.05 13.34

http://dx.doi.org/10.1037/0021-9010.86.3.425

http://dx.doi.org/10.1016/j.jvb.2010.12.008

http://dx.doi.org/10.1016/0001-8791(79)90072-1

http://search.proquest.com/docview/304443454/accountid=45905

http://en.wikipedia.org/wiki/Performance_appraisal

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911925/

http://www.airitilibrary.com/Publication/alDetailPrint?DocID=U0005-2807201208201600

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911925

http://www.nurseslearning.com/courses/ceusrez/ceus1053_INT/Sec2.htm

http://study.com/academy/lesson/organizational-commitment-definition-theory-types.html

https://www.questia.com/library/journal/1P3-2957865891/fairness-of-performance-appraisal-and-organiz...

https://bertschreurs.files.wordpress.com/2008/03/literatuur-organizational-justice.pdf





Table-2: Correlation of PAS and Organizational Commitment

Org. Commitment Correlation Coefficient

PAS Particulars

IV .043

DJ -.113

PJ .050

GS .036

PF -.064

PBP .057

EP .097

360DA .048

RT -.207**

RA .086

TR .129

Organizational Commitment .092

Note: *.Significant at 0.05 levels (2-tailed).


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A STUDY ON BEHAVIOUR PROBLEM OF IDENTIFIED SCHOOL CHILDREN IN SHIMOGA

Pushpalatha19 Dr. H. M. Sudharshana20

ABSTRACT

Children are the most important asset of a nation and are the richest source of development of a nation. Developing child

passes through a rapid physical, hormonal intellectual emotional and psychological growth. This can cause emotional and

behavioral instability in the developing personality. A problem behavior is deviant behavior of a child, which does not confirm

to the expectations of the society and is considered detrimental to the when are of the social emotional and intellectual

developing of the children. The school or home is influenced by the health and wellbeing of the child. Against this

background, this study chose to identify the problem behavior in children. Data collection involved the use of two tools (a)

Demographic profile sheet; and (b) Problem Behaviors Check list (Arachan Dodra 2005) on the whole results out of 75

children show that the around 5.2% had exhibited problem behaviors. In that aggressive, temper tantrums, excessive level of

fighting and fear of animal are highest frequency in the hierarchy. There is significant sex differences in the problems

exhibited by children boys are number girls in problem behaviors like aggressiveness temper tantrum, excessive level of

fighting. Problem of anxiety and involuntary wetting of the bed is seen more in girls than boys.

KEYWORDS

Early Childhood in School, Level of Problem Behavior, Check List etc.

INTRODUCTION

Children are the most important asset of a nation and are the richest source of development of a nation. Incidence of problem

behavior in primary school children & most of the children show aggressive behavior. Developing child passes through a rapid

physical, hormonal, intellectual, emotional and psychological growth. This can cause emotional & behavioral instability in the

developing personality (Banik 1972).

Mental health programmes can be carried out at the school level. Several enrichment programmes carried out on the pre-school

children indicate that they make significant gains in cognitive development. The school is one of the most organized & powerful

system in the society which presents opportunity to work through it and to influence the health & wellbeing of those who meet it.

School contributes to learning and psychosocial development of children. The components like identifying children with different

problems, understanding the causes wherever possible & impact of the problems on achievement. (Ram 2000) school related

experience affect the social, emotional & intellectual development of the children. The school & home are influenced by the

health & wellbeing of the child (Parthasarathy 1994).

Ratios indicates a young with a difficult temperament was two time more likely to have behavioral problems at school age.

Maturation of nervous system during early children contributes to the increasing ability to inhibit disorganized response, to

stressful situations (Clecuyer-Maus Hock 2002). Problems indicative of externalizing behavior is more hostellers than day

scholars (Chandrakala, 2000).

In Indian setting, a wide variety of emotional problems exists among children, which deserve special attention. (Shenoy, Kapur &

Kaliaperumal 1996) Frued was convinced that childhood psychological conflicts were the Key to understanding adult behavior,

School teacher are able to identify the behavioral problem in children (Verhulst & Akkerhuis in Holland 1986) teacher tended to

use harmful methods of dealing with children behavioural problems like minor punishments, moral education (Somena 1984).

There is high level of problem behaviour in children of the inner city school (Rogeness, Bendar & Diesenhavas 1975). Against

this background of this study attempt to identify the problem behaviors in children.

METHODOLOGY USED

The aim of the present study is to identify the problem behaviors among children in selected sample at Shimoga.

OBJECTIVES OF STUDY

To list the problems identified by parents.

To find out the percentage of different problems reported by parent.

To study the sex differences among children with problem behavior.

19Clinical Psychologist District Hospital, Karnataka, India, [email protected] 20Faculty, Abdul Nazir Sab State Institute for Rural Development, Karnataka, India, [email protected]








Participants

The Sample in the present investigation is selected school going children of Shimoga district over all 75 children between the age

range of 8-12 and who are considered as problematic children identified by the different schoolteachers.

Procedure

Investigator has visited selected schools of Shimoga to collect the addresses of children who are considered by teachers as

problem children. Parents of these children are administered problem behavior checklist. After obtaining permission from school,

authority intervened each problematic child. Data collection involved individual interview of 75 target children using Problem

Behavior Check list (PBCL) modified in the local language they have to read each problem one by one and assess whether that

problem occurs most often, occasionally or never. Their responses are recorded, scoring is done on the basis of their responses the

interview were carried out undisturbed with the co-operation of children as well as school teacher if child unable to express

particular related issue were discussed with class teacher in some case home visit also done by the investigators on and average

each interview took more than 45 miniatures. Some children especially aggressive and temper aspect behavior. Such situation was

handled tactfully. The area covered in questionnaire included Demographic profile and Problem Behavior Check list (PBCL) by

Vimal Veeraragavan and Archana Dongre 2005.

Operational Definitions

A problem behavior is deviant behavior of a child which does not confirm to the expectations of the society is considered

detrimental to the welfare of self, family and society. Several clusters of problem behavior not all of which are present in every

student characterize behaviorally disordered group. In turn, each of these problem behaviors is addressed by different

interventions. The major clusters of problem behavior that are commonly used to characterize behaviorally disordered students

include:

Unsatisfactory academic achievement without evidence of sensory or cognitive disability.

Emotional disturbance.

Behavior excesses and deficits.

Disruptive behavior.

When the child shows at least one of the following criteria behaviors is considered problematic (Peshawar R. C., and Dr.

Venkatesan 1992)

Behaviors are not dangerous to self or others

Behaviors are not appropriate for the age.

Behaviors are socially deviant.

Early detection and intervention of young children’s behavior problems play an important role in successful school adaptation;

whereas lack of intervention can have detrimental outcomes in terms of a child’s social, emotional and behavioral functioning.

Tools & Materials

The two tools used in this study are:

Demographic profile: This tool was developed for the purpose of this study to elicit details of the respondents on their

current age, type of family, sex, birth order etc.

Problem Behavior Check list (PBCL).

Vimal veeraraghavan and Archana Dogra (New Delhi 2005) developed the checklist. A total of 100 items was prepared in the

form of symptoms which had to be rated on a three point scale, with 1,2 and 3 indicative of “No”-‘Average’ & ‘high’ problem

behavior. As per ICD-10, specific diagnostic were included separately for emotional, conduct mixed disorders of conduct &

emotions. These 100 items were then given to 25 psychological & 25 psychiatrists. Using the internal consistency method only,

those items were chosen on which the rating was the same amongst all the 50 experts. Using this principle, 58 items were selected

from 100 items. Thus, there are 58 items in the scale to be responded by the parent’s with “most often”, “occasionally” & “never”.

These were then administered to a group of 300 married couples from the normal population, (N=600) & 100 couples from the

psychiatric population (N=200) of the reliability & validity were worked out.





Reliability-The test and retest Reliability for this scale was xtt=.85with an index of reliability was 0.85 spearman brown formula

for doubling the test length = .72with anrtt-.81

Out of 75, number of children shown multi behavioral attitude:

Table-1

1 Aggressive behavior 18 (24%)

2 Increase in temper tantrums 14 (18%)

3 Fear of animal 13 (17%)

4 Excessive level of fighting 12 (16%)

5 Habit of unusual frequent temper tantrums 12 (16%)

6 Deliberate attempts to annoy other 11 (11%)

7 anxiety 8 (10%)

8 Scholastic problem 8 (10%)

9 Involuntary wetting of bed 6 (8%)

10 Poor memory 6 (8%)

11 Lack of attention 6 (8%)

12 Persistent inappropriate fear of being alone 6 (8%)

13 Involuntary wetting of the bed 6 (8%)

14 Cruelty to animals or other people 6 (8%)

15 Lack of concentration 6 (8%)


RESULTS & DISCUSSION

Problem behavior among children has become one of the major problems faced on all most all the schools. Severity and nature of

the problems are unique to every child. Finding of the problem behavior checklist administered on parents shows that out of 75.

Children, in general, the intensity of the problem was low in 68 children, average in 5 children & was high in two children.

Considering the problem behavior in the checklist individually, it is been that 39 children out of 75, constituting around 52% had

exhibited problem behaviors. In that aggressive (24%), temper tantrums (18%) excessive level of fighting (17%) fear of animals

(16%) deliberate attempts to harm others (16%) are with highest frequency in the hierarchy. Accordingly, problems like anxiety

(14%) involuntary wetting of the bed, Examination Phobia, poor memory, lack of attention & concentration are seen frequently in

around 8% of the sample.

There are significant sex differences in the problems exhibited by children. Boys out number girls in problem behaviors like

aggressiveness, temper tantrum, excessive level of fighting, examination phobia, cruelty to animals and scholastic problems.

Problem of anxiety and involuntary wetting of the bed is seen more in girls than boys who could be due to the inhibitions that are

generally there for girls.

It is generally believed that the prevalence rate of behavioral & emotional problems is higher among the poor performers that the

normal. This view is supported by various studies (Krouse & Krouse, 1981) reported that there was greater maladjustment,

immaturity & inadequacy among under achieving children than among students performing at their expected levels.

The study has thrown light on the problem faced by children in younger age & also the intensity of the problem. By identifying

children problems early, we can initiate interventions early to help the children to prevent & manage their problems through

caretakers.

REFERENCES

1. Anuradha. (2002). Psychological Research in mental Health of Neuro science 1957-2007, pp.112.

2. Banik, N. D. B., Sushila, N., Krishna, A., & Raj, L. (1972). Behavior Problems & primary school children. Indian

Pediatrics, 9,767-761.

3. Chess, S. (1988). Child of Adolescent psychiatry cone of age: A 50 year perspective. Journal of American Academy of

child of Adolescent Psyciatry.

4. Rangopal, C. N. (1988). Psychological Research in mental Health & Neuroscience 1957-2007, pp. 89.





5. Dwrlak, J. A. (1985). Primary prevention of school mal adjustments. Journal of Consulting and Clinical Psychology,

53(5), 623-630.

6. Hawkins, J. D. (et.al). (1991). Reducing early childhood aggression; Results of a primary prevention program. Journal

of American Academy of child & Adolescent Psychiatry, 30, 208-217.

7. Kapur, M. (1995). Mental Health India Children. New Delhi: Sage.

8. Gopal, M. Venu. (1980). Psychological Research in mental Health & Neuroscience 1957-2007, pp. 83.

9. Margarlt, C. Wang, Maynard, C. Neynolds, & Herbert, J. Walberg. (1988). (Ed) Handbook of special education

Research of Practice, Vol. 2.

10. Malavika. Psychological therapy with children of adolescent, pp.4.

11. Michelle, Angela. (2002). Psychological Research in mental Health and Neuroscience, pp. 12.

12. Nuiloz. (2008). Behaviour Problem in Rural Bangladesh. Journal of child Psychiatry.

13. Scood, Neelam. (1977). Behavior Problem in children. New Delhi: Gitanjali Publishing Holy.

14. Parthasarathy, R. (1944). Promotion of Mental Health through schools. Health for million, 4, 12-13.

15. (1997). Promoting Health through school who technical report series. WHO Geneva.

16. Retrieved from http://www.rguhs.ac.in/cdc/onlinecdc/uploads/05_N202_42648.doc

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THE ‘INDIVIDUAL’ DIMENSIONS OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR

(OCB): VARIATIONS BETWEEN PUBLIC & PRIVATE SECTOR BANKS OF NCR, INDIA

Arkja Singh21 Dr. Nisha Agarwal22 Swati Rai23

ABSTRACT

The focal point of this study is the effect and nature of relationship of Altruism, and Courtesy (Organizational citizenship

behavior – individual (OCB-I) factors of OCB) on and with the Organizational Citizenship Behavior (OCB) of the employees

of Public & Private Sector Banks of National Capital Region (NCR) of the Indian Sub-continent. Overall, 50 employees from

both Public & Private sector Banks were selected to complete an OCB survey comprising of the two OCB-I factors from the

Five Factors of OCB. As per preceding studies, it was hypothesized that there exists a direct and significant relationship

between the chosen factors and Organizational Citizenship Behavior (OCB). Based on this a comparison between the public

and private sector banks was done to find out the variations in the display levels of OCB-Is as well as OCB in both the

Banking sectors. Largely, the variations in display levels of each of these factors have helped us uncover the disparity in OCB

display level amongst the two sectors of the Indian Banking Industry. The results prove that the above-mentioned dimensions

had significant positive relationship with OCB. No considerable difference was established between the OCB-Is display levels

of the public and private sector banks. However, OCB levels did show a variation between the two sectors. The findings will

have implications for organizational researchers and practitioners who are seeking to enrich the organizational citizenship

behavior amongst the banking employees.

KEYWORDS

Organizational Citizenship Behavior (OCB), Banking Sector, Altruism, Courtesy, Organizational Citizenship Behavior

– Individuals (OCB-Is) etc.

INTRODUCTION

“No employee in any organization is indispensable,

every employee’s efforts to become indispensable bring forward the citizenship.”

Organizational Citizenship Behavior (OCB) is a multifaceted phenomenon now emerging as a significant aspect of human

behavior at work. OCB has been studied since the late 1970s. Over the past three decades, ever-increasing attention has been

drawn to the concept of OCB by academic researchers and, of late, by managers also. The key research, in this relatively infant

field of study has chiefly taken place in the 1990s and still progressing at a steady pace.

Organ (1988) defined OCB as “individual behavior that is discretionary, not directly or explicitly recognized by the formal

reward system, and that in aggregate promotes the effective functioning of the organization”.

OCBs are extra-role behaviors displayed by employees that go beyond their role requirements, not officially rewarded or punished

by the organization, which comprehensively facilitate organizational functioning and benefit the organization by recuperating

organizational efficiency. Working under changing circumstances becomes the core character of modern-day organizations. Thus,

organizations will necessarily become dependent on individuals who are keen to contribute to successful change regardless of

their official job requirements. The theoretical implication of OCB lies in the observation that it cannot be accounted for by the

incentives that sustain in-role behaviors. It is a belief amongst the theorists that as more the employees engage in OCB, the more

successful the organization becomes.

Over the years, the measurement and dimensionality of OCB have evolved to a five-factor model that includes altruism,

courtesy, conscientiousness, civic virtue, and sportsmanship (Organ, 1988). Each of them can be defined as follows:

Altruism: Behaviors that have the effect of helping specific others with a work-relevant problem.

Courtesy: Behaviors aimed at preventing work-related problems with others from occurring.

Conscientiousness: Going well beyond the minimum requirements of the organization in the areas of attendance, obeying rules

and regulations, and/or taking breaks.

21Assistant Professor, School of Business Management, IFTM University, Uttar Pradesh, India, [email protected] 22Associate Professor, School of Business Management, IFTM University, Uttar Pradesh, India, [email protected] 23Assistant Professor, School of Business Management, IFTM University, Uttar Pradesh, India, [email protected]








Civic Virtue: Macro-level interest in, or commitment to the organization as a whole, displayed such as participating actively in

meetings, monitoring the organization’s environment for potential threats, and looking out for its best interests.

Sportsmanship: Willingness to tolerate the inevitable inconveniences and impositions of work without complaining, as well as

maintaining a positive attitude when things do not go as one plans.

Williams and Anderson (1991) divided these dimensions of OCB into two different types of OCB based on whom the behaviors

were directed at. Organizational Citizenship Behavior – Individual (OCB-I) include behaviors that are aimed at other individuals

in the workplace while Organizational Citizenship Behavior – Organizational (OCB-O) include behaviors directed at the

organization as a whole. Altruism and courtesy are actions aimed at other employees and thus fall under the umbrella of OCB-

Is. Conscientiousness, civic virtue, and sportsmanship are behaviors intended for the benefit of the organization and can

subsequently be considered OCB-Os.

In this paper the two OCB-I dimensions, namely: Altruism & Courtesy; are being studied to analyses the variations in display

levels of each of these factors. This in turn will help us uncover the variation in OCB display level amongst the Public & Private

sectors of Banking Industry.


Bateman & Organ (1983) proposed the term “organizational citizenship behavior” (OCB) to denote those organizationally

beneficial behaviors and gestures that can neither be enforced on the basis of formal role obligations nor elicited by contractual

guarantee of recompense. OCB consists of informal contributions that participants can choose to proffer or withhold without

regard to considerations of sanction or formal incentives. OCB includes not only enactment of positive gestures and contributions,

but also the quality of forbearance – the willingness to endure the occasional costs, inconveniences, and minor frustrations

attendant to collective endeavors. Examples of these efforts include cooperation with peers, performing extra duties without

complaint, punctuality, volunteering and helping others, using time efficiently, conserving resource, sharing ideas and positively

representing the organization (Turnipseed and Rassuli, 2005).

OCB has often been referred to in academic literature as a construct focused on ‘helping’ (Ehrhart & Naumann, 2004). Those

employees that demonstrate OCBs are more likely to provide others with assistance in completing work tasks and demonstrate

loyalty to work colleagues and the organization; foster connectedness with other individuals and work teams; and promote the

goals of the organization whilst also contributing to its social and psychological environment (Lievens & Ansell, 2004).

According to Organ (1988), in organizational citizenship behavior, an individual’s behavior is discretionary. This behavior is not

directly or explicitly recognized by the formal reward system and it in the aggregate promotes the effective functioning of the

organization. Katz (1964) paid heed to the notion of employees’ extra role behaviors. He believes that employees willingly

contribute extra efforts to the attainment of organizational outcomes. Another important assertion, especially in Organ’s (1988)

finding OCB is that these behaviors are often internally motivated, arising from within and sustained by an individual’s intrinsic

need for a sense of achievement, competence, belonging or affiliation.

DIMENSIONS OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR

Organ (1988) has examined the OCB under such topics as: a) Altruism b) Courtesy, c) Conscientiousness, d) Sportsmanship and

e) Civil Virtue.

Altruism and courtesy are actions aimed at other employees and thus fall under the umbrella of OCB-Is. Conscientiousness, civic

virtue, and sportsmanship are behaviors intended for the benefit of the organization and can subsequently be considered OCB-Os.

The focus of this study is on OCB-Is:

Altruism / Helping behaviors: Helping behavior includes all types of voluntary actions of workers displayed to help the fellow

workers in performing their work and overcoming problems within the organization (Organ, 1988; 1990; Podsakoff and et al.,

2000). Examples of this attitude include helping beginners in getting used to work, sharing the work burden of fellow workmen,

helping others in solving problems, training fellow workmen on utilization of new equipment, helping fellow workmen to works

for required deadlines and obtaining the materials and equipment which is needed by fellow workmen (Podsakoff and et al.,

2000). The helping behavior is not confined only to fellow workers; it can be displayed also to the customers, vendors and the

ones working in procurement (Organ, 1988, 1990; Podsakoff and et al., 2000).

Courtesy: Courtesy attitude covers up all behaviors for helping others in avoiding problems to occur. Examples of this attitude

include trying to prevent other people from suffering because of a certain event, informing fellow workers on work schedule about

the points, which must be taken into consideration in advance (Organ, 1988, 1990; Podsakoff and et al., 2000).






Research Statement

“A study of the variations in ‘individual’ dimensions of Organizational Citizenship Behavior (OCB) between public & private

sector banks of NCR, India”

Objectives of Study

To determine the nature of relationship between OCB-I: Altruism and OCB.

To determine the nature of relationship between OCB-I: Courtesy and OCB.

To discover the variation in the two OCB-Is among Public and Private Sector Banks.

Hypotheses of Study

Based on the research objectives aligned above, the null hypothesis for the first objective was:

H10: There is no significant relation between OCB-I: Altruism and OCB;

Null hypothesis for the second objective was:

H20: There is no significant relation between OCB-I: Courtesy and OCB;

Null hypotheses for the third objective were:

H3a0: There is no significant difference in OCB-I: Altruism display levels between the public and private sector banks.

H3b0: There is no significant difference in OCB-I: Courtesy display levels between the public and private sector banks.

H3c0: There is no significant difference in OCB display levels between the public and private sector banks.

Research Design

This research has been tagged as Descriptive; reason being that it is the portrayal of the relationship among the OCB-I factors and

OCB as it is. In addition, it can be typed as Analytical: as the data has further been utilized to evaluate as to which sector displays

a higher degree of OCB-I level, which deciphers the chief intention behind this research.

Sample Design

Universe Type: Finite

Sampling Method: Convenience

Sampling Unit: Punjab National Bank, State Bank of India, HDFC and ICICI.

Secondary data has been pulled together from the Internet, books, journals, etc. For primary data collection, a five-point Likert’s

scale questionnaire, including 23 statements, has been used, the choice ranging from “Strongly Agree” to “Strongly Disagree”.

The questionnaires were filled by 50 respondents in all, comprising of 25 respondents from each sector; viz. public and private.

After data collection, Correlation & Regression analysis has been done, with the aid of MS Excel, to investigate if the null

hypotheses H10 and H20 hold true. In addition, Mann-Whitney test has been applied on H30, H40, and H50 with the assistance of

SPSS software.

FINDINGS AND ANALYSIS

A survey was conducted on a sample of 25 bank employees each, from public as well as private sector banks of NCR. The

responses were tabulated in Excel sheet and used to test the first two Hypotheses of the Research.

Table 1 demonstrates the correlation analysis used for testing the first two hypotheses.

Table-1: Correlation Analysis

OCB Altruism Courtesy

OCB 1

Altruism 0.771156 1

Courtesy 0.735848 0.414898 1






The first hypothesis of the research was as follows:

H10: There is no significant relation between OCB-I: Altruism and OCB.

H1A: There is a significant relation between OCB-I: Altruism and OCB.

For this, the regression analysis exhibited in Table-2 was also used:

Table-2: Regression Analysis (Altruism & OCB)

Regression Statistics

Multiple R 0.771156

R Square 0.594682

Adjusted R Square 0.586238

Standard Error 0.332872

Observations 50

ANOVA

D.f. SS MS F Significance F

Regression 1 7.803404 7.803404 70.42556 5.67E-11

Residual 48 5.318572 0.110804

Total 49 13.12198

Coefficients Standard Error t Stat P-value

Intercept 0.749368 0.385994 1.941399 0.058093

Altruism 0.811888 0.096746 8.391994 5.67E-11


The correlation coefficient, r came out to be 0.771156 (Table 1 & Table 2) which proves that there is a significant positive

correlation between Altruism and OCB. In addition, r Square came out to be 0.594682 (Table 2) which confirms that 59% of

variation in OCB is due to variation in Altruism. Further, the value of Sig. F & P-value, both being less than 0.05 depicted that

the Null hypothesis is rejected. Hence, there is a relation between Altruism & OCB.

The second hypothesis of the research was as follows:

H20: There is no significant relation between OCB-I: Courtesy and OCB.

H2A: There is a significant relation between OCB-I: Courtesy and OCB.

For this, the regression analysis exhibited in Table 3 was also used:

Table-3: Regression Analysis (Courtesy & OCB)

Regression Statistics

Multiple R 0.735848

R Square 0.541473

Adjusted R Square 0.53192

Standard Error 0.354048

Observations 50

ANOVA

D.F. SS MS F Significance F

Regression 1 7.105193 7.105193 56.68299 1.14E-09

Residual 48 6.016783 0.12535

Total 49 13.12198

Coefficients Standard Error t Stat P-value

Intercept 1.863831 0.283467 6.575123 3.3E-08

Courtesy 0.554461 0.073645 7.528811 1.14E-09


The correlation coefficient, r came out to be 0.735848 (Table 1 & Table 3) which proves that there is a significant positive

correlation between Courtesy and OCB. In addition, r Square came out to be 0.541473 (Table 3) which confirms that 54% of

variation in OCB is due to variation in Courtesy. Further, the value of Sig. F & P-value, both being less than 0.05 depicted that

the Null hypothesis is rejected. Hence, there is a relation between Courtesy & OCB.

Next, Mann Whitney test was applied on the data, with the results as exhibited in Table 4, which was further used for testing the

third, fourth and fifth hypotheses.





Table-4: Mann-Whitney Test

Ranks

Bank N Mean Rank Sum of Ranks

OCB

1 25 30.94 773.5

2 25 20.06 501.5

Total 50

Altruism

1 25 27.4 685

2 25 23.6 590

Total 50

Courtesy

1 25 29.1 727.5

2 25 21.9 547.5

Total 50

Test Statisticsa

OCB Altruism Courtesy

Mann-Whitney U 176.5 265 222.5

Wilcoxon W 501.5 590 547.5

Z -2.673 -0.931 -1.76

Asymp. Sig. (2-tailed) 0.008 0.352 0.078

Note: a. Grouping Variable: Bank


The third hypothesis of the research was as follows:

H3a0: There is no significant difference in OCB-I: Altruism display levels between the public and private sector banks.

H3aA: There is a significant difference in OCB-I: Altruism display levels between the public and private sector banks.

As seen in the Test Statistics (Table 4), p=0.352 which is greater than 0.05, therefore H30 is accepted. Hence, it can be concluded

that the data does not provide statistically significant evidence of any difference between OCB-I: Altruism display levels among

the public and private sector banks.

The fourth hypothesis of the research was as follows:

H3b0: There is no significant difference in OCB-I: Courtesy display levels between the public and private sector banks.

H3bA There is a significant difference in OCB-I: Courtesy display levels between the public and private sector banks.

As seen in the Test Statistics (Table 4), p=0.078 which is greater than 0.05, therefore H40 is accepted. Hence, it can be concluded

that the data does not provide statistically significant evidence of any difference between OCB-I: Courtesy display levels among

the public and private sector banks.

The fifth hypothesis of the research was as follows:

H3c0: There is no significant difference in OCB display levels between the public and private sector banks.

H3cA: There is a significant difference in OCB display levels between the public and private sector banks.

As seen in the Test Statistics (Table 4), p=0.008 which is smaller than 0.05, therefore H50 is rejected in this case. Hence, it can be

concluded that the data provides statistically significant evidence of difference between OCB display levels among the public and

private sector banks.

CONCLUSION

This study proffers strong clues, that the two OCB-I factors have profound impact on OCB in the Banking Sector of NCR.

However, it was likely that disparity in cultural and environmental aspects may have caused some divergence and inconsistency

from the results established by former researchers, who considered merely the society of the western countries in their researches.

On the other hand, the values were not a great deal like chalk and cheese from those generated by prior researches.

The Bank employees display a high level of Altruism where they voluntarily help their fellow employees by partaking in their

workload, guide their juniors with the expertise of assorted errands at hand, work out the inconvenience of the clientele, and aid in

other equivalent ways. Same goes for Courtesy as well, wherein, yet again, bank employees attempt to put off their colleagues

from being tormented as a product of a certain unwanted episode, update them on work agenda pertaining to the purpose, which

must be contemplated beforehand.

Finally, it is comprehensible that OCB-I levels in both public as well as private sector do not show a discrepancy of an enormous

degree. However, the H3c hypothesis has altogether another story to tell. It is seen that even though the OCB-I display levels do

not show any variations in public and private sector banks, still OCB display levels vary. For this reason, it can be observed that

probably OCB-O factors play a stronger role in influencing OCB, which can further justify this behaviour.





OCB has an imperative magnitude for an organization; because if employees are not keen to work and their work guidelines are

not corresponding to the organizational intent then the organization cannot accomplish the operational competence. As devoid of

OCB, there will not be much apprehension in attendance amid the workforce about the endorsement and advantage of the

organization.


In spite of every possible attempt, a little amount of factors may ration the latitude of this research. By considering only two of the

factors, the scope of this research stands limited. As the survey has been done within a diminutive locale with a minuscule sample,

hence the generalization of the results is restricted. Moreover, the respondents might not have responded to the questions

objectively due to their individual limitations.

FUTURE IMPLICATIONS

This study, being done on a very small number of branches of a handful of banks, has a restricted scope. The potential researchers

are recommended to administer the study on a larger region and sample. India is a sundry budding nation and its each state has a

diverse milieu. Thus, it is recommended to do additional researches on the sectors and industries of other states also.

A similar study can be carried out on OCB-O factors of OCB, which can help us conclude as to which factors have more

substantial influence on OCB. In addition, comparative studies among married and unmarried employees, employees with lesser

and more experience, male and female employees, different class of employees, etc. can further be carried out.

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LEAN THINKING

Abhijit B. Savgave24

ABSTRACT

In last 30 years, Lean Management has changed the face of automobile industry drastically. Because of Lean implementations,

every process in organization is more efficient, more productive. Lean thinking is one of the vital aspects in Lean

management. Everyone is aware that Lean is a Philosophy. There is a direct relationship between this Philosophy & Lean

thinking. If we see the practical aspects, there is some misunderstanding of Lean Management in organizations. People are

taking Lean activity only as a waste reduction, but it is more than that. This paper specially focuses on Lean Thinking, which

is very important for getting 100 % results of Lean Concepts & Implementations. This paper covers Lean thinking, Lean

Enterprises, Principles & Characteristics.

KEYWORDS

Lean Thinking, Lean Enterprises, Principles etc.

AN INTRODUCTION TO LEAN THINKING

What is Lean Thinking? The concept Lean’ is becoming more popular in many industries but it is used in various meaning. The

concept sometimes used to describe an company that has been focusing on cost and is maintaining minimum staff. However, that

is not the real meaning behind Lean as expected in ‘Lean Thinking’, the term initiated by Dan Jones and James Womack to

describe Efficient, Agile and successful organization. The concept Lean here is compare with Athletic. Consider two Athletics

player – one is Sprinter and second is marathon runner. They are perfect, muscular at their place. Both practice continuously to

improve their sport, but neither could excel at each other’s. Both are lean in their own way – fit for purpose and trained to deliver

a peak performance in their own event. This concept is applicable for organizations also. Each has its own purpose, its own

strategy and priorities, its own customers, employees, suppliers, regulators, stakeholders, heritage and opportunities. Each must

therefore strive to be the best that it can possibly be – whether determined by the level of efficiency, satisfaction, profit or the

outcomes it creates in the communities it serves. Lean Thinking focus on a set of principles that help organizations to deliver its

result more and more effectively; continuously improving the system results, Reduction in all forms of wastes and ultimately

contributing positively to society. With its roots in Deming’s transformational system of management, this last point reflects the

true context of the term Lean.

Lean is a way of thinking, not a tool, used to look at your business whether it is manufacturing, service or any other activity where

you have a supplier and a customer.” It is some twenty years since the ideas of lean production were first articulated in what

became to be a bestselling book ‘The Machine that Saved the World’ by Womack, Jones and Roos in 1990. The basic idea of lean

production is that the expenditure of resources for any goal other than the creation of value for the end customer to be wasteful,

and thus a target for elimination. Ultimately, this entails the quest for preserving value through performing less work. During the

1990s, the lean concept was extended from the shop-floor operational level to a strategic level. In their follow-up book Womack

and Jones (1996) further developed the lean tool to encompass “lean principles”, involving the identification of customer value,

the management of the value stream, developing the capacity to flow production, the use of “pull” mechanisms to support flow of

materials at constrained operations and finally the pursuit of perfection through reducing to zero all forms of waste in the

production system (Womack & Jones, 1996).

Lean has now been applied across a wide range of industrial settings and “has moved away from a merely ‘shop floor-focus’ on

waste and cost reduction to an approach that contingently sought to enhance value (or perceived value) to customers by adding

product or service features and/or removing wasteful activities” From mass production vehicle manufacture to a wider range of

industries and sectors One of the criticisms lean has received is its automotive industry-focus and the appropriateness and

feasibility of applying lean in other industries and sectors. The car industry, as “the mother of lean thinking”, has undoubtedly

seen wide diffusion of lean ideas into its operations albeit adapted to local institutional conditions. However, the characteristics of

the automotive industry, i.e. mass production and the standardized assembly line, call into question whether it is appropriate to

apply lean in other industries and sectors. The contingent nature required for lean implementation needs to be recognized, from an

organizational learning and strategy perspective, suggest that learning is an essential link between strategy and competence

building and the competences should be built into a production system in accordance with different strategies.

Along with this logic, lean fits better in some industries than others rather than being a universal recipe for every organization. By

comparing different strategies and industries, authors argue that lean is appropriate for implementation in the automobile industry,

where the strategy is to pursue operational excellence and the objective is to offer the market a product that optimizes the

24Assistant Professor, Sinhgad Business School, Maharashtra, India, [email protected]






quality/price ratio. This is particularly the case when production volumes are high and there is a high degree of product and

process standardization. On the other hand, when the strategy is more focused on what Fleury and Fleury call client intimacy, eg

in the packaging industry, the objective is to meet the needs of specific clients in specific areas and to specialize in developing

tailored solutions to manifest demands in the form of a flexible product system. The Lean Journey Any enterprise (private sector,

public sector or not-for-profit) will be compatible to improve its processes using the model of Lean Thinking. Organizations often

obtain rapid benefits from starting the lean journey, but more importantly, they gain much larger benefits over the long term. The

Lean approach, when properly applied, would result in a uniquely optimized business.

The 5 Principles of Lean Thinking

Specify value per specific product,

Identify the value stream for each product,

Let the value flow without interruptions in a continuous way,

Let the customer pull the value,

Perfection specifying value.

Firstly, identify Value – what the customer really wants and is prepared to pay for. This must be defined by the end consumer,

typically in terms of the requirements of a service, product or experience, a channel or method of delivery, a schedule or an ideal

lead time, a price and the benefits the consumer expects to achieve. Then identify the Value Streams - the specific steps that are

needed to create the value and put it into the hands of the consumer. Map out the specific steps as they happen in reality (warts

and all - not as they appear in the ISO manual on the shelf). Work with every team member to monitor performance and eliminate

all waste, mistakes, bureaucracy and superfluous steps. Then smooth the Flow of work to avoid peaks and troughs in the speed of

business processes. Design a continuous movement of services and information through the various transformations to the final

customer (involving all organisations in the supply chain).

Proactively manage variation in order to reduce backlogs, delays, rework, stock and write offs. Let the customer Pull the service

or product - only do what the customer wants, when the customer needs you to. Work systematically to continuously improve

every aspect of what is done, how it is done, who does it and what it is done with. It is the striving for a seemingly impossible

level of performance that brings tremendous results and provides a stimulating place for people at every level of an organization to

work. However, it is not all plain sailing (otherwise, it might be the norm everywhere). It does require a different way of leading

and managing an organization, and it does demand a new level of joined-up thinking and co-operation across an organization. The

challenges of good Business Change Management apply to Lean programs as much as to any method of business improvement.

Implementing Lean Thinking Jones and Womack’s books develop the model further to look at the use of these principles, and the

evolution of the enterprise on a long-term journey of customer satisfaction, business growth and increasing success. They point

out that a Lean enterprise consists of five elements: a product development process, a supplier management process, a customer

management process, an overarching enterprise management process, and a production process from order to fulfillment. Each of

these processes is tailored for the organization in question and is designed to perform in a consistent way despite the difficulties of

business or political life. Staff should have sufficient time in their schedule to do the best possible job in an un-rushed way, and

have time set aside to contribute ideas and energy to finding better ways to do business – week-by-week, month-by-month, quarter

by quarter. A little pressure is generally good as it keeps people on their toes and forces them to priorities what is most important,

but sustained periods of stressful work is bad for motivation, morale and the health of the organization. It also leads to too many

mistakes and ultimately poor customer service.

Lean thinking can help you manage your cost base through these busy periods and minimize overheads during the slack periods –

it is a philosophy and a design blueprint for matching ever more exactly the changing customer demands with the organizational

capability. Further Information There are many books on Lean Thinking, but the best starting points are the original texts by Jones

& Womack. They initially studied the automotive industry to research how world-leading organizations managed their business.

This led on to a wider analysis of other organizations in Japan, Europe and America and ultimately was distilled into some very

powerful design principles for any organization to use. Lean Thinking stands for radical improvement (kaikaku) in contrast with

continuous incremental improvement (kaizen).Value must been seen through the eyes of the customer. The great virtue of Lean

Thinking is not directly to provide state-of-the art solutions for a complex problem, but to change the logic of working so that the

problems more or less disappear. Lean Manufacturing eliminates and/or visualizes waste. Is there a better way? The Lean

Thinking gives a clear answer In order to efficiently control the throughput, delivery times, WIP and inventory in a complex

environment. It is essential that manufacturing and assembly are performed at a pre-defined pace or TAKT and that the operations

are carried out in a continuous flow. This is the “push” characteristic of Lean Thinking. This TAKT is determined by the business

plan, and the resources of the bottleneck activity -whatever they are- must be able to follow this TAKT. In the continuous-flow

layout, the production steps are arranged in sequence, usually within a cell, and the product moves from one-step to the next with

no buffer of work-in-process in between (Kanban) continuous flow instead.

The focus should be on strengthening the market and sales competence and acquiring profound customer knowledge instead of

leanness in production. Customer requirements are far from standardized, not least in B2B markets. A more appropriate design





choice here is agile manufacturing (ref) since it is better suited to satisfying fluctuating demand (in terms of volume and variety)

while lean manufacturing requires and promotes, a level schedule (Naylor, Naim & Berry, 1999). Besides, when considering

whether to adopt agile or lean manufacturing techniques, it’s critical to consider the buffer needed in order to attain a balance

between fluctuating customer orders or/and product variety and smooth production output, which according to the lean principle,

is always considered as a non-value added activity and is therefore rejected. Where exploitation has been referred as single-loop,

lower level, and adaptive learning; while exploration has also been referred as double loop, higher level, and developmental

learning. Although coined with different labels, these dualities all, arguably, refer to similar content but notably see learning types

as occurring in a hierarchy. The latter part of the couplet is invariably a “higher level” and thereby better form of learning.

Again, as the lean programme stated: “Since a true Lean organization applies Lean principles everywhere, the scope has now been

expanded to business processes in supporting functions such as HR, Finance and the SCA Containerboard Service Centre.” At the

heart of the lean thinking is the customer value, “The focus of a Lean organization is on the Customer. Improvements are targeting

four areas: Safety, Quality, Delivery and Cost. A Lean organization looks at eliminating wastes, reducing variability and

increasing flexibility to improve in these four areas.” Eventually, the aim of lean is not only to pursue short-term results, i.e. better

quality of products, lower price and shorter delivery time, but rather to create a lean organization, that is, to cultivate a continuous

improvement culture, to make lean a way of thinking in people’s daily work. “The ultimate goal of a Lean organization is to have

a continuous improvement culture. In other words, we want to have Lean in the DNA. Do things as simply as possible and in the

most efficient way. It’s about way of working, no matter what kind of activities you are doing.” In this sense, even designers,

working as the most creative innovators in the organization, could be involved in lean programme to improve the efficiency of

their daily work. Definitely, nobody is working in a most optimized way. All the time we can do something to improve. That is

lean. If we want to do something better, less costly, less time, more efficiently, then it makes sense to investigate, and lean can

support and allow you to do that… You can identify what can be improved. That is lean.

Many of our respondents did not identify with the ideas of lean thinking on either cognitive or emotional levels. Lean thinking

was accepted and was seen positively, but only within operations and not at the strategic level. In other words, there was a clear

gap in the rhetoric of the company policy or espoused theory on lean thinking and the reality. The company policy on lean

thinking from 2008 explicitly extended lean ideas from production to include the entire customer delivery process. We were

struck by how the policy had lifted the five principles of lean solutions from Womack and Jones’ 2005 text almost word for word.

One reading of this is that organizational learning around lean solutions – like all other cultural change programmes - will take

time to come to fruition (Alvesson & Sveningsson, 2008). It is therefore too early to make a definitive judgment on the

programme. This suggests that firms experiencing the lean evolution will take time to arrive the final destination – lean solutions.

This view finds support in the work of Hines et al (2004) who link the evolution of the lean concept to organizational learning,

both for the lean movement itself and the firms who are going through different stages of lean thinking.

Their model of evolution is closely related to the developmental stages of organizational learning proposed by McGill and Slocum

(1993). From its implementation in cells and assembly lines on the shop floor, to the value stream and system, the organization

implementing lean undergoes a learning process from adaptive or single-loop learning to developmental and double-loop learning.

At the early stage when implementation is focused on the shop floor, organizations often claim that they are applying lean

organizationally, although they are in practice only doing so in limited islands on the shop floor. They are not open to further

change and expanding their learning experience. However, at the value systems stage, organizations take active approaches to

capture the customer needs and actively use contingent strategy 15 deployments and policy deployment. This lean value system is

likened to the last phase of McGill and Slocum’s model in the learning organizations, wherein learning opportunities of different

parts are sought, such as employees, suppliers, customers and even competitors. Such approach facilitates learning and double-

loop learning or learning through exploration is expected. Lean thinking, focusing on cost reduction, efficiency improvement,

standardization, prior planning and on-going direct control, might become an obstacle to certain forms of learning, which on the

other hand requires organizational slack, employee autonomy as well as motivation and willingness to learn.

CHARACTERISTICS OF A LEAN ENTERPRISE

While Lean can be beneficially applied to any process within an organization, its greatest benefit comes when it is applied across

the enterprise. In The Machine That Changed World in 1990, Jim Womack, et al., emphasized, "That Lean thinking can be

applied by any company anywhere in the world but that the full power of the system is only realized when it is applied to all

elements of the enterprise." Over time, it can be said that an organization that implements Lean becomes a Lean Enterprise. While

there is no precise definition of a Lean Enterprise, I believe those organizations share common characteristics. A Lean Enterprise

can be defined by these 15 characteristics:

Customer Focus - The external customer is both the starting point and ending point. Maximize value to the customer.

Optimize not around internal operations, but around the customer. Seek to understand not only the customer's

requirements but also their expectations of quality, delivery, and price.

Purpose - The purpose of an organization encompasses your vision (where you want to go), your mission (what you

do), and your strategies (how you do it). Focus on Focus on purpose, not tools.





Organizational Alignment - You want people to understand their purpose, not just their job description or the tasks

that are assigned to them. All the people involved need to have a common understanding of the organization's purpose,

and practical understanding of the consequences of failure and the benefits of success.

Knowledge – People are the engine of the company, so it is vital to build knowledge and share it. This includes explicit

knowledge (like that from books) as well as tacit knowledge, involving soft skills. Knowledge is built through the

scientific method of PDCA.

Questioning - Encourage a questioning culture. Ask why several times to try to get to the root cause. Encourage

everyone to question. "Seek first to understand, then to be understood," said Stephen Covey.

Humility - The more you strive for Lean, the more you realize how little you know, and how much there is yet to learn.

Learning begins with humility.

Trust – Build confidence in your promises and commitments. Building trust takes time.

Empowered Employees - Give frontline employees the first opportunity to solve problems. All employees should share

in the responsibility for success and failure.

Flexible Workforce - As the Greek philosopher Heraclitus once said, "The only constant is change." Flexibility is the

ability to react to changes in customer demand. The key to success is to maintain redundancy and hence flexibility

within the core competency.

Partnership - Use teams, not individuals, internally between functions and externally with suppliers. Employees are

partners too. As Covey says, "You must find a win-win, never win-loose, solution and if you can't you should walk

away

Simplicity - Lean is not simple, but simplicity pervades. Simplicity is best achieved through the avoidance of

complexity, than by 'rationalization' exercises

Process - Organize and think by end-to-end process. Think horizontal, not vertical. Concentrate on the way the product

moves, not on the way the machines, people, or customers

Improvement - Continuous improvement is everyone's concern. Improvement should go beyond incremental waste

reduction to include innovation breakthrough

Prevention - Seek to prevent problems and waste, rather than to inspect and fix. Shift the emphasis from failure and

appraisal to prevention. Inspecting the process, not the product, is prevention. Use poka yoke to mistake proof process

errors

Visualization – Visuals translate performance of every process into expected versus actual, throughout the management

systems. It is regular, frequent, and factual data driven. Visuals provide the opportunity to quickly spot and take action

at the earliest point that performance has not met what was expected.

Table-1: Difference between Traditional Manufacturing & Lean Manufacturing

Traditional Manufacturing Lean Manufacturing

Scheduling Forecast - push Customer Order – pull

Production Stock Customer Order

Lead Time Long Short

Batch Size Large - Batch & Queue Small - Continuous Flow

Inspection Sampling - by inspectors 100% - at source by workers

Layout Functional Product Flow

Empowerment Low High

Inventory Turns Low - <7 turns High - 10+

Flexibility Low High

COGS High and Rising Lower and Decreasing


LEAN SYSTEM COMPONENTS & BEST PRACTICES

Cultural awareness,

Workplace organization - 5S (sort - straighten - sweep - standardize - self-discipline) & visual control,





Standardized work,

Flexible operations,

Employee empowerment and continuous improvement,

Quick changeover capability,

Total Quality Management & total productivity maintenance,

Error proofing,

Material control,

Level production.

REFERENCES

1. THE IMPACT OF LEAN THINKING ON ORGANIZATIONAL LEARNING Yaqian Wang1 Lund University School of

Economics and Management Department of Business Administration [email protected] Tony Huzzard Lund

University School of Economics and Management Department of Business Administration [email protected]

2. Alvesson, M., & Sveningsson, S. (2008). Designed for learning: A tale of two plants. Sloan Management Review, 34(3),

85-94.

3. Argyris, C., & Schon, D. (1978). Changing organizational culture: Cultural change work in progress. London:

Routledge.

4. Ben, N. J., Naim, M. M., & Berry, D. (1999). Organizational Learning: A Theory of Action Perspective. MA: Addison

Wesley.

5. Berggren, C. (1995). Legality: Integrating the lean and agile manufacturing paradigms in the total supply chain - Strategies

for enriching. International Journal of Production Economics, 62(1 & 2), 107-118.

6. 'The Fate of the Branch Plants - Performance Versus Power' in Sandberg, Å (ed), Enriching Production, Avebury,

Aldershot. Benner, M. J., & Tushman, M. L. (2003),

7. Bjorkman, T. (1997). Exploitation, Exploration, and Process Management: The Productivity Dilemma Revisited. The

Academy of Management Review, 28(2), 238-256.

8. Burgelman, R. A. (1991). The Swedish Model of Lean Production: the Volvo and SAAB Cases. In Durand, J. P, Stewart, P,

Castillo, J. J. (eds), Teamwork in the Automobile Industry – Radical Change or Passing Fashion? Basingstoke:

Routledge.

9. Cook, S. D. N., & Yanow, D. (1993). Intra-organizational Ecology of Strategy Making and Organizational Adaptation:

Theory and Field Research. Organization Science, 2(3), 239-262.

10. Cooney, R. (2002). Culture and Organizational Learning. Journal of Management Enquiry, 2, 373-90.

11. Corbett, S. (2007). 'Is “lean” a universal production system? Batch production in the automotive industry. International

Journal of Operations & Production Management, 22(10), 1130-1147.

12. Cox, A., & Chicks and, D. (2005). Beyond manufacturing the evolution of lean production. The McKinsey Quarterly, 3,

95-105.

13. Touchpoint Change Ltd 0845 1301 357 www.TouchpointChange.co.uk © Touchpoint Change Ltd 2008 Page 4 of 5

14. (Gati-Wechsler & Torres, 2008; Hongyi & Taylor, 2009; Lindeke, Wyrick, & Chen, 2009; Shu & Shi, 2010)

15. Retrieved from http://www.touchpointchange.co.uk/

16. Retrieved from https://set.kuleuven.be/phd/dopl/tosb/110316leanmanufacturing.pdf

17. Retrieved from http://www.aleanjourney.com/2010_07_01_archive.html

18. Retrieved from http://www.aleanjourney.com/2010/07/characteristics-of-lean-enterprise.html

19. Retrieved from https://christianpaulsen62.wordpress.com/2012/08/20/defining-a-lean-organization-is-a-matter-of-char...

20. Retrieved from http://www.circoraerospace.com/company-lean-manufacturing.asp


*****


http://www.touchpointchange.co.uk/

https://set.kuleuven.be/phd/dopl/tosb/110316leanmanufacturing.pdf

http://www.aleanjourney.com/2010_07_01_archive.html

http://www.aleanjourney.com/2010/07/characteristics-of-lean-enterprise.html

https://christianpaulsen62.wordpress.com/2012/08/20/defining-a-lean-organization-is-a-matter-of-char...

http://www.circoraerospace.com/company-lean-manufacturing.asp






A COMPARATIVE STUDY OF OCCUPATIONAL STRESS BETWEEN

MALE AND FEMALE POLICE CONSTABLES

Devata D. Gasti25 Dr. Promod R. Shivacharan26

ABSTRACT

Stress is often regarded as a response state and that its induction depends on the mediation or some appraising, perceiving or

interpreting mechanisms. Studies have conducted in executive, bank employees, officers but much of the studies are not

conducted on police constables occupational stress. In view of this, the present study is conducted to study the Occupational

stress of male and female police constables. The main objective of the study is to find out whether any difference exists

between male and female police constables in regards to stress. A quota sample of 45 male and 45 female police constables of

Hubli-Dharwad city of Karnataka. Occupational Stress Index (OSI) developed by Dr. A. K. Srivastava and Dr. A. P. Singh

was administered. To determine the significance of difference between the two groups means the t-test is applied. From the

same tale, one can also observe that the two groups, female do not differ significantly from each other in the dimension of

occupational stress such as role overload, unreasonable group and political pressures and unprofitability. Further, even in

overall occupational stress females have shown higher occupational stress compare to male police constables.

KEYWORDS

Stress, Occupational Stress, Female Police Constables, Male Police Constables etc.

INTRODUCTION

Stress is part of our way of explaining our behavior and ourselves. It is thought to cause a range of emotional, physical and social

problems. Life would be simple if our needs were immediately and automatically satisfied. However, we know that there are

many obstacles of both environmental and internal origins, which interfere with need gratification. The word ‘Stress’ defined by

the Oxford Dictionary as “a state of affair involving demand on physical or mental energy’ a Condition or circumstances (not

always adverse), which can disturb the normal physical and mental health of an individual.

High incidences of stress-related illness are causing concern across population. Against a background of impending legislative

moves tarts to improve this situation, there is a need to identify key work related stressors. Police work tends to be regarded as

inherently stressful because of the personal risk of exposure to confrontation and violence and the day-to-day involvement in a

verity of traumatic incidents. As a result, high levels of stress-related symptoms might be expected in this population of police

personnel working for our safety and security.

There is a growing preoccupation with stress as a problem within the workplace. Evidence from the Health and safety Executive

(HSE) suggests that 20% of workers feel ‘very’ or ‘extremely’ stressed at work, with percentages rising to 40% in some

occupational groups (Pestonjee & Mishra 1998). ‘Right from the time of birth till the last breath drawn, an individual is invariably

exposed to various stressful situations. The interest in the issues (stress) has been rising with the advancement of the present

century, which has been called the ‘Age of Anxiety and Stress’. Stress is a subjective, which is hard to avoid. Stress is inevitable.

Stress is “a non-specific response of the body to any demand or challenge”. Hnas Selye first introduced the concept of stress in the

life sciences in 1935. It is a concept borrowed from the natural sciences. The concept of stress is derived from the Latin word

‘Stringer’.

Stress is defined as an adaptive response to an external situation that results in physical, psychological and behavioral deviations

for organizational participants. Modern living has brought with it not only innumerable means or comfort but also plethora of

demands that tax human body and mind. The awareness of a demand that exceeds the coping ability of an individual is called

stress. It has been considered as the number one emotional and physical health problem. Though stress is an inescapable part of

human life style, it is manageable largely. With proper understanding of the processes that cause stress, the situation can, be well

managed, stress is a global phenomenon. It is an individual’s physical, mental and psycho-emotional surrounding and its overload

of demands in excess of this capacity to cope through “Soluble resources” (Sharma 1999). Stenbery & Ritzmann (1990) – Stress

can be defined as an under load or over load of matter, energy or information input or output from a living system.

Stress is also used to refer to the state of person in a threatening or difficult situation. Stress is often regarded as a response state

and that its induction depends on the mediation or some appraising, perceiving or interpreting mechanisms.

25 Assistant Professor, Department of Studies in Social Work, Rani Channamma University, Karnataka, India,

[email protected] 26Associate Professor, Department of Psychology, Karnatak University, Karnataka, India, [email protected]







METHODOLOGY USED

In the world of work as we all, no one has to undergo certain situations where they find it out of control or situations where they

had to see all the side but due to overload or lack of time it becomes less possible. Studies have conducted in executive, bank

employees, officers but much of the studies are not conducted on police constables occupational stress. In view of this, the present

study is conducted to study the Occupational stress of male and female police constables.

OBJECTIVE OF STUDY

To find out whether any difference exists between male and female police constables in regards to stress.

Sample: A quota sample of 45 male and 45 female police constables of Hubli-Dharwad city of Karnataka.

Measures Used: Occupational stress Index (OSI) developed by Dr. A. K. Srivastava and Dr. A. P. Singh. The scale consists of 46

items each to be rated on five-point scale out of 43 items, 2 are ‘true-keyed’ and 19 are ‘false-keyed’.

Reliability: The reliability index as curtained by split-half (odd-even) method and Cronbach’s alpha-coefficient for the scale as a

whole were found to be 934 and 93, respectively.

t-test: To determine the significance of difference between the two groups means the t-test is applied.

Table-1: Showing Me and SDs for Occupational Stress Variable of Male and Female Police Constable

Variable Gender No Mean SD

Role Overload Male 45 48.2 10.06

Female 45 51.78 9.74

Role Ambiguity Male 45 46.72 9.49

Female 45 53.28 9.56

Role Conflict Male 45 47.42 8.42

Female 45 52.59 10.82

Unreasonable Group and Political Pressures Male 45 48.22 11.16

Female 45 51.78 8.49

Responsibility For Persons Male 45 46.69 9.40

Female 45 53.32 9.56

Under Participation Male 45 48.13 9.29

Female 45 51.87 10.42

Powerlessness Male 45 46.44 7.20

Female 45 53.56 11.16

Poor Peer Relations Male 45 46.57 8.04

Female 45 53.43 10.65

Intrinsic Impoverishment Male 45 46.40 8.18

Female 45 53.60 10.43

Low Status Male 45 44.04 7.25

Female 45 55.96 8.77

Strenuous Working Conditions Male 45 46.25 9.06

Female 45 53.76 9.55

Unprofitability Male 45 51.10 10.63

Female 45 48.91 9.32

Overall Occupational Stress Male 45 44.57 6.82

Female 45 55.43 9.76


An observation of table-1 reveals that Female’s police constables are found to be above average in most of the dimensions of

occupational stress as well as overall occupational stress. Such as role overload (51.78), Role ambiguity (53.28), Role conflict

(52.59), Irresponsibility for persons (51.87), Under-participation poor peer relations (53.43), Intrinsic impoverishment (53.60),

Low status (55.96), overall occupational stress (55.43) whereas male are have shown below average in these dimensions and

overall occupational stress. Further in are dimension of occupational stress that is unprofitability shown above average (51.10)

whereas females have shown below average (48.91).

A glance at the table No.2 reveals that male and female police constables differ significantly from each other in the dimension of

occupational stress that is Role conflict (t—2.52; p<0.05), in under participation (t= -1.79; p<0.05). In other words, female police

constables are found to have significantly higher occupational stress in terms of Role conflict and under participation.





Even in the dimension such as Role ambiguity (t=-3.26; p<0.01), Responsibility for persons (t=-3.31; p<0.01), powerlessness (t=-

3.59; p<0.01), poor peer relations (t=-3.45; p<0.01), female police constables are found to high higher occupational stress

compared to male police constables.

Table-2: Showing MD SEM and t-value for the Score of Occupational Stress of Male and Female Police Constable

Variable Mean

Difference

Std. Error

of Mean

‘t’ value

Role Overload -3.55 1.50 -1.70

Role Ambiguity -6.55 1.41 -3.26**

Role Conflict -5.17 1.25 -2.52*

Unreasonable Group and Political Pressures -3.56 1.66 -1.70

Responsibility for Persons -6.60 1.40 -3.31**

Under Participation -3.73 1.38 -1.79*

Powerlessness -7.11 1.07 -3.59**

Poor Peer Relations -6.86 1.20 -3.45**

Intrinsic Impoverishment -7.19 1.22 -3.64***

Low Status -11.91 1.08 -7.02***

Strenuous Working Conditions -7.50 1.35 -3.82***

Unprofitability 2.19 1.58 1.04

Overall Occupational Stress -10.86 1.01 -6.12***

Note: *p<0.05; significant

** p<0.01; highly significant

*** pM0.001; very highly significant


Further in dimension such as Intrinsic impoverishment (t=-3.64, p<0.001), Low status (t=-7.02; p<0.001), strenuous working

conditions (t=-3.82, p<0.001), and even in overall all occupational stress (t=-6.12; p<0.001) female police constables are found to

have significantly very high occupational stress compared to male police constables. From the same tale, one can also observe that

the two groups. Female do not differ significantly from each other in the dimension of occupational stress such as role overload,

unreasonable group and political pressures and unprofitability.

CONCLUSION

The obtained results have led to following conclusions:

Female police constables have shown significantly higher occupational stress in terms of role ambiguity compared to

male police constable.

Female police constables have shown significantly higher occupational stress to terms of role conflict compared to male

police constable.

Female police constables have shown significantly higher occupational stress in terms of responsibility for persons,

under participation, powerlessness, poor peer relations, intrinsic impoverishment, and low status as well as in strenuous

working conditions.

Further, even in overall occupational stress females have shown higher occupational stress compare to male police

constables.

REFERENCES

1. Akiva, M. Liberman, Suzanne, R. Best, Thomas, J. Metzler, Jeffrey, A. Fagan, Daniel, S. Weiss, & Charles, R. Marmar,

(2002). Routine occupational stress and psychological distress in police. Policing: An International Journal of Police

Strategies and Management, 25(2), 421-441.

2. Barathan, D. (1998). Stress Management. Social Welfare, 49, 69.

3. Bruce, Kirkcaldy, Jennifer, Brown, & Cary, L. Cooper. (1998). The demographics of occupational stress among police

superintendents. Journal of Managerial Psychology, 13, ½, 90-101.

4. Chouhan, V. L., & Sharma, R. K. (2009). A study of stress among policy constables. Journal of well being, 3(1).

5. Cooper, Cary L., Davidson, M. J., & Robinson, P. (1982). Stress in the Police Service. Journal of Occupational

Medicine, 24(1).





6. G., H. Godjonsson, & K. R. C. Adlam. (1985). Occupational Stressors among British Police Officers. Police Journal

58(1), 73-80.

7. Hurrell, Jr, Joseph J. (1995). Police work, occupational stress and individual coping. Journal of Organizational

behavior, 16(1), 27-28.

8. J., Pienaar, & S., Rothmann. (2006). Occupational stress in the South African Police service. Journal of Industrial

Psychology, 32(3), 72-78.

9. Jennifer, Brown Cary, Cooper, & Bruce, Kirkcaldy. (1996). Occupational stress among senior police officers. British

Journal of Psychology, 87(1), 31041.

10. John, P. Crank, & Michael, Caldero. (1991). The production of occupational stress in medium-sized police agencies; A

survey of line officers in eight municipal departments. Journal of Criminal Justice, 19(4), 339-349.

11. L., Territo, H., L. Vetter, Sale, Allya, & Bacon, Inc. (1991). Stress and Police Personnel, pp. 344. United States

Publication.

12. Malach-Pines, Ayala, & Keinan, Giora. (2007). Stress and burnout in Isreli police officers during a Palestinian uprising

(intifada). International Journal of Stress Management, 14(2), 160-174.

13. He, Jihong Zhao, & Ling, Ren. (2005). Do Race and Gender Matter in Police Stress? A Preliminary Assessment of the

Interactive Effects. Journal of Criminal Justice, 33(6), 535-547.

14. Nicolien, Kop, & Martin, C. Euwerna. (2001). Occupational Stress and the Use of Force by Dutch Police Officers.

Criminal Justice and Behaviour, 28(5), 631-652.

15. Novaes, Lipp, & Marilda, E. Stress and Quality of Life of Senior Brazilian Police Officers. The Spanish Journal of

Psychology, 12(2), 593-603.

16. Pestonjee, D. M., & Mishra, P. K. (1998). Stress and creativity: Some research enideneels. Journal of Productivity, 39,

18L.

17. Sharma, E. (1999). Copping with stress. Journal of higher education, 37, 5-8.

18. T., Patterson. (2003). Examining the effects of coping and social support on work and life stress among police Officers.

Geo Journal of Criminal Justice, 31(3), 215-226.

19. Wexler, J. G., & Logan, D. D. (1983). Sources of Stress among Women Police Officers. Journal of Police Science and

Administration, 11(1), 46-53.

20. William, P. McCarty, Jihong “Solomon” Zhao, & Brett, E. Garland. (2007). Occupational stress and burnout between

male and female police officers: Are there any gender differences?. Policing: An International Journal of Police

Strategies & Management, 30(4), 672-691.

21. Retrieved from http://link.springer.com/article/10.1007/s12147-011-9100-9

22. Retrieved from http://medind.nic.in/iay/t03/i2/iayt03i2p6.pdf

23. Retrieved from http://ijtre.com/manuscript/2014010519.pdf

24. Retrieved from http://www.officer.com/article/10249325/tactical-differences-between-male-and-female-officers

25. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/12815123

26. Retrieved from http://occmed.oxfordjournals.org/content/53/4/256.abstract

*****

http://link.springer.com/article/10.1007/s12147-011-9100-9

http://medind.nic.in/iay/t03/i2/iayt03i2p6.pdf

http://ijtre.com/manuscript/2014010519.pdf

http://www.officer.com/article/10249325/tactical-differences-between-male-and-female-officers

http://www.ncbi.nlm.nih.gov/pubmed/12815123

http://occmed.oxfordjournals.org/content/53/4/256.abstract





IMPACT OF FAMILY-FRIENDLY POLICIES

IN THE POLICE DEPARTMENT ON WORK-FAMILY CONFLICT

Patricia Jhansi Rani27 Dr. D. Joseph Anbarasu28

ABSTRACT

In India, both central and state governments recently recruit more women police to cater to the needs of women of the country.

However, the women police undergo lot of job stress. Their work life and family life have conflicts with each other due to

various factors like parental leave, work scheduling, school scheduling of their children and so on. For policewomen, parental

leave and early childhood education and care are negatively associated with family-work conflict but the relationship is

curvilinear with the family-work benefits to these policies slowing in the most family-friendly countries. The aim of this paper

is to describe this issue in a present condition. Both primary and secondary data were collected to draw results out. About 80

respondents constitute the sample of the study. With the help of primary and secondary information, the findings are made.

The study reveals that the factors like age, income, family size, experience, shifts and their designation have direct impact

over their work-life balance.

KEYWORDS

Policies, Family-Friendly Policies, Police Department, Work-Family Conflict etc.

INTRODUCTION

The impact of job related stressors generally passes through the families of employees and their jobs. It also has an impact on the

organisations and the community for which they work. The stressful jobs have more such conflicts. Police personnel fall under

this category. Specifically, officers may experience physical, emotional, and social problems exacters bated by stressors that

result from their jobs.

Policewomen may not be able to strike a balance between their hectic work schedules and their family lives, especially if they are

married and with children. Policewomen can be called anytime to report to duty, which would interfere with their home chores

and responsibilities, especially when they live in a nuclear family system without any support and understanding from their family

members. This pressure to meet work demands and assume responsibility for household management and childcare as well is felt

especially by women in police due to the rigid nature of their jobs and having to work. Job attitude is currently gaining attention in

the context of psychological well-being. Police personnel typically spend a great deal of time at work. They have attitudes or

viewpoints about many aspects of their jobs, their careers, and their organizations. Not surprisingly, work experiences are related

to a number of important psychological outcomes such as life satisfaction and overall psychological functioning.

Policewomen need to manage the daily requirements of their family as one side and the multiple schedules, meetings, business

requirements and other routine responsibilities at work. Work-life conflict is extensively reported to be a problem for individuals,

their families and organisations. In order to develop effective strategies for preventing work-life conflict it is critically important

to gain a good understanding of its sources and consequences. Work-life conflict was therefore the central variable in this study.

Women at work need to be understood by their employers. Organizations say that they provide the information about work-life

balance policies and special leave arrangement such as annual leave, career break leave, leave for elective representative, leave to

attend as witness at court in organization, health care centers, rewards and recognition, career growth, insurance plans, job

rotation, incentives, performance related pays, rest rooms and other government schemes like maternity, marriage, sick leave, and

medical benefits. And other work life balance options like staff counseling, organizational psychology unit, workplace health

promotion, social clubs, pre-retirement club, women’s network, breast feeding support groups etc. are said to be existing.

However, work stress still prevails.

The purpose of this study is to examine the effects of work stress on work-family conflict in women police personnel.

Additionally, it is also assessed that how the availability and use of organizational family-friendly policies and personal support

from family go with work-family conflict. Given the relative paucity of the study on work-family conflict and family-friendly

work environments in law enforcement, this is an attempt to fill this gap by examining the effects of work stress and support

mechanisms on a sample of police personnel.

27 Assistant Professor, Department of Management Studies, Bishop Heber College, Tamil Nadu, India,

[email protected] 28Research Guide, Department of Management Studies, Bishop Heber College, Tamil Nadu, India, [email protected]








Storch and Panzarella (2001) examined the various categories of police stressors and noted that two primary categories of

stressors tended to emerge those within the organization and those outside of the organization. Organizational variables include

such aspects as relationships with superiors, personnel policies, and work conditions. Variables outside of the organization include

relationships with individuals who were not police officers, such as the officer’s family, the public, the media, and the legal

system.

These two domains (i.e., organizational vs. non-organizational areas) are not likely to be completely independent of one another.

In particular, an individual’s role as a police officer may conflict with that individual’s role as a family member. That is, many of

the stressors that are inherent to police officers’ work may influence the relationship that the officers have with their family

members (Roberts & Levenson, 2002). However, as noted earlier, work-family conflict has remained a lesser-examined stressor in

the area of police work.

There exists evidence that the cost of poor work-life interaction on individuals, families and society as a whole is high. Canadian

researchers have estimated that there are substantial costs of work-family conflict to the health care system to be as high as C$2.8

billion (Higgins et al. 2004).

A number of previous reviews and meta-analyses have demonstrated that experiences of high work-life conflict are linked to

lower job satisfaction and organizational commitment, as well as impaired physical and psychological health (Allen et al. 2000;

Amstad et al. 2011; Beauregard and Henry 2009).

The findings of Household, Income and Labour Dynamics in Australia (HILDA) survey have shown that work-family strain

predicts decreased physical and mental health throughout the subsequent year (Magee et al. 2012).

Work and life are an increasing focus for policy initiatives at government and organizational levels in Australia and beyond. There

are four general policy areas that shape discussion in this domain (see Brough et al. 2008; Baird 2011; Hegewisch and Gornick

2011).

The first relates to employee-centered flexibility, for example changing the location or scheduling of work to fit personal

circumstances. Previous international reviews have shown strong evidence for the positive effects of flexible work practices on

work-life balance, health and wellbeing and job outcomes (Nijp et al. 2012).

In a study of parents’ transition back to paid work after the birth of a child, Brough, O’ Driscoll and Biggs (2012) observed that

parents with little or no access to paid parental leave (at the time of the study, prior to recent legislative changes) were more likely

to return to work due to financial pressures. They also reported a range of negative outcomes on their personal health and

wellbeing (including child attachment) and in the work sphere (reduced satisfaction and commitment). Some fathers reported

difficulty accessing parental or recreational leave, and this was perceived to affect father-child attachment and increase pressure

for their partners as the primary caregivers. Similar to other research, the importance of organizational culture was emphasized.

Parents who had experienced a lack of support on return to their workplace (e.g. contract and pay issues, lower quality job role,

lack of opportunities) reported considering moving to a more family friendly employer (Brough et al. 2013).

With regard to recreation leave, a nationally representative survey of working Australians observed clear links between lacks of

uptake of full recreational leave entitlements and higher work-life interference for women and parents, with the strongest

association observed for working mothers (Skinner and Pocock 2013a).

The current review found limited research on the implications of childcare for work-life outcomes. Australian studies using

qualitative interviews to canvass mothers’ views emphasize the importance of childcare for both women’s employment

participation and their work-life balance (Renda et al. 2009, Table 1; see also Table 2 for Baines 2011 and Nowak et al. 2013).


In recent years, police departments have become increasingly concerned with the effects of occupational stress on policewomen.

Stress has come to be viewed as a serious problem facing law enforcement, and attempts to both understand and remedy the

problem have been undertaken. The Policewomen play a vital role in police force and the trend of the strength particulars over a

decade in the Tamil Nadu police reveals that there is rapid increase in the recruitment of policewomen recently. In 2013-2014, 165

women police personnel have been recruited in the city alone and in the district 165 were recruited. Tiruchirappalli City Police

comprises of one Commissioner of Police in the rank of Inspector-General of Police, one Deputy Commissioner of Police for Law

and Order, one Deputy Commissioner of Police for Crime and Traffic, one Additional Deputy Commissioner of Police for

Prohibition Enforcement Wing. Assistant Commissioners of Police-I are 12, Assistant Commissioner of Police-II are 3, Inspectors

of Police-I are 31, Inspectors of Police-II are 5, Sub Inspectors of Police (both men and women) are 90, and other ranks consists of

1791 (both men and women.) Women were preferred in this occupation, as they possess inherent personality characteristics like





maternal sympathy, instinctively relating with a person in distress, compassionate, human responsiveness, good listening etc.

Policewomen have these qualities largely than policemen and they were found to be more successful than their male counterparts

in investigation of crimes concerning women and children.

The need for women police are increasing with the rise in number of women accused, criminals, and victims of crimes such as

rape, kidnapping, sexual harassment, dowry deaths, etc. Policewomen faced work-family balance is considered as an important

factor. Policewomen stress is unavoidable in the police job and women may be at increasing risk for the deleterious effects of it.

The Police women faced the problems of work-life and family-work conflict and policy measures: Parental leave, work

scheduling, school scheduling and early childhood education and care. This study concentrates on these issues and makes them

factors under analysis.

OBJECTIVES OF STUDY

The objectives of the study are to:

Study the level of family-friendly policies in the police and implications for work-family conflict at Tiruchirappalli in

Tamil Nadu,

Describe the socio demographic profile of the Policewomen,

Explain the level of family conflict,

Analyze various factors of family-friendly policies in the police and implications for work-family conflict, and to

Provide possible suggestions to reduce family conflict and increase the family cares and the level of family-friendly

policies in the police.

RESEARCH DESIGN

In this study, the researcher attempts to analyze the various dimensions towards family-friendly policies in the police and

implications for work-family conflict. Hence, descriptive design was adopted.

Primary Data: The data are collected with a structured questionnaire, which has been twice tested with preliminary

questionnaires. Women police personnel were hesitant to answer few questions, which have been removed finally. The samples

are chosen from Tiruchirappalli town in Tamil Nadu. The data are collected directly from the Policewomen with a designed

schedule for the purpose.

Secondary Data: The studies already made by researchers mainly constitute the secondary sources. General studies contribute

much to the study. Journals and websites are sources to lay down premises for this study. Few are mentioned in the references.

Research Hypotheses

Based on the sources and the objectives of the study, the following hypotheses are framed and tested:

There is a significant association between the age of the respondents and family-friendly policies in the police and

implications for work-family conflict.

There is a significant association between the monthly income of the respondents and friendly policies in the police and


There is a significant association between the experience of the respondents and friendly policies in the police and


There is a significant difference between the respondents’ shift work and friendly policies in the police and implications

for work-family conflict.

There is a significant difference between the respondents’ type of family and friendly policies in the police and


There is a significant variance among the designation of the respondents with regard to friendly policies in the police

and implications for work-family conflict.

Samples: The sample size of this study is restricted to 80. The selection of sample is not based on the universe, because it is a thin

population, approximately around 250. The sample data were collected from Tiruchirappalli police stations. Purposive sampling is

used for the purpose of study. The investigator’s judgment is essential for this study. Absenteeism, complaints from management

and employers etc., are few factors for judging the sampling unit. Judging the sampling unit is done informally and sometimes

silently. Then, the sample unit is directly contacted and questioned. Few sample units are contacted over phone and questioned.

Period of Study: The study on friendly policies in the police and implications for work-family conflict among the policewomen in

Tiruchirappalli was carried out for the period of April 15 to May 12, 2015.





ANALYSIS OF DATA AND INTERPRETATION

The analysis of the collected data was carried out by using percentage analysis and chi square test, z test and ANOVA test.

Table-1: Shows Low and High Level of Family-Friendly Policies in the Police and Implications

for Work-Family Conflict in Various Dimensions

S. No. Variable Number of Respondents (n:80) Percentage

1. Family-Friendly Policy

Low level 38 47.5

High level 42 52.5

2. Childcare

Low level 33 41.2

High level 47 58.8

3. Family Conflict

Low level 37 46.2

High level 43 53.8

4. Spouse Support

Low level 33 41.2

High level 47 58.8

5. Overall

Low level 40 50.0

High level 40 50.0


Table1 depicts that family-friendly policies in the police and implications for work-family conflict in various dimensions such as

family-friendly policy, childcare, family conflict and spouse support had more than half of the respondents had high level and

overall exactly of the respondents had low and high level.

Table-2: Association between the Monthly Income of the Respondents and Family-Friendly Policies in

Police and Implications for Work-Family Conflict in Various Dimensions

S. No. Variable Monthly income Statistical

Inference Rs. 10000 to Rs. 20000 (n: 33) Rs. 20001 to Rs. 30000 (n: 22) >Rs. 30000 (n: 25)

1. FF- Policy

x2=16.569

Low 24 4 10 d.f. =2

High 9 18 15 p < 0.001

Significant

2. Childcare

x2=31.046

Low 24 9 0 d.f. =2

High 9 13 25 p < 0.001

Significant

3. Family Conflict

x2=17.649

Low 12 5 20 d.f. =2

High 21 17 5 p < 0.001

Significant

4. Spouse Support

x2=4.435

Low 18 8 7 d.f. =2

High 15 14 18 p > 0.05

Not Significant

5. Overall

x2=1.525

Low 19 9 12 d.f. =2

High 14 13 13 p > 0.05

Not Significant






From Table-2, it is inferred that there is a significant association between the monthly income of the respondents and various

dimensions of family-friendly policies in the police and implications for work-family conflict such as family-friendly policy,

childcare and family conflict. There is no significant association between the monthly income of the respondents and spouse

support and overall.

Table-3: Association between the age of the Respondents and Family-Friendly Policies in the Police and

Implications for Work-Family Conflict in Various Dimensions

S. No. Variable Age Statistical

Inference Below 25 years (n: 09) 25 to 35 years (n: 33) 36 to 45 years (n: 38)


x2=25.588; d.f. =2

p < 0.001

Significant Low level 8 23 7

High level 1 10 31

2. Childcare

x2=4.106; d.f. =2

p > 0.05

Not Significant Low level 6 15 12

High level 3 18 26

3. Family Conflict

x2=11.113; d.f. =2

p < 0.05


High level 4 25 14

4. Spouse Support

x2=11.228; d.f. =2

p < 0.05


High level 2 16 29

5. Overall

x2=6.307; d.f. =2

p < 0.05


High level 1 19 20


Table 3 depicts that there is a significant association between the age of the respondents and various dimensions of family-friendly

policies in the police and implications for work-family conflict such as family-friendly policy, family conflict, and spouse support

and overall.

Table-4: ‘z’ test between the Respondents’ Type of Family and Various Dimensions of Family-Friendly

Policies in Police and Implications for Work-Family Conflict


S. No. Variable Mean S.D S.E Statistical

Inference


Joint (n:41) 12.7073 5.44630 .85057 z =2.010; d.f.=78; p > 0.05

Not Significant Nuclear (n:39) 15.1538 5.43642 .87052

2. Childcare

Joint (n:41) 16.8293 4.76394 .74400 z =0.837; d.f.=78; p > 0.05

Not Significant Nuclear (n:39) 16.0256 3.73100 .59744

3. Family Conflict

Joint (n:41) 23.0732 6.43968 1.00571 z =0.247; d.f.=78; p > 0.05

Not Significant Nuclear (n:39) 22.6923 7.33109 1.17391

4. Spouse Support

Joint (n:41) 20.6829 3.17363 .49564 z =3.387; d.f.=78; p < 0.01

Significant Nuclear (n:39) 17.6410 4.74335 .75954

5. Overall

Joint (n:41) 73.2927 8.29230 1.29504 z =0.658; d.f.=78; p > 0.05

Not Significant Nuclear (n:39) 71.5128 15.09422 2.41701





It is inferred from table 4 that there is no significant difference between the respondents’ type of family and various dimensions

of family-friendly policies in the police and implications for work-family conflict such as family-friendly policy, childcare, family

conflict and overall. There is a significant difference between the respondents’ type of family and spouse support.

Table-5: One-Way Analysis of Variance among the Respondents’ Designation with Regard to and Various Dimensions

of Family-Friendly Policies in the Police and Implications for Work-Family Conflict


Note: G1= Constable, G2= Head Constable, G3= Sub Inspector, G4= Inspector

Table 5 depicts that there is a significant difference among the designation of the respondents with regard to various dimensions of

family-friendly policies in the police and implications for work-family conflict such as family-friendly policy and childcare. There

is no significant changes among the designation of the respondents with regard to family conflict, spouse support and overall.

FINDINGS AND SUGGESTIONS

The following are the inferences made out of percentage analysis:

Nearly half (i.e.) 47.5 per cent of the respondents were 36 to 45 years.

Nearly three-fourth (i.e.) 71.2 per cent of the respondents was Under Graduation.

Nearly half (i.e.) 42.5 per cent of the respondents were constables.

Nearly half (i.e.) 41.2 per cent of the respondents received monthly salary of Rs.10000 to Rs.20000.

Exactly three-fourth (i.e.) 75.0 per cent of the respondents had above 10 years’ experience.

High majority (i.e.) 87.5 per cent of the respondents had alternative shift.

More than half (i.e.) 51.2 per cent of the respondents were joint family.

The following are the findings based on family-friendly policies in the police and implications for work-family conflict in various

dimensions:

More than half (i.e.) 52.5 per cent of the respondents has high level with regard to family-friendly policy.

More than half (i.e.) 58.8 per cent of the respondents had high level with regard to childcare.

More than half (i.e.) 53.8 per cent of the respondents had high level with regard to family conflict.

More than half (i.e.) 58.8 per cent of the respondents had high level with regard to spouse support.

S. No. Source D.f. SS MS Mean Statistical

Inference


G1=12.5588 F=6.626

Between Groups 3 503.638 167.879 G2=16.9231 P < 0.001

Within Groups 76 1925.562 25.336 G3=10.6667 Significant

G4=17.0000

2. Childcare

G1=14.7647 F=4.809

Between Groups 3 231.275 77.092 G2=17.0385 P < 0.05

Within Groups 76 1218.413 16.032 G3=17.6667 Significant

G4=21.0000

3. Family Conflict

G1=24.8529 F=2.638

Between Groups 3 349.274 116.425 G2=22.7308 P > 0.05

Within Groups 76 3354.713 44.141 G3=20.3333 Not Significant

G4=18.0000

4. Spouse Support

G1=18.9706 F=0.507



G4=19.4000

5. Overall

G1=71.1471 F=2.436



G4=75.4000





Exactly half (i.e.) 50.0 per cent of the respondents had low level and 50.0 per cent of the respondents had high level with

regard to overall family-friendly policies in the police and implications for work-family conflict.

The following are the findings arrived out of test analysis:

There is a significant association between the age of the respondents and various dimensions of family-friendly policies

in the police and implications for work-family conflict.

There is a significant association between the monthly income of the respondents and various dimensions of family-

friendly policies in the police and implications for work-family conflict.

There is a significant association between the experience of the respondents and various dimensions of family-friendly

policies in the police and implications for work-family conflict.

There is a significant difference between the respondents’ type of family and various dimensions of family-friendly

policies in the police and implications for work-family conflict.

There is a significant difference between the respondents’ shift work and various dimensions of family-friendly policies

in the police and implications for work-family conflict.

There is a significant variance among the designation of the respondents with regard to various dimensions of family-

friendly policies in the police and implications for work-family conflict.

SUGGESTIONS

The personnel do not attend any exclusive orientation programme, which should cover the work-life balances.

Therefore, family orientation programs must be thought of in the future. The effectiveness of such programmes is to be

tested with feedbacks and reviews.

By providing counseling on work related and personal problems and extending support from a team of welfare health

and counseling staff, the stress experienced by the women police could be attended and addressed.

Counseling practices can be extended at family level including dependents and relatives for better results.

Support from family members is essential for effective work life and family life. A detailed study can be initiated in this

area.

Typical governmental policies do not consider job based increments and incentives.

In general, police personnel do not have longer vacations.

Exclusive schools for children of police personnel may be considered to reduce school scheduling burden.

CONCLUSION

The study aims at understanding the family-friendly policies in the police and implications for work-family conflict. The

descriptive design is adopted to do the study. The study reveals the complexity of the situation in family conflict. Women need to

prepare themselves to cope up with these challenges. Both external variables like age, type of family and internal variables like

income, experience, shift, designation have direct impact over the conflicts. The focus on internal variables, which is very much

related to policy, needs more attention. Government has a challenge to implement family–friendly approaches to encourage

women police personnel to balance their work-family challenges. The benefits of family-friendly programs may be moderated by

the nature of the job. Family-friendly policies are one way to balance such demands. Such measures are likely to help in

harnessing the potential existing among the women police personnel thereby enabling them enhance their performance at the

work.

REFERENCES

1. Allen, T. D. (2001). Family–supportive work environments: The role of organizational perceptions. Journal of

Vocational Behavior, 58, 414–435.

2. Allen, T. D., Herst, D. E. L., Bruck, C. S., & Sutton, M. (2000). Consequences associated with work–to–family conflict:

A review and agenda for future research. Journal of Occupational Health Psychology, 5, 278–308.

3. Baird, M., & Whitehouse, G. (2012). Paid Parental Leave: First Birthday Policy Review. Australian Bulletin of

Labour, 38(3), 184–198.

4. Bourg, C., & Segal, M. W. (2008). The impact of family supportive policies and practices on organizational

commitment to the Army. Armed Forces & Society, 25, 633-652.

5. Brough, P., Holt, J., Bauld, R., Biggs, A., & Ryan, C. (2008). The ability of work—life balance policies to influence key

social/organizational issues. Asia Pacific Journal of Human Resources, 46(3), 261–274.





6. Greenhaus, J. H., Collins, K. M., & Shaw, J. D. (2003). The relation between work-family balance and quality of life.

Journal of Vocational Behavior, 63, 510-531.

7. Higgins, C. A., Duxbury, L. E., & Irving, R. H. (1992). Work-Family Conflict in the Dual-Career Family.

Organizational Behavior and Human Decision Processes, 51(1), 51-75.

8. Higgins, C., Duxbury, L., & Johnson, K. (2004). Exploring the Link Between Work-life Conflict and Demands on

Canada's Health Care System. Ottawa, Ontario: Healthy Communities Division, Health Canada.

9. Nijp, H. H. M., Beckers, D. G. J. P., Geurts, SaEP, Tucker, P. P., & Kompier, MaJP. (2012). Systematic review on the

association between employee work time control and work-non-work balance, health and well-being, and job-related

outcomes. Scandinavian Journal of Work, Environment and Health, 38(4), 299–313.

10. Roberts, N. A., & Levenson, R. W. (2002). The remains of the workday: Impact of job stress and exhaustion on marital

interaction in police couples. Journal of Marriage and Family, 63, 1052-1067.

11. Storch, J. E., & Panzarella, R. (2001). Police stress: State-trait anxiety in relation to occupational and personal stressors.

Journal of Criminal Justice, 24, 99–107.

12. Retrieved from http://www.infinitecourses.com/Search.aspx?Query=Tamilnadu-Police-Recruitment&QueryId=912

13. Retrieved from http://www.trichycitypolice.com/aboutus.html

14. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3103153/

15. Retrieved from http://psychology.berkeley.edu/people/robert-w-levenson

16. Retrieved from http://www.divorcereform.org/cor.html


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STUDY OF FACTORS IN WORK-LIFE BALANCE AMONG WOMEN EMPLOYEES

IN IT SECTOR WITH RESPECT TO AGE, MARITAL STATUS AND FAMILY STRUCTURE

Sadhvi29

ABSTRACT

In the fast changing socio-cultural environment, lot of emphasis is given to women education. As a result, more and more

number of women is now working. Gone are the days when men folk were the bread earners for the family. Now women also

share equal responsibility with men. Thanks to the information technology, which has given a broad platform by providing lot

of job opportunities? Work-life balance, therefore has become a challenge now a days for all corporate and it is being

discussed everywhere as a major issue. Work-life balance actually is all about having balanced time for work and personal

life. It includes proper prioritizing and balancing of work and lifestyle. Where work-life balance can lead to a healthy synergy

within the employee, the work-life imbalance can lead to conflicts, job dissatisfaction, health problems, low productivity etc.

WLB, therefore, has become a challenge for working professionals. Though everybody is affected by it in some or the other

way, surveys have indicated that the majority of women population have either turndown or do not pursue jobs because of the

fear that job may disturb their personal lives. Since women are to take care of their family and do most of the household work,

balancing the professional life and personal life simultaneously becomes a challenge. They start feeling that they are not able

to justice with both of their roles.

Purpose: The present study attempts to identify the factors that may lead to work-life imbalance especially in women in IT

Sector. The study attempts to find out the problems faced by working women in IT Sector. This paper will also study whether

age factor, marital status and family structure affects work-life balance. It strives to study the degree to which certain factors

affect work-life balance.

Methods: This research is carried out in IT sector in Delhi and NCR by collecting primary data through structured

questionnaire irrespective of their cadre and age group from the sample of 100 female employees. The analysis is done by

statistical tools like Factor analysis, ANOVA, t-test etc., using SPSS.

Result: Result shows that age and marital status affects the work-life balance in working women. Certain factors like

Company police, Flexibility, company facilitation etc., also are the factors affecting Work-life balance.

Implications: Through this study, we would work out the possible solution to the work-life related problems. The study

would help the IT and other Industries to formulate the policies and flexible work environment to improve women

employment in the industry and women are encouraged to take up jobs. Results may encourage companies to bring work- life

balance among working women by formulating company policies, which are supportive enough to retain women employees.

A better male-female ratio can be achieved if some flexibility in terms of job is provided.

KEYWORDS

Work-Life Balance, Working Women, Factors in WLB, IT Industry, Age, Marital Status, Family Structure etc.

INTRODUCTION

The contribution of the Indian IT industry to the Indian economy over the years has increased tremendously as per the study of

NASSCOM. The contribution is immense with respect to service sector in India. However, the industry is fast paced which is also

suffering from high attrition rate, poor commitment of employees and is depicted with high stress in the job.

The term Work Life balance has been receiving heightened attention and importance since two decades (De Bruin & Dupuis,

2004). Though everybody is affected by it in some or the other way, surveys have indicated that the majority of women population

(72%) have either turndown or do not pursue jobs because of the fear that job may disturb their personal lives. This is evident

from the fact that only 9% of IT professionals in the total labor force are women.

From past two decades, the term Work-life balance (WLB) has been an area of interest and research and is been defined in many

different ways. Work-life balance is balancing the work-family with low conflict. (Limoges, 2003). It is how much the person is

able to utilize or distribute his/her energy, effort between work and family (Parasuraman and Greenhaus 2002).

Handling Work-life balance has become critical as well as it is challenging. In the past decade, globally the number of women

workforce has increased with added responsibilities of home especially raising their children (Brown, 2004; Duxbury & Higgins,

29Assistant Professor, Bhavan’s Usha & Lakshmi Mittal Institute of Management, New Delhi, India, [email protected]






2001, 2003; Parker & Arthur, 2004). Especially in India with change in socio-demographic factors in terms of nuclear families,

dual-career and single parent families, the concept of work-life balance for women is particularly very important. The companies

are facing the challenge of talent retention in this era of global development economy. There is a need to address the issue of work

life balance in order to win the talent war. To retain the best talent and prevent the burning of the talent because of stressful life, it

becomes a critical issue for the companies to device such policies, practices, programs and interventions to bring harmony and

synergy between work and life of their employees.

Work-Life Imbalance can become a critical disease unless it is handled with care. The recent study is an attempt to understand

WLB and would help IT industry understand the problems of women workers. It will help IT sector to formulate the healthy

policies and work environment to ensure WLB for working women so that large and large number of women are encouraged to

work with IT Companies and the ratio of female employees also increases.


Lot of research has been taken place in terms of work-life balance. Time to time some factors are been unveiled that are some or

the other way responsible for creating disturbance in work and life. From some researches, we understand that there are four

general policy areas that that may be considered very important for discussion in this domain (Brough et al. 2008; Baird 2011;

Hegewisch and Gornick 2011). The first primarily talks about employee-centered flexibility, like, changing the location or

scheduling of work to make working more convenient. Its positive impact can also be seen on health and wellbeing and job

outcomes (Nijp 2012). However, there are varieties of mixed evidence pertaining to the degree to which flexible work practices in

a different way put impact on work-life outcomes (Allen 2013).

The second area is the concept of leaves in terms of paid and unpaid leave. It means how much the employees can avail leaves for

their family reasons like maternity leaves, paternity leaves so that they can address their family responsibilities (Baird and

Whitehouse 2012, King 2012). There are empirical researches which points at the fact that maternity leaves is highly beneficial in

terms of good health for mother as well as care for the child (Productivity Commission 2009). However, there is research which

has come out with observation that fathers are unable to utilize their paternity leave (Smith and Williams 2007; Haas and

Rostgaard 2011; Hegewisch and Gornick 2011).

The third policy in studying work-life balance is the working hours. Majority of research from Australia and overseas suggests

that there is direct impact on work related stress leading to conflict because of long working hours (Holden 2010). This actually

gives rise to the fourth area, which strives on childcare and the impact of this on the employees. Just as paid parental leave, access

to high quality childcare is also considered a very essential support in terms of parents’ participation in paid work. It is a critical

and delicate issue pertaining to the care of the children especially when parents are working. The slight imbalance causes conflict

and leads to immense pressure on the parents leading to work life imbalance (Bianchi and Milkie 2010).

Women’s employment participation (Breunig et al. 2011) is also an important factor to be taken care and it was agreed that these

are the factors that influence parents’ decisions to go for a certain type of childcare provision (e.g., family-provided or formal

services); or issues related to children’s health (Bohanna et al. 2012). By reviewing another ten different studies from New

Zealand and Australia regarding working hours, it was concluded that working hours has a direct impact on work life balance.

(Gray et al. 2004; Alexander and Baxter 2005; Brough et al. 2005; Hosking and Western 2008; Macky and Boxall 2008; Skinner

and Pocock 2008; Losoncz and Bortolotto 2009; Peetz et al. 2011; Skinner and Pocock 2011a; Brown 2012).


Objectives of Study

To find out the problems faced by working women in IT Sector with respect to WLB.

To identify the factors that lead to imbalance in WLB.

To find out whether age, marital status and family structure affects WLB

To find out whether different age group affects WLB

Research Design: This study is an exploratory and descriptive research where we study and explore various factors that may lead

to imbalance in Work-Life Balance among women in IT Industry.

Data Collection: Primary data was directly collected through structured questionnaire for WLB.

Method and Tools Used: A structured questionnaire was used to measure WLB. The population included female IT professionals

from Delhi and NCR. 150 questionnaires were distributed in total but the actual response rate was 100. Therefore, a population of

100 could be sampled. Data from the questionnaires was coded and analysed. Mean, Standard deviation, Cronbach's Alpha, and

Pearson correlation were used as statistical tools to assess the reliability and correlations or relationship between WLB, Age,

gender and marital status. SPSS was used to generate the results.





Work-Life Balance was measured using a questionnaire containing structured questions. All items were rated on five point scale.

“The weight attached to the scales were 1=strongly disagree; 2=disagree; 3=undecided; 4=agree; 5=strongly agree”. Seven

factors, namely, Company Policy, Attitude, Health Facilities, Telephone Facility, Company Facilitation, Flexibility, Study leave

were studied to arrive at the results.

“Cronbach's Alpha” was used to test the reliability of data. “Cronbach's Alpha” was found to be 0.80 which is more than the

standard value (0.70). Using Pearson correlation through SPSS we correlated the measures.

KMO test was performed to check the validity of sample. (The standard value should be .5) Since KMO value is more than .5,

therefore the sample is adequate to represent the population.

Table-1: KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .541

Bartlett's Test of Sphericity Approx. Chi-Square 1.173E3

D.f. 171

Sig. .000


Table-2






Table-3


From the set of 19 components in the questionnaire, 7 factors could be generated. The total variance explained is as under:

Factor 1 is named as Company Policy and it consists of five components namely Telecommuting, Holidays, Cultural

leaves, Pooling of leaves, Paid Maternity. It has created a difference of variation of 13.580 on WLB

Factor 2 is named as Attitude of people (at home and office) and it consists of four components namely Spouse Support,

Family’s attitude, Superior’s attitude, Colleagues attitude. It has created a difference of variation of 13.580 on WLB

Factor 3 is named Health factor as and it consists of two components namely Health Programs and Exercise. It has

created a difference of variation of 12.926 on WLB

Factor 4 is named as Telephone facility and is an independent factor in itself. It has created a difference of variation of

10.503 on WLB

Factor 5 is named as Company Facilitation and it consists of three components namely Parenting, Relocation, and

Career Rooms. It has created a difference of variation of 10.193 on WLB

Factor 6 is named as Flexibility and Transportation and it consists of two components namely Flexibility and

Transportation. It has created a difference of variation of 7.591 on WLB

Factor 7 is named as Study Leaves and is an independent factor in itself. It has created a difference of variation of 7.381

on WLB

Hypothesis

The following hypotheses were generated:

Hypothesis Statement 1: WLB is significantly affected by Family Structure.

Hypothesis Statement 2: WLB is significantly affected by Age Factor.

Hypothesis Statement 3: WLB is significantly affected by Marital Status.

Hypothesis Statement 4: WLB varies in different Age Groups.

FINDINGS AND RESULTS

Hypothesis Statement 1: WLB is significantly affected by Family Structure.

Null Hypothesis: Family Structure does not affect the WLB.

Alternate Hypothesis: Family Structure affects the WLB.





Table-4: One-Way Anova for Family Structure and WLB


The significance of Family Structure on WLB was studied by using Anova. Results presented in Table 4 indicate that Family

Structure does not significantly affect work-life balance. Since p value (0.123) is more than α (.05), it implies that Family

Structure does not affect WLB. We therefore accept Ho as the hypothesis is non-significant.

Hypothesis Statement 2: WLB is significantly affected by Age Groups

Null Hypothesis: Age Factor does not affect the WLB.

Alternate Hypothesis: Age Factor affects the WLB.

Table-5: One-Way Anova for Age Groups and WLB

ANOVA

WLBA

Sum of Squares d.f. Mean Square F Sig.

Between Groups 1.528 2 .764 12.320 .000

Within Groups 5.953 96 .062

Total 7.480 98


The significance of Age Groups on WLB was studied by using One-way Anova. Results presented in Table 5 indicate that Age

Groups significantly affect work-life balance. Since p value (0.000) is less than α (.05), it implies that Age Groups affect WLB.

We therefore reject H0 as the hypothesis is significant.

Hypothesis Statement 3: WLB is significantly affected by Marital Status.

Null Hypothesis: Marital Status does not affect the WLB.

Alternate Hypothesis: Marital Status affects the WLB.

Table-6: One-Way Anova for Marital Status and WLB

ANOVA

WLBA

Sum of Squares d.f. Mean Square F Sig.

Between Groups .692 1 .692 9.852 .002

Within Groups 6.882 98 .070

Total 7.574 99


The significance of Marital Status on WLB was studied by using One-way Anova. Results presented in Table 6 indicate that

Marital Status significantly affect work-life balance. Since p value (0.002) is less than α (.05), it implies that Marital Status affect

WLB. We therefore reject H0 as the hypothesis is significant.

Hypothesis Statement 4: WLB varies in different Age Groups.

Null Hypothesis: WLB does not vary in different Age Groups

Alternate Hypothesis: WLB significantly varies in different Age Groups

We have divided the age factor in three groups. Age group 1 includes female employees who are less than 30. Age group 2

includes female employees who fall in the age group of (31-40). Age group 3 constitutes of female employees more than 40.





Table-7: Independent Sample t-test for Age Group 1 & 2


To check the variation of age group 1 (less than 30) and age group 2 (31-40) independent t-test was performed. The result from

Levene’s Test indicates that there is no significant variation between age group 1 and 2 as p value (0.585) is more than α (0.05).

Therefore, we are considering significant value of Equal Variance Assumed. From t-test of Equality of Means, the p value (0.0) is

less than α, therefore we reject H0. It means that WLB varies between Age Group 1 & 2.



To check the variation of age group 1 (less than 30) and age group 3 (above 40) independent t-test was performed. The result from

Levene’s Test indicates that there is no significant variation between age group 1 and 3 as p value (0.263) is more than α (0.05).

Therefore, we are considering significant value of Equal Variance Assumed. From t-test of Equality of Means, the p value (0.0) is

less than α, therefore we reject H0. It means that WLB varies between Age Group 1 & 3.



To check the variation of age group 2 (31-40) and group 3 (above 40) independent t-test was performed. The result from Levene’s

Test indicates that there is no significant variation between age group 2 and 3 as p value (0.321) is more than α (0.05). Therefore,

we are considering significant value of Equal Variance Assumed. From t-test of Equality of Means, the p value (0.407) is more

than α, therefore we accept H0. It means that WLB does not vary between Age Group 2 & 3. Therefore, WLB varies in the age

group of 1 & 3 and also age group 1 &2. However, WLB does not vary in the age group of 2& 3.

CONCLUSION

From the study, we have concluded that Age Groups and Marital Status significantly affect work-life balance whereas Family

structure has not much to do with work-life balance. Where all female employees seek family support, the family structure does

not significantly affect work-life balance. It was also found that Work-life balance among working women also varies with Age.

Apart from these factors the other factors which came into highlight is Company Policy consisting of five components namely

Telecommuting, Holidays, Cultural leaves, Pooling of leaves, and Paid Maternity. Another important factor which was deduced

from the study was Attitude of people (at home and office) and includes Spouse Support, Family’s attitude, Superior’s attitude,

Equal variances

assumed 0.301 0.585 -3.776 89 0

Equal variances not

assumed -3.36 24.737 0.003

WLBA

Independent Samples Test

Levene's Test for

Equality of t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

Equal variances assumed

1.272 0.263 -3.865 78 0

Equal variances not

assumed -4.336 9.201 0.002


Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

WLBA

Equal variances assumed

1.026 0.321 -0.844 25 0.407

Equal variances not

assumed -0.97 18.54 0.344

Sig. (2-

tailed)

WLBA

F Sig. t df


Levene's Test for

Equality of Variances t-test for Equality of Means





and Colleagues attitude without which it is difficult for a women to continue their work. Health factor cannot be neglected as

Health Programs and Exercises are very much required and company facilitation like Parenting, Relocation, and Career Rooms

are very much in demand by female employees. Another factor like work flexibility and Transportation which allow working

women to continue with their jobs without much problem and the concept of study leaves are also considered by women

workforce as vital requirement, so that they can pursue their higher studies. In order to really manage and retain the women talent

pool it is therefore pertinent for organizations to addresses these factors while designing their policies. The organizations must

understand the needs of women employees and frame the policies incorporating the above factors such as flexibility,

transportation, career rooms, study leaves, paid maternity leaves etc. Since women are more sensitive towards the environment

specially attitude of colleagues and boss at office and spouse at home, it is therefore required for the organizations to provide a

healthy work environment so that women employees can also give their contribution towards national development and balance

male-female employment ratio.

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360-DEGREE FEEDBACK AND OUTCOME BENEFITS: A REVIEW

Uttam Kumar Das30

ABSTRACT

360-degree feedback plan has to be clear regarding what the organizational objective is and what will be the individual

objective of every employee. It should be used as a personal development process. 360-degree feedback system is employees

receive feedback from multiple sources. These sources include supervisors, subordinates (i.e., direct reports), peers or

colleagues, team members, internal and external customers and suppliers, and the feedback recipients themselves. “360-degree

feedback” means to a circular, wide view of an individual’s performance and behaviour from individuals who interact with the

employee and gives information that is more useful. This review of literature discusses 360-degree feedback and its benefits

that provide employees the opportunity to increase their self-awareness. This will also help them to improve their leadership

conducts by having feedback from various sources. The system will also increase individual commitment of subordinates by

giving them chance to express their opinions about supervisors, and thus, to participate more in the decision making process

which is likely to create a higher level of motivation. This review of literature aims at identifying using 360-degrees feedback

and its benefits.

KEYWORDS

360-Degree Feedback, Employees, Leadership Development, Organization etc.

INTRODUCTION

360-degree feedback, also known as “multi-rater feedback”, is employee development feedback that comes from all around the

employee, i.e. those individuals that interact with the person. "360" refers to the 360 degrees in a circle. The feedback would come

from subordinates, peers, and managers in the organizational hierarchy, as well as self-assessment, and in some cases external

sources such as customers and suppliers or other interested stakeholders. Multisource feedback or 360° feedback is an extension

of traditional performance appraisal by collecting information from employee, subordinates, peers, supervisors and customers.

360 Degree Feedback is a system or process in which employees receive confidential, anonymous feedback from the people who

work around them. This typically includes the employee's manager, peers, and direct reports. A mixture of about eight to twelve

people fill out an anonymous online feedback form that asks questions covering a broad range of workplace competencies. The

feedback forms include questions that are measured on a rating scale and ask raters to provide written comments. The person

receiving feedback also fills out a self-rating survey that includes the same survey questions that others receive in their forms.

360-degree feedback has many uses; there are generally two reasons for using it—to evaluate employees for making personnel

decisions, and/or for training and development of employees. According to a recent survey conducted by the editors of

Compensation and Benefits, more than 90-percent of companies that have adopted 360-degree feedback use it in the evaluation

process.

Typically, 360-degree evaluations involve making personnel decisions involving promotions, pay increases, assignments,

and selections for training/development programs. 360-degree feedback for evaluation purposes individuals providing feedback

change their minds to affect a particular outcome


Smither, London, Flautt, Vargas, and Kucine (2003), investigated the association between 360-feedback and participation in

executive coaching – and impact upon subsequent 360-feedback ratings. All found variability in feedback outcomes, which could

be attributed to certain individual differences and/or situational variables. This study contributes to the literature, by investigating

over time the role of self-efficacy and perceptions of the importance of feedback.

Bono and Colbert (2005) highlighted that motivation to change behaviour following 360 feedback is related to personality (core

self-evaluations). Specifically, they found that individuals with high levels of core self-evaluations (those with high self-esteem,

generalized self-efficacy, internal locus of control and low neuroticism) would be most motivated to change behaviour when they

receive discrepant feedback and those with low levels of core self-evaluations will be most motivated when others’ ratings are

most similar to their own. These results suggest the potential value of coaching to assist individuals to understand their potentially

complex feedback and to increase motivation to set developmental goals.

30Research Scholar, P.G. Department of Business Administration, Utkal University, Odisha, India, [email protected]






The use of multi-rater or 360-degree feedback, the process in which direct reports, peers, team members, and bosses provide

anonymous feedback to managers for coaching, development and performance evaluation continues to grow in popularity (e.g.,

Nowack, 1999).

When appraisals, feedback or decisions are based on a single-source, the organization may find itself in the position of defending

the judgment of a single person. One person (supervisor), no matter how fair, may be subjected to claims of bias. On the other

hand, 360- degree feedback offers stronger legal protection because the model combines multiple perspectives (Edwards, 1996).

Atwater, Roush and Fischthal (19959), opined that subordinates’ ratings of leadership were significantly higher following

feedback from subordinates under which a highly structured session is there where leaders discussed the feedback results with

subordinates.

Anu Wakhlu (2003) clarified that 360-degree appraisal and feedback system is developmental, and it can be linked to the overall

performance of the business plans of the company and the individuals.

Savneet Kaur (2013) highlighted that The 360 degrees performance appraisal and how it can be implemented in organisations.

Various benefits and disadvantages of introducing this method into organisations have also been listed down. The available

literature provides an overview regarding how this method is beneficial for increasing the overall efficiency of the employee as an

individual and the firm as a whole, and as a result performance improves and training and development leads to real opportunities

for promotion within the company. Employees are also motivated and can have a positive knock-on effect in areas like customer

service.

Boyatzis et al., (2002), studied that to discover more about the place of 360-degree feedback in leadership and management

development. The study is set in the higher education leadership environment, and is timely in a period of accelerated age-related

attrition in the global tertiary leadership sector currently, placing pressure on succession leadership planning and development.

Snyder et al. (2007), studied that the higher education management environment, similarly argue the importance of supportive

institutional strategies to ensure appropriate integration of a 360-degree feedback mechanism. It is suggested; the 360-degree

feedback interview should focus on relationship building to create shared meaning and mutual understanding (Lewis and Slade,

2000) and should inspire self-motivation to learn (London, 2002). In a study published in 2004, a team of researchers was

interested to discover the emphasis that raters placed on supportive and developmental forms of leadership.

Rafferty and Neale (2004), investigated that the notions of supportive and developmental leadership by analyzing open ended

comments made by respondents to the quality leadership profile (QLP). The QLP is a 360-degree feedback survey instrument

tailored to leading and managing in the education/knowledge environment, used mainly by both academic and administrative

leaders in Australia and New Zealand (Drew, 2006). The QLP uses a rating scale and a free text section for brief open comments.

The researchers analyzed QLP results over a total of 160 QLP surveys involving 1,445 raters to determine what the open-ended

comments on the QLP revealed as “top of mind” issues for raters. The authors’ Leximancer-based analysis found that followers

appreciate and endorse supportive and developmental forms of leadership, with comments on supportive leadership predominating

over other themes in the analysis. The findings suggest the importance of supportive leadership and, in turn, the benefit of

organisations providing resources fostering supportive and developmental forms of leadership. It is documented that where

individuals as 360-degree feedback participants perceive that support exists for development from supervisors and peers they are

“more likely to participate in development activities and have more positive attitudes toward a developmental feedback

intervention” (Maurer et al., 2002, p. 92)

Newbold (2008) stated that the 360-degree appraisals are classics. 360-degree appraisals are a powerful addition to the

performance management system. It should be in alignment with the strategic aim of the organization. The author also focuses on

the success of the 360-degree feedback. It is a success only because of few factors like the purpose being clear, organization

readiness, employee preparation, the way it has to be run, and finally effective delivery of the feedback.

Alexander (2006) highlighted that how 360-degree feedback affects the employee attitude, effectiveness and performance.

Organizations will be able to get benefit from the 360-degree feedback when the learner or the employee who is imparted training

accepts the feedback and takes appropriate action to make the necessary changes. The right organizational climate helps in gaining

benefit from the implementation of the 360-degree feedback process. The design and the implementation have to be always taken

care properly.

Morse (2007) discussed that about the gender differences within the 360 managerial performance appraisals. It was found in the

study that 360 appraisal systems does not discriminate the female managers in relation to their male counterparts. Here, the view

of superior, sub ordinate, peers are taken and where in it was found that there was hardly any difference. It says that 360-degree

feedback is one of the feedback process in which the process is very genuine giving the accuracy in the data collected. The

limitation of the study was it was conducted on one company, which cannot be generalized.





Whiddett & Galpin (2002) stated that 360-degree feedback should be designed as per the organizational need as well as its

objectives. It helps the organization to utilize the feedback effectively in the appraisal process and training & development leading

higher organizational performance. Organizations at the same time should be clear about the 360-degree feedback process, its

objectives before its implementation. There are three basic considerations to be made in 360 degree feedback i.e. who should be

rated and by whom and the rating scales to be used.

“What is currently called 360 assessments - or multi-rater, multilevel, full-circle feedback - is a widely used and effective process

for giving and receiving feedback” (Wilson, 1997). The term “360-degree feedback” refers to gathering and processing multi-rater

assessments on an individual and then feeding that person back the results (Bookman, 1999). The process includes tuning into the

observations and perceptions of those around the individual who are in a position to observe behavior and skills. The critical

aspect of 360-degree feedback is to identify gaps between perception and desired performance (Wilson, 1997).

Wilson (1997), highlighted that an honest self-rater will gain much insight from the 360-feedback process; however, those that do

not rate themselves honestly (either higher or lower) will not reap the benefits of 360-degree feedback. A lower or higher rating

will negate the growth of that manager on their career path; thus, no real growth will take place. This self-knowledge will help the

manager be aware of their current level of mastery and develop the steps necessary to increase performance.

Wimer and Nowak, (1998), stated that work groups within the organization and the entire organization might benefit from the

360-degree feedback process. Individuals that work with one another in a group setting are able to share their feelings on an

anonymous platform, which can lead to unburdening oneself of negative feelings. It is the hope of most raters that the feedback

they provide will lead to motivation for others to change. “It’s common for a group’s morale and effectiveness to improve

dramatically after the members have had the opportunity to give others concrete, honest, behavioral feedback and know that their

views have been heard and taken seriously”.

Lewis, (2000), stated that the use of this feedback method for merit raises can undermine trust and may put relationship and

careers in jeopardy. When employees are rating one another for promotions or pay increases, employees act in a manner to

generate good feedback, leading to a popularity contest.

Graham, (2000), highlighted that the 360-degree feedback process is bound to bring out the imperfections of the manager. This

process is difficult for people to focus on their weaknesses instead of improving their assets and the value of their contributions.

Graham has found that some employees use the assessment tool as a means to “get back” at a manager who has angered them. Of

course managers are aware of this and may start reprimanding their employees differently because they know that they feedback

will reflect all behaviour, regardless if they are well intentioned for the company.

Bookman (1999), stated that Anecdotal and hard data have shown that 360-degree feedback, when used for performance

appraisals, creates a new set of problems for the employees and facilitators, including improper rater selection, overrating and

underrating biases, resistance from employees, and the neglect of personal development).

Wimer, Nowack, (1998), stated that 360-degree feedback should not be a substitute for assessing and managing people’s

performance. It is rather a process for helping people gains a rich perspective on how others view their management practices,

interpersonal style, and effectiveness.

DeNisi & Kluger, (2000), stated that continually appraise the 360-degree feedback system to ensure that the proper goals are

being met. There are not many published reports that state the effectiveness of 360-degree feedback; therefore, companies need to

evaluate the effectiveness for their particular organization, based upon their strategic needs and goals.

Antonioni, (1996), discussed that twelve factors important to the design of a successful (that is, effective) 360-degree-feedback

process: (1) Raters prefer the use of 360-degree feedback for developmental purposes as opposed to using feedback for

compensation purposes. Such use of 360-degree feedback could produce negative reactions from participants. (2) Written and

descriptor 360- degree feedback may be more helpful than rating-scale information. (3) Managers prefer accountability for ratings

by the rater. Raters, however, prefer their ratings be anonymous. (4) Direct report raters (subordinates) who were held accountable

for upward feedback (their names were associated with the feedback) gave their managers in higher ratings. Anonymous raters

gave lower ratings. (5) Managers indicated the following about the nature of the feedback they received: 25% was expected

positive feedback, 30% were unexpected positive feedback, 20 to 30% was expected negative feedback, and 15 to 20% were

unexpected negative feedback. (6) Raters estimated that 19% of managers would be surprised by low ratings in the feedback. (7)

Only half of the raters reported that managers had shared summary results of the upward appraisals. (8) Managers who score high

on achievement motivation (that is, want to succeed) and who value feedback is more likely to discuss the results with their raters.

(9) Managers are not likely to develop specific goals or action plans based on 360-degree feedback. (10) Improvement of low

performance ratings is left to the rate. (11) Seventy-two percent of rates reported that supervisors did not follow up on action plans

related to 360- degree feedback. (12) Eighty-seven percent of rates fell raters had not recognized their improvement efforts.





Budman and Rice, (1994), highlighted that 360-degree feedback as an increasingly used option for performance appraisal and

discuss its use in various organizations. The trend toward using 360-degree feedback (as opposed to exclusively using top-down,

supervisory ratings) allows employees to have control over evaluations. For organizations shifting to the use of 360-degree

performance appraisals, a key factor is how timing affects employee trust in the process. Although managers may desire a new

approach to traditional appraisals, they are often wary and insecure about receiving feedback from peers and subordinates.

Although training can allay some fears, trust occurs only with time and organizational support for using 360-degree appraisal. The

authors discuss various issues related to this method of appraisal: training, impact, managers’ sensitivity to receiving upward

feedback, and format of the feedback assessment.

Budman and Rice, (1994) also discussed that the fairness issues involved with using 360-degree feedback for decision-making.

Many companies use it for development purposes only, because of questions about the fairness of peer and subordinate ratings

linked to pay and promotion. Additionally, users of 360-degree feedback discussed the necessity of including customers’

perspectives on the feedback assessment. Whatever the specifics of the assessment, as organizations become less hierarchical in

structure, top-down performance appraisal will need to be reconsidered. Patience and planning will allow the use of 360-degree

feedback to be a key process in this reform.

Coates, (1996), Stated that seven suggestions for preventing 360-feedback assessments from losing impact and effectiveness: (1)

Learn the technology before investing in it. (2) Make sure the organization is prepared for the 360- degree process. (3) Use well-

researched and well-constructed survey items. (4) Protect the confidentiality of raters. (5) Use skilled facilitators to implement the

process. (6) Follow up with developmental activities. (7) Separate developmental feedback from personnel and compensation

decisions.

Coates also suggested on seven years of research and development of 360-degree-feedback instruments. Each suggestion is

followed by information that will allow users to resolve issues, evaluate options, prepare well, and increase the probability of

success. The author asserts that experience has shown that 360-degree feedback can be a powerful tool, but it must be used wisely.

He predicts that 360- degree-feedback technology will continue to increase its versatility and accessibility. Careful preparation

will allow users to implement a 360-degree system that will meet organizational needs.

Heisler, (1996), stated that 360-degree assessment implemented in one of the operating divisions of Tenneco. The company

developed a 360- degree assessment to measure nine leadership competencies thought to be necessary to the organization’s

culture. Heisler uses Tenneco’s approach to support the belief that the 360-degreefeedback process must be implemented slowly;

it must be seen as more than a data collection system. Heisler suggests that 360-degree assessments be designed to measure

behaviors and characteristics that relate to an organization’s strategy. The feedback process must also be supported with tools for

the analysis and interpretation of data. Finally, he says that developmental planning for the participants should follow the process.

The purpose of 360-degree systems is not only assessment but also to provide feedback to stimulate improvement and to promote

an organization’s strategic business objectives.

Nowack, (1993), discussed the key issues related to the selection and development of a 360- degree-feedback instrument. He gives

five reasons for the increased use of 360-degree systems for feedback: (1) the need for a cost-effective alternative to assessment

centers, (2) increasing availability of assessment software, (3) the need for continuous measurement in continuous- improvement

efforts, (4) the need for feedback for career-platitude employees, and (5) the need to maximize employees’ potential. Before

deciding to purchase a feedback instrument or to develop one, an organization must first decide what is to be measured. Off-the-

shelf instruments are designed on five basic models: (1) job analysis: measures knowledge, skills, and abilities based on a

traditional analysis of the position of interest (for example, managerial); (2) competency-based: measures behaviors as compared

to high performers and low performers; (3) strategic planning: measures knowledge, skills, and abilities based on an

organization’s strategic plans; (4) developmental theory: measures knowledge, skills, and abilities based on theoretical and

conceptual models of employee growth and development; and (5) personality theory: measures knowledge, skills, and abilities

associated with personality factors. An organization must also decide on issues such as scoring, confidentiality and anonymity,

ownership of results, and instrument validity. Nowack discusses each of these issues and provides examples of various

applications.

Warren Shaver, (1995), discussed on various pitfalls and benefits of using a multi-rate system. First, he talks about the four ways

to implement multi-rater feedback systems: Buy an off-the-shelf instrument, hire outside consultants, build an internal system, or

use a combination of any of these. Regardless of the type of feedback system used, it must be reliable and consistent, valid, easy

to use, and should create positive change. Second, Shaver says that because 360-degree feedback is a relatively new and subtle

technique (that can be potentially harmful), it is important to understand the process of setting up a system for using it. He

provides these five steps: (1) Design and plan the process. Key factors are deciding who will rate and be rated, ensuring fairness,

utilizing timing, and ensuring confidentiality. (2) Design and develop the instrument. Focusing the instrument on the

organization’s vision can ensure that it is relevant to the future of the organization. (3) Administer the instrument. The format of

the feedback system (for example, questionnaire design) affects the overall success of the assessment. (4) Process and report the

feedback. Shaver cautions against problems of inaccurate transcription, editing, and slow processing. (5) Plan responses to the

feedback. Receiving the data is only the first step in a manager’s development process. Creating and adhering to an action plan is





where the improvement actually occurs. In this regard, there are three sources of help for managers using feedback for

development: one-on-one facilitators, group discussions or workshops, and workbooks.

Manuel London and James W. Smither, (1995), highlighted that how 360-degree feedback can go beyond traditional performance

appraisal by providing information that can be used for behaviour change and employee development. The authors present a

model and seven associated propositions specifying how differences in perceptions of performance between the focal individual

and his or her Co-workers can affect factors such as self-image, goal setting, behaviour, and performance. Components in their

model include personal variables, such as feedback-seeking behaviour, self-monitoring, and impression management. Situational

factors in the model include how the feedback process is implemented and organizational performance standards.

Avolio, (2005), stated that, “To be an effective leader means to reflect, deeply reflect, and on events that surround oneself that

have reference to how you see our own behaviour and actions influencing others.” To reflect, Avolio (2005, p. 194) suggests,

means “to know oneself, to be consistent with one self, and to have a Positive and strength-based orientation toward one’s

development and the development of others.” London (2002), Peiperl (2001) and Rao and Rao (2005) argue the efficacy of 360-

degree feedback to aid reflective practice, particularly to improve interactive engagement in the leadership role.

Garavan et al., (1997), highlighted that, to ensure the success of 360-degree feedback as a developmental tool, supervisors should

provide coaching and the organisations should reward managers for their efforts. Positive results are also obtained when the

feedback process is built into broader strategic human resources activities (Cacioppe & Albrecht, 2000; Lepsinger & Lucia, 1997).

Smither et al. (1995) studied that low- and medium-level performers improved and high performers declined over time. Some of

this result was due to regression to mean, but not all of it was. However, managers who received feedback were no more likely to

improve performance than managers who did not receive feedback.

Mount et al. (1998) studied that each rater’s ratings (self-ratings, two bosses, two peers, two subordinates) were different enough

from each other to constitute a separate method. The implication for 360-degree feedback reports is that the information should be

displayed separately for each individual rater. This would allow the rate to examine patterns of each rater’s ratings across the

skills. However, anonymity would be an obvious concern with this recommendation.

Megha Vashishth (2014) highlighted that 360-degree feedback facilitates the person to know that how he is being perceived by the

related parties. He may have contradictory results from his superiors or subordinates as he usually behaves in different manner

with the different parties. It provides information to the employee from all the channels associated with him. Multi-source ratings

(alternatively called 360-degree feedback) have been used widely as a means of giving managers developmental feedback about

their performance from different perspectives (Brutus, Fleenor, & London, 1998). This paper focuses on the need for introducing

multi-source ratings system in the organization. It also describes the benefits of implementing 360-degree feedback to the

employees and the organization along with some factors for its successful implementation.

Thomas S. Hancock, Lieutenant Colonel, USAF, 1999, studied that Integrity, service, and excellence. These are only three words,

but as core values them serve as ideals that inspire Air Force people to make our institution what it is—the best and most

respected Air Force in the world. Core values represent the fundamental principles that guide our work and everyday lives. They

serve as the heart of our profession. This explains why at a recent CORONA Conference, Air Force leaders reaffirmed their

commitment to these values. Originally included in “Global Reach, Global Power,” they remain intact as part of the new Air

Force strategic vision document, “Global Engagement: A vision for the 21st Century Air Force.” While the vision calls for

integration of instruction in core values throughout Air Force training and education, more can be done to translate Air Force core

values into behavioral change. To help instill core values in airmen and strive for continuous improvement in adhering to them,

the Air Force needs to expand its performance feedback program to include 360-degree feedback. This initiative would offer the

best return on investment for not only teaching core values, but also living and practicing them in day-to-day activities at every

level.

Phongstorn Ermongkonchai, (2008), studied that, as performance appraisal method known as multisource feedback (MSF) or 360°

feedback was popular in Western organizations for decades, it is questionable if the practice will offer similar benefits at

international level. In this article, the literature on multisource feedback and comparative culture is reviewed. Based upon

practices suggested by recent literature, a research was conducted at the two large-size organizations in Thailand. This research

found that managers could accept the multisource feedback for development purpose. Negative cultural implications can be

avoided while maintaining the merits of multisource feedback for employee development.

CONCLUSION

360-degree feedback gives a clear picture of employees and helps to know strength and weakness. 360 Feedback can also be a

useful development tool for people. It is the opinion that for growth and development of personnel and the department will be

more probable with the adoption of 360-degree feedback system. More so, the implementation of 360-degree performance

appraisal systems in the organization is very much essential. 360-degree is the newest alternative for performance appraisals





measurement system. 360-degree Feedback is usually a sensitive subject. People are often cautious. 360-degree feedback and

takes serious steps to insure the integrity of the process and support of the individual. 360-degree questionnaires can help by

providing a tool to help leaders compare their self- perceptions with the observations or colleagues or others who know well them.

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Management Development, 16(2), 134-147.

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of the effects of an upward feedback program over time. Personnel Psychology, 48, 1–34.

35. Mount, M. K., Judge, T. A., Scullen, T. E., Sytsma, and M. R., & Hezlett, S. A. (1998).Trait, rater and level effects in

360-degree performance ratings. Personnel Psychology, 51, 557–576.

36. Megha, Vashishth. (2014). 360-degree feedback: optimistic perspective for its Implementation. Indian Journal of

Applied Research, 4(4), 360-361.

37. Thomas, S. Hancock, & Lieutenant, Colonel. (1999). 360-degree feedback: key to translating air force core values into

behavioral change.

38. Phongstorn, Ermongkonchai. (2008). An Evaluation of Multisource Feedback (MSF) for Managerial Development in

Large-Size Manufacturing Companies in Thailand. Contemporary Management Research, 4(3), 189-218.

39. Retrieved from http://shodhganga.inflibnet.ac.in/bitstream/10603/24100/7/07_chapter_2.pdf

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http://shodhganga.inflibnet.ac.in/bitstream/10603/24100/7/07_chapter_2.pdf

http://www.jbo.com/JBODOCS/manuscripts/cpj/188741-2012-0267-RR.docx

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http://www.uri.edu/research/lrc/research/papers/Alexander_360.pdf

http://humanresources.about.com/od/360feedback/a/360feedback.htm

http://www.360degreefeedback.net/media/13CommonMistakes.pdf

http://www.readbag.com/ccl-leadership-pdf-research-using360feedback

http://eprints.qut.edu.au/17147/1/c17147.pdf

http://www.theglobaljournals.com/ijar/articles.php?val=MzU5Ng==

http://www.mountainhome.af.mil/news/story.asp?id=123112446

http://bmdynamics.com/publication_abstract.php?c_id=88&id=18

http://onlinelibrary.wiley.com/doi/10.1111/j.1744-6570.1995.tb01744.x/citedby

http://www.cmr-journal.org/article/download/900/2206






WORK-LIFE CONFLICTS OF WOMEN SOFTWARE PROFESSIONALS:

AN EMPIRICAL STUDY

Gowsiya Shaik31 Dr. V. Tulasi Das32

ABSTRACT

The Indian Software Industry is the uncrowned king in the outsourcing of software services. They have shifted emphasis to

offshore projects since the on-site software development has virtually come to a standstill. They have started to scout for

newer markets, improve on the per capita efficiency, concentrate on future technologies and revamp their organizational and

marketing structure. More over in Indian software industry, where around 37% of women employees are in the work force,

most of the employees are found to be struggling to manage family and work place. The researchers have to analyses the

work-life conflict of women employees of software industries at Hyderabad. The findings that emerged from the analysis and

interpretation highlighted the pervasive factors that affect the work life conflict of women. The societal role expectations,

women’s career ambitions, and the nature of the software industry challenges the way they manage their professional and

personal lives. While their self-identities primarily lie in their work, they are strongly influenced to perform the roles of

homemaker and dependent care provider given the societal expectations; this does require negotiation both at home and at

work in terms of how and when work can be done. This, in turn, would go a long way in enabling women to perform better at

work, be more committed to the organisations, and ultimately contribute to the growth of the economy and positively impact

society as whole.

KEYWORDS

Software Industry, Dependent Care, Technologies, Work Life Conflict etc.

INTRODUCTION

India's IT industry can be divided into five main components they are Software Products, IT services, Engineering and R&D

services, ITES/BPO (IT-enabled services/Business Process Outsourcing) and Hardware. Export revenues primarily on project

based IT Services continue to drive growth with IT Services accounting for 59% of total revenues followed by BPO and

Engineering services at 22% and Software Products at 19%. Multi-year annuity based outsourcing agreements are expected to

increase going forward. In terms of total export and domestic revenues, Application Development and Maintenance (ADM)

continue to be the bread and butter for Indian IT companies, contributing to roughly 60% of their total revenues. Work–life

balance has been defined as ‘an individual’s ability to meet their work and family commitments, as well as other non-work

responsibilities and activities’ (Parkes and Langford, 2008). Similarly, Hill et al. (2001) defined work–family balance as ‘the

degree to which an individual is able to simultaneously balance the temporal, emotional and behavioral demands of both paid

work and family responsibilities’. It has also been defined as ‘achieving satisfying experiences in all life domains’ (Kirchmeyer,

2000). Some researchers also regarded work–life balance as ‘the absence of unacceptable levels of conflict between work and

non-work demands’ (Greenblatt, 2002). In some cases, researchers have used a related term such as work–family balance (Lyness

and Kropf, 2005; Wierda-Boer et al. 2008) to denote work–life balance.

Work Life Balance Concept was first introduced in America in the year 1986. The reasons for the introduction of the concept was

the American employees were working towards the achievements of corporate goals and could not able to concentrate their time

on their life activities such as family, self-care, social get together, etc. In general, Organizational work for getting salary and

relaxing at home alone do not fulfill one’s life. In general, every man has two types of activities. They are work activity and life

activity. Work activity consists of performing work itself and career growth. On the other hand, life activity consists of self-care,

family care, participating in Religious/Spiritual and community activities. Self-care includes doing exercise, Yoga and

Meditations, engaging in Hobbies. Family care comprises of spouse care children care, elder/dependent care, maintaining good

relationship with friends and relatives and among the members of the family. However, a few women engage themselves in self-

employment to manage their work and family needs. This happens for married woman following their child/children birth. In the

present scenario, the organisations have started caring about the wellbeing of the employees, which insists in the implementation

of work life balance policies.

Work and Family Linkage Theories

Many researchers pay attention to work-family linkage from 1960s.Work and family become one of the important issues in

domain of sociology, organization behaviour, HR management. There are four patterns in work-family linkage. Each one is

related with its theory.

31Research Scholar, Department of HRM, Acharya Nagarjuna University, Andhra Pradesh, India, [email protected] 32 Assistant Professor & H.O.D., Department of HRM, Acharya Nagarjuna University, Andhra Pradesh, India,

[email protected]







Separate Spheres pattern -Roles theory

The separate spheres pattern sees family and work as distinctive systems, with the family as a domestic haven for women and

work as a public arena for men (Zedeck 1992). Further, family and work should remain separate in order to function properly and

the division of labour by sex should be maintained in order to avoid conflict. Therefore, work and family are separated, absolute

from each other and not effected mutually (Lambert, 1990).

Mutual Pattern-Spill over Theory and Compensation Theory

From the 1970s, some researchers came to study the mutual effects between work and family (Kate- Kahn, 1978). Spill over

theory recognizes that either system may have spillover effects on the other (Staines 1980). Excess work may have an effect on

family (Voydanoff, 1985) and experiences gained from family domain may have effects on work (Belsky et al., 1985).

Simultaneous membership in the two systems often entails strain and overload for individuals, families, and work units. In

general, the spillover effects pattern shifts attention from the effects of social institutions on each other to the effects of family

members on each other, ignoring the social and political consequences of the context in which family and work are located. Spill

over can be positive or negative. Positive spill over refers to fact that satisfaction and achievement in one domain may bring along

satisfaction and achievement in another domain. Negative spill over refers to the fact that difficulties and depression in one

domain may bring along the same emotion in another Domain.

Integration Pattern-Boundary Theory

Work and family linkage presents integration trend in the times of information. Boundary between work and family are more

illegible because of Information Technology. Sue Campbell Clark (2000) who believes there is a boundary between work and

family first brought boundary theory forward. Mental boundary, time boundary, physiological boundary are the three forms. Many

individuals, then, are border-crossers who make daily transitions between the domains of work and home. Boundary theory is

widely used in work and family issues such as work at home, flexible time, etc. (Desrochers and Sargent, 2002). Individuals try to

find a suitable boundary between work and family. Boundary is characterized by permeability, flexibility and blending.

Permeability refers to the bound one role penetrates to another. Flexibility refers to boundary tactility between roles. For example,

telecommuting female also play a mother role. When permeability and flexibility both exit in two or more roles, blending

happens. Based on boundary theory, though it is difficult to change some sides of work and family, individuals can change the

boundary between two domains to some extent (Desrochers & Sargent, 2002). It is indicated that individuals are reactive in work

and family domain.


Greenhaus et.al, (2002) as conceptualized, work and family life are separate domains having no bearing on each other however, it

is now recognized that domestic identities and responsibilities sometimes spill over into the workplace and that organizational

identities and responsibilities often cross into home life (Halford, 1997; Kanter, 1977). Whereas personal or family lives, interfere

with work are associated for fewer hours but work that interferes with life matters (Reynolds, 2005).However, employees‘

attitudes towards their hours of work, and perceptions and complaints about work-life imbalances actually deals with working

time and complaints about time pressure which are unrelated to hours actually worked (Roberts, 2007). Moreover, the prevalence

of management control of the work life balance agenda and management‘s discretion in the operation of work-life issues (Hyman

and summers, 2007).

Buddeberg-Fischer et al (2008) stressed that a well-balanced integration of professional and private life is an essential goal for the

new generation Moreover, informal arrangements and managerial discretion are important in realizing work and care balance

(Burgess et al., 2007).

Valk and Srinivasan (2011) explored the work and family factors that balance work life of Indian women IT professionals. The

study identified factors like familial influences on life choices, multi role responsibilities and attempted to negotiate them. They

also studied about self-identity, work-life challenges, coping strategies, organizational policies and practices and social support as

important from the viewpoint of work life balance. They also discussed about future research in the IT sector, which could focus

on factors that results in conflict and factors that enhances enrichment and further how these two aspects could be integrated.

Vittal (2003) observed that in order to empower women in the IT sector in the real sense, it is necessary to investigate the social

impact of IT sector on the women’s community. The author has indicated the emergence of metro -sexual men, men who are

sharing the responsibility of the family, which might help women to be an active agent in the IT workforce. It is also observed that

the dropout rates of women get increased with their marriage and childbirth. It is because childcare and housework remain

women’s responsibilities, irrespective of her income, educational level or employment. This places a great burden on women and

restricts women’s choices in terms of better job opportunities. Malliga Dasgupta (2010) explored the relationship between

psychosocial variables and emotional intelligence of women employees in Information Technology Industry. The psychosocial

variables included in the study were Quality of Work Life, Work Family Role Conflict and Perceived Happiness of female IT





professionals. The sample consisted of 30 female IT professionals of Kolkata. The findings positively correlated with Quality of

Work Life and Happiness, indicating that it contributes toward achieving higher Quality of Work Life and greater perceived

happiness and were negatively correlated with both the domains of Work family Role Conflict, indicating that Emotional

Intelligence tunes down the perception of Role conflict and thereby reduces the stress produced by it. Julia Connell and

Zeenobiyah Hannif (2009), in their research to seek the variance between call centers in the outsourced, public and private sectors

have formulated a model for QWL. They found that the public sector Call centers were found to be inferior in terms of job

content, working hours and managerial style and strategies to the private sector call centers. Conversely, the sales plus features a

management model that is more akin to what would be expected in a Call centre operating under professional service model.

Mohan and Ashok (2011) explained that Stress is often developed when an individual is assigned a major responsibility y without

proper authority and delegation of power; inter personal factors such as group cohesiveness, functional dependence,

communication frequency, relative authority and organizational difference between role sender and focal persons. Work stress and

work-life imbalance are correlated with workaholics, regardless of gender (Aziz and Cunningham, 2008). Supervisor support and

work-family culture are related to job satisfaction and affective commitment (Baral and Bhargava, 2010). Dealing with the work -

family-tension results the career as subject of social fascination and family as a factual task (Kasperet al., 2005). There are strong

connections between dimensions of the work place, stress and job satisfaction. However, there is an absence of theory to provide

conceptual understanding of these relationships. (Fairbrother and Warn, 2003). Work-family balance is associated with quality of

life when there is substantial time, involvement, or satisfaction to distribute across roles.

OBJECTIVES OF STUDY

In order to help dual-career women to manage the demands of both work and family, it is necessary to explore the origins and

correlates of work stressors and work-family conflict, and to try to find a support system at the level of the family, workplace,

community and government for resolving it. Therefore, the objectives of the present research are:

To study the work-life balance issues in selected IT companies.

To study the factors responsible to work-life conflicts.

To suggest measures for balancing work life conflicts

STATEMENT OF THE PROBLEM

Despite glamour and hefty salaries associated with the field, women in the software industry suffer from physical discomfort and

mental tension, even in their plush office environments. A study conducted by Andhra Pradesh State Women's Commission said

that high salaries and social status associated with the IT sector has attracted women to take up these jobs, but many suffer on

account of various factors like late working hours, the time associated with long hours of travel, pressure to submit to deadlines on

projects, constant learning and up gradation needed to keep abreast with the emerging trends in technology and development.

Covering 150 women in the IT sector and 50 others in allied areas, the study found that long working hours at the desk and job

related pressure creates a lot of physical discomfort and mental tension to software employees. The above discussions clearly

stated that women professional in IT sector unable to correlate work – life balances. Thus, researchers through a light on to study

the factors influencing work – life conflicts and formulate the strategies to coup work – life balance of women professional in IT

sector in Hyderabad.

HYPOTHESES OF STUDY

Ho: The women professional are highly satisfied with the work and family life and there are no conflicts in relation to their work –

life balance.

METHODOLOGY OF STUDY

The present study uses descriptive research design, which is typically more formal and structured than exploratory research. In

order to achieve the objectives relevant primary data as well as secondary data are deployed. Primary data are collected from

using the questionnaire developed by the researcher, which has 36 statements relevant to find out the work-life conflicts facing the

women software professionals. Non-probability convenience method has been used to select the sample respondents. Enough care

has been taken to have representation of all types of women employees belong to different levels of management.

The information is collected from 65 respondents. Secondary data are collected from Books, Magazines, Journals, News Papers,

Websites, and other published sources that provide relevant information on current trends in human resources development. The

present study was conducted in the twin cities of Hyderabad, which is center of software companies in Joint state of Andhra

Pradesh and Telangana.





RESULTS AND ANALYSIS

Table-1: KMO and Bartlett's Test for Reliability

Number of Questions Sampling Adequacy

Flexibility in Work 5 .728

Support From Manager / Teammates 3 .721

Work Hours 7 .774

Work Stress 4 .736

Health Issues 7 .755

Dependent Care Issues 4 .616

Family Stress 6 .595


The KMO measure of sampling adequacy is above 0.7 for all the factors, indicating that the present data is suitable for Factor

analysis. Similarly Bartlett’s test of Sphericity is significant (p<0.001), indicating sufficient correlation exists between the

variables to proceed with the analysis.

Factors Relating to Flexibility in work and Support from Manager / Teammates

The mean scores from the below table, on the response patterns of flexibility in work and support from managers are given as the

respondents are highly dissatisfied, where the mean values are below two, it says that the respondents are in not satisfied ,and are

facing troubles often. The statements like Lack of technical support from my manager (1.7) are very low. In addition, the

remaining statement like Lack of flexibility in work creates problems in family life (1.71), my teammates are non-supportive and

non-cooperative (1.8) is causing conflicts in the organization. Some of the statements I am unable to take leave even in emergency

(2.18), my work schedule is difficult to be accommodated (2.23), are in the accepted level, the respondents some-what happier

about this statements.

Table-2

Dimensions Mean Std.

Deviation

Factor

Score

Rank

Lack of flexibility in work creates problems in family life 1.7111 .45579 .869 3

I have problems in my personal life because of unfriendly

climate in the organization 1.8000 .40224 .839

4

I find it difficult to take leave in this organization 1.9556 .36446 .918 1

I am unable to take leave even in emergency 2.1889 .63413 .688 5

My work schedule is difficult to be accommodated 2.2333 .54153 .654 7

Lack of technical support from my manager 1.7000 .54977 .856 6

I am always in problem with my manager 1.9000 .58155 .874 2

My team mates are non-supportive and non-cooperative 1.8000 .52360 .839 4


In order to reduce the number of variables and to make more meaningful factors, which play significant role for variable relations

climate, factor analysis has been attempted. Out of the 8 items presented in the first part of the questionnaire and their loading on

each of the factors, It can be further observed that given by the ranks, the researcher has finally stated that “I find it difficult to

take leave in this organization” has the first reason for work-life conflicts in the organization.

Factors Relating to Work hours and Work Stress

The mean scores from the below table, on the response patterns of Work hours and Work stress are given, the respondents are

dissatisfied with the statements, where the mean values are below two, it says that the respondents are in not satisfied with the

work hours and the stress at work place is high. The statements like “my work is very tedious and takes more time (1.74); I cannot

finish my work within the stipulated time frame (1.74) are highly impacted. These two factors are highly responsible for work life

conflicts in women software professionals, as like other statements long hours of work time, shift periods, going late to home are

some other causes for conflicts in day-to-day working in the software life. I feel stressful in keeping up to date on new

technologies (2.15), are some at the agree level, why because as the time changes they also become up to date and learning new

skills, Meetings/trainings are held at odd times (2.18), as compared to past now the companies are following the latest techniques

like work from home, it gives lenis for the software professionals to work at home and at convenient time. Therefore, that is why

some of the statements are at the accepted level, and the respondents are happier.





Table-3

Statements Mean Standard

Deviation

Factor

Score

Rank

I have to work on many shifts 1.9222 .42999 .753 6

I work for long hours 1.8444 .42164 .740 7

My work is very tedious and takes more time 1.7444 .57203 .587 8

I go home too late 1.8889 .50713 .505 9

I be away from house for many days 1.9556 .47193 .768 5

I cannot finish my work within the stipulated time frame 1.7444 .57203 .930 1

Meetings/trainings are held at odd times 2.1889 .57854 .769 4

I feel stressful in keeping up to date on new technologies 2.1556 .49517 .879 2

Working simultaneously on more projects due to fewer resources

is taking my time to update my skill 2.2444 .43216 .863 3


In order to reduce the number of variables and to make more meaningful factors, which play significant role for factors for work

life conflicts, factor analysis has been attempted. Out of the nine items presented in the second part of the questionnaire and their

loading on each of the factors, it can be further observed that given by the ranks, the researcher has finally stated that “I cannot

finish my work within the stipulated time frame (.930) got highest factor score, this is the first factor for work life conflicts. As

given in order, the ranks show the impact of each statement on the work life conflict caused by work stress and work time for

software professionals.

Factors Relating to Health Issues, Dependent Care Issues and Family Stress

The mean scores from the below table, from the response patterns of flexibility in work and support from managers are given; the

respondents are dissatisfied with the statements, where the mean values are below two, it says that the respondents are in not

satisfied with the health issues, family stress and family care. Among the mean scores “I am not able to follow any health

management programs (1.67) is very low, The statement reflects that the women software employees are not in position to

following any type of health management practices. As like the statement “My family members miss me a lot (1.53), describes

that they fail in dependent care issues. Likewise, “I have trouble getting along with my family members (1.95), describing that the

women employees are facing stress at family matters. Finally, it can be concluded that the women software professionals are not

in a position to manage or to care the family customs and family related issues.

Table-4

Statements Mean Standard

Deviation

Factor

Score

Rank

Working at odd hours deteriorated my health 2.2667 .49264 .848 5

I depress easily after joining this profession 2.2444 .43216 .847 6

I am not able to follow any health management programs 1.6778 .51555 .644

I do not get proper sleep 1.8778 .36189 .871 3

My work makes me too tired easily 2.1778 .95491 .842 7

I frequently visit doctor for health issues 2.0333 1.04344 .922 1

I get angry at work place and home easily 1.7556 .52598 .631

My family members miss me a lot 1.5333 .52360 .913 2

I face a lot of problems in looking after my parents/in-laws 2.0111 .71098 .658 14

I cannot concentrate properly in my work due to dependent care

issues at home 1.9333 .36102 .741

12

I fail to give proper attention to my dependents at home 1.9333 .36102 .825 9

My family feels uncomfortable due to my work 2.2444 .52598 .830 8

Due to the family problems, I am unable to relieve

tensions originating at work 2.2000 .56489 .766

11

The family life is affecting my self-esteem at work 2.0333 .23464 .781 10

I have trouble getting along with my family members 1.9556 .25577 .634 15

I am unable to express my feelings to my family members 2.0222 .25868 .711 13

I am unable to express my feelings to my family members 2.1889 .47154 .868 4






Out of the 15 statements from Health issues, Dependent care issues and Family stress presented in the fifth, sixth and seventh part

it is to be observed by combining all these factors, it can be observed that given by the ranks, I frequently visit doctor for health

issues has got first rank, it is to be address that the women software professionals frequently facing health problems. In addition,

the second rank given that the statement “My family members miss me a lot” it describes they are far away from the family.

Finally, the researcher has observed that the work-life conflicts are hidden in the women professionals in software industry.

FINDINGS FROM STUDY

1. It can be noticed that the majority of the respondents had problems from Lack of flexibility in work and it is reflecting

or creating problems in family life.

2. It is to be noticed that because, Lack of technical support from their managers women software professionals facing

troubles in their work.

3. It is observed that lack of co-operation between team members and non-supportive climate in the organization causing

conflicts in work life.

4. It is observed that the type of work carried out by software professionals is very tedious and takes more time that is why

women employees are not in a position to finish their work within the stipulated period.

5. It is to be noticed that the software professionals are work for long hours in a day and also they have to work on many

shifts or odd shifts, it caused conflicts in their personal life as like in the work-life, finally it causes stress in their

personnel life.

6. It is observed that because of the long hours and odd shits in the work life software professionals are not able to follow

any health management programs.

7. It can be noticed that the software professionals are not able to connect with their family members and their families

also missing our beloved family members.

SUGGESTIONS TO MINIMIZE WORK-LIFE CONFLICTS

The study suggested that all IT institutions conduct stress management counseling services for women employees, and a law be

enforced by the government to reschedule working hours. The necessity to keep to deadlines as contracts are taken for foreign

clients is very important to keep contractual obligations. The study also found that this kind of pressure exists for both men and

women and it suggested that women should cope with practical problems of balancing work at home and office in order to climb

up the career.

CONCLUSION

The above data analysis reveals that the Work Family Conflict and Family Work Conflict are the very important factors in the life

of female employees working in Software companies. In addition, the Marital Status, Age and the number of dependents are the

crucial deciding factors addressing the work life issues of female employees. In addition, the work-life balance is an integral and

important part of Corporate Social Responsibility. Good employers need to recognize that part of their obligation to their workers

is to ensure that they are not working so hard to damage their lives outside of work or lead to health problems. Long hours are not

just potentially damaging to the individual employee but also to the company itself. Companies need to understand that long hours

may lead to lower motivation, morale, turnover and productivity of employees and reputation in the labour market. Government

also must be concerned with the social impact of long hours on the labour force, which will ultimately be a burden on taxpayers in

terms of higher health and related costs. There has long been a recognition that happy employees are more productive and less

likely to leave. However, the reality in Hyderabad is that there is often an assumption amongst some employers that simply getting

staff to work longer hours will increase their work output.

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TEACHER’S OCCUPATIONAL STRESS: A REVIEW STUDY IN NATIONAL

& INTERNATIONAL SCENARIO

Naveen Kumar Pandey33 Dr. Abhay Saxena34

ABSTRACT

The aim of this research paper is to critical review the existing literature on occupational stress of a teacher and explores its

findings to develop a new insights and future directions for further research. This research paper has segmented in four

sections Introduction, Review of literature, Comparative Table and Conclusion section. 15 Research paper has been collected

for the review, Out of these ten are Indian work and remaining five from overseas. The researcher has tried to display all the

existing literature findings in a comparative tabular format for the clarity, which assists other for further research in this

particular field.

KEYWORDS

Occupational Stress, Teachers, Professional Burnout etc.

INTRODUCTION

A person, who inspires you, encourages you to strive for greatness and see the best in us is the role model of our life and that

could be anyone but the people who guide us in the right direction is the teacher. Teacher play a vital role in nation building, who

creates , who nurture the talent and we look to them for advice and guidance for right direction.

In today's scenario with the hustle and bustle in life, stress is the most common thing, which we can observe, reasons could be

numerous but sometime the major would be the occupational stress. Stress is something, which make you weak mentally and

physically, and sometime the moment come in life when you see yourself in fall. As researches (Naina Sabherwal and Deeya

Ahuja, 2015), (Sapna, Dr. Ved Prakash Gabha, 2013), (G. Lokanadha Reddy & R. Poornima, 2012) shows that our academic

profession is also get affected by Stress and positive relationship between occupational stress & professional burnout. Stress in

academic level could be harmful if your mind is not properly centered how will you generate and impart the knowledge. In this

research paper researcher try to find out the factors which act as a barrier in pedagogy which affect them physically, mentally and

professionally and also assess what are the limitations of the existing research and database helps others to work on this direction.

OBJECTIVE OF STUDY

To explore the existing research regarding occupational stress of teachers for future directions to others.


After review of literature we have found that lots of work have been done on the occupational stress of a teacher in a different

dimension i.e. (Naina Sabherwal and Deeya Ahuja et al, 2015) has tried to find out the occupational stress among faculty

members in higher education institution and the results showed that the determinants of stress among the administrators are

numerous and varied, with compilation of results, time pressures, lack of infrastructure, student’s indiscipline and poor pay

prospects as a very high ranked stressors. Along with that, findings also revealed that the administrators experienced on an

average a low to moderate level of stress and this did not negatively affect their performance.

(Dr. Ansarul Hasan, 2014) found that the primary school teachers are highly stressed. Moreover, the private primary school

teachers have also found to be highly stressed in comparison to their government primary school teachers counterparts.

(Chaly PE, Anand SPJ, Reddy et. al, 2014) results showed, Out of 504 software professionals and 504 schoolteachers, for 23% of

software professionals and 85% of schoolteachers, stress was Not a Problem in their life. 71%of software professionals and 15%

of schoolteachers were in moderate Stress level. For 6% of software professional stress was a Problem in their life.

(Dr. S.S. Jeyaraj, 2013) worked on government and Aided higher secondary school teachers, with the sample of 185 Aided

schoolteachers and 120 Government Teachers. Result shows that teachers who reported greater stress were less satisfied with

teaching, reported greater frequency of absences and a greater number of total days absent were more likely to leave teaching

(career intention) and less likely to take up a teaching career again (career commitment).

33Research Scholar, Department of Computer Science, DevSanskriti University, Uttarakhand, India, [email protected] 34 Professor & Head, Department of Computer Science, DevSanskriti University, Uttarakhand, India,

[email protected]







(Ali Qadimi and Praveena K.B, 2013) investigated that teachers with higher age groups had higher burn out scores. In addition,

study shows that there were no significant differences between age groups of schoolteachers with reference to their occupational

stress.

(Sapna, Dr. Ved Prakash Gabha, 2013) reported many factors of occupational stress in engineering colleges i.e. academic

problem, fear, uncertainty, life causes, frustrations, pressures, environment, fatigue and overwork.

(Ms. Rani Ritu, 2012) conducted the comparative study of occupational stress of secondary school teachers in relation to their

demographic variables i.e. gender, types of school and locality. With the objective to compare the occupational stress of male and

female secondary school teachers, to compare the OS of the teachers working in government and private secondary schools , to

compare the OS of the teachers belonging to urban and rural secondary schools. OSI index prepared by A.K. Shrivastva is used

for the data collection. Results showed that there was no significant difference in the occupational stress of secondary school

teachers on gender, type of school and locality basis.

(G. Lokanadha Reddy and R. Poornima, 2012) the results revealed that majority of the university teachers are experiencing

moderate and high levels of occupational stress and 86 percent of teachers have professional burnout. In addition, the analysis

showed strong support for the hypothesis that there is a positive relationship between the occupational stress and professional

burnout of university teachers.

(Mariya Aftab, Tahira Kahttoon, 2012) finding reviles that nearly half of the secondary school teachers experience less stress

towards their job and males displays more occupational stress towards job than the females, moreover the trained graduate

teachers are found to have higher occupational stress than post graduate and untrained teachers. Teachers with an experience of 6-

10 years face occupational stress the most and 0-5 years the least.

(Dhrub Kumar and JM Deo, 2011) explored the different aspects of work life of college teachers in general and to find out

difference in perception of male and female as well as junior and senior teachers with regard to their responses in particular.

Findings revealed that junior college teachers experienced significantly more stress on most of the dimensions of stress in

comparison to senior teachers. However, female teachers experienced more roles overload and inter-role distance stress as

compared to their male counterparts.

Table-1: Comparative Table on Different Factors of a Teacher’s Occupational Stress in National Scenario

S.

No.

Research Title Authors /

Year

Factors of

occupational stress in

teaching profession

discussed in the

paper

Key-points Results Limitations

1 A Study on

Occupational Stress

Among Faculty

Members In Higher

Education

Institutions In Pune

Naina

Sabherwal and

Deeya Ahuja

Et al

(2015)

Time pressures, Lack

of infrastructure,

Student’s indiscipline

and Poor pay prospects

200 faculty

members

Pune

Low to moderate

level stress

But not affecting the

performance of

teacher

According to result

76% respondent were

women so result

cannot be generalized

with all the people.

2 A Study of

Occupational Stress

Of Primary School

Teachers

Dr. Ansarul

Hasan

(2014)

Working Environment,

Nature of Job.

100 teachers

50 each from

government and

private

Laksar, Haridwar

Government Primary

and Private Primary

Teachers Both group

are highly stressed

According to

statistical result both

group are stressed

but researcher have

not mention any

stressors and factors

that affects to both

group for highly

stress.

3 Occupational Stress

Among The Teachers

Of The Higher

Secondary Schools In

Madurai District,

Tamil Nadu

Dr. S.S.

Jeyaraj

(2013)

Personal , and social

characteristics

Working codition.

185 Aided School

teachers

120 government

School Teachers

Madurai, Tamil

Nadu

Government teacher

have low stress than

Aided school

teachers

Inequality in sample

size of both groups.





4 Influence Of Age On

Job Burnout And

Occupational Stress

Among High School

Teachers

Ali Qadimi and

Praveena K.B

(2013)

Age

Nature of Job.

388

teachers using

stratified random

sampling,

Mysore city,

Karnataka

Professional

burnout and

occupational stress

Age groups of the

teachers did not

influence their

occupational

Stress, but It was

seen that teachers

with lower

age groups had lesser

stress compared to

teachers with

higher age groups

Age factors is a

common factors and

we need to do more

survey in different

city with same

sample size and also

need to do

comparative study

between both group.

5 Evaluation Of

Occupational Stress

Among Software

Professionals

And School Teachers

In Trivandrum

Chaly PE,

Anand SPJ,

Reddy et. All

2014

Working Conditions

And Nature of Job

504 software

professionals and

504 school teachers

Software

professionals were

suffering higher

stress than

school teacher s.

The study did not

find out the gender

wise and age wise

stress variation

among the study

subjects


Among The

Engineering College

Teachers In Punjab,

India

Sapna, Dr. Ved

Prakash Gabha

(2013)

Academic problems:

Fear, Uncertainty

Pressures

Environment

Fatigue and overwork

Only discussed

theoretical

concepts on

occupational stress

Only factors has been

discussed in this

paper

Any statistical work

should be done in

this topic that gives

more justification

7 A Comparative Study

Of Occupational

Stress Of Secondary

School Teachers In

Relation To Their

Gender, School And

Locality

Ms. Rani Ritu

(2012)

Age

Gender

Working Environment

128

sample from

Rohtak, Haryana

There was no

significant difference

in the occupational

stress of secondary

school teachers on

gender, type of

school and locality

Sample size of a

study is less.


And Professional

Burnout Of

University Teachers

In South India

G. Lokanadha

Reddy and R.

Poornima

2012

Organizational

Structure

Climate

Reduction in Fund

Amount

9 state university

selected by using

simple random

sampling method,

South India

74% of the university

teachers are moderate

and high levels of

occupational stress

and 86% of teachers

have professional

burnout

The study did not

found the subject

wise, particular

course wise stress

variation among the

university teachers

9 Demographic

Differences And

Occupational Stress

Of Secondary School

Teachers

Mariya Aftab,

Tahira

Kahttoon

2012

Organizational

structure and climate

change

Age

Marital status

Salary Package

608 teachers from

42 schools of Uttar

Pradesh

Teachers experience

less stress towards

their job. Males have

more occupational

stress towards job

than the females,

Trained graduate

teachers are found to

have higher

occupational stress

than post graduate

and untrained

teachers

Findings were good

but the study did not

demonstrate the

categorization of

sample in different

segment. Like how

many sample was

married and

unmarried. And from

urban and rural

10 Stress And Work

Life Of College

Teachers

Dhrub Kumar

and JM Deo

2011

Role Overload

Working Environment

100 teachers

From Bihar and

Jharkhand

Findings revealed

that junior college

teachers experienced

significantly more

stress on most of the

dimensions of stress

in comparison to

senior teachers

Findings were good

but variation in

sample size like

junior teacher 75 and

senior teacher 25 can

affect the result.

Likewise male and

female teacher.






Table-2: Comparative on Different factors of a Teacher’s Occupational Stress in International Scenario

S.

N.

Research Title Authors

/ Year

Factors of

occupational

stress in teaching

profession

Key-points Results Limitations

1 Occupational

Stress and Its

Related Factors

Among

University

Teachers In

Japan

Mika

Kataoka,

Kazuhiro

Ozawa,

et.al, 2014

Gender,

professional

position,

conditions of

taking paid

leave, job

satisfaction,

job control, social

support, and

coping skills

337

Data analyzed

Tools used:

Work Situation

Questionnaires

(WSQ)

General Health

Questionnaire

(GHQ)

Multidimensional

Scale of Perceived

Social Support

(MSPSS) Coping

Orientation to

Problems

Experienced

(COPE)

findings provide

evidence that in

order to

improve the

mental health of

university,

teachers

need to take their

paid leave freely

The subjects in

this research were

one university, so

To generalization

of the results

would be limited.

2 Effects Of

Occupational

Stress On Job

Performance

Among Public

Primary School

Teachers In

Kuresoi Sub-

County, Nakuru

County

Koech

Jewen

David, 2014

Biological

Psychological

And Social

System

Studylinvolved12

37 public primary

school teachers

from 181 schools

The study

findings indicate

that employer

related factors

significantly

affects job

performance

among public

primary school

teachers in the

Sub-County (β

=0.094, p = 0.042)

The study was

limited to

responses to a

self-report survey

received from

randomly selected

public primary

school teachers in

Kuresoi Sub

County of

Nakuru.

3 The association

between

occupational

stress and

depressive

symptoms and the

mediating role of

psychological

capital among

Chinese

university teachers: a cross-

sectional study

Shen X,

Yang YL,

et.al 2014

Both effort-

reward ratio

(ERR) and scores

of over-

commitment were

positively

associated with

depressive

symptoms,

whereas

psychological

capital was

negatively

associated with

depressive

symptoms among

university

teachers

Completed

questionnaires

were received

from 1,210

participants

Among Chinese

university

teachers,

occupational

stress may be a

risk factor for

depressive

symptoms

The study did not

found other

protective factor

like psychological

capital.

4 Occupational

Stress of

Teachers: A

Comparative

Study Between

Turkey and

Dr. Figen

Eres, Dr.

Tatjana

Atanasoska

2011

Personal Factors ,

Social

Characteristics And Working

Conditions

416 Turkish

teachers and 213

Macedonian

teachers

Turkish teachers

have mild stress

levels and

Macedonian

teachers have

moderate stress

This study

included only two

districts, and thus,

it may have

limited

generalizability.





Macedonia levels Similar studies

should be done

using larger

samples in

different regions

of Turkey and

Macedonia

5. Occupational

Stress in

Australian

Universities:

A National

Survey

2002

Anthony H.

Winefield

Nicole

Gillespie

et. al

2002

Diminishing

resources,

increased teaching

loads and

student/staff

ratios, pressure to

attract external

funds, job

insecurity,

poor management

and a lack of

recognition and

reward

Approximately

50% of the

Australian

university staff

taking part in the

study were at

risk of

psychological

illness, compared

with only 19% of

the Australian

population

overall

This finding

cannot be

explained in terms

of personality

factors


Table-3

Common Factors of Occupational stress in

teaching Profession (in National /

International Scenario)

Different Factors of Occupational Stress in

Teaching Profession (in National /

International Scenario)

Working Condition Social Characteristics

Work Environment Conditions of taking paid leave

Personal Factors Diminishing resources

Gender factors A lack of recognition and reward

Job Satisfaction and more other factors Pressure to attract external funds


CONCLUSION

After reviewing the different studies, the researcher found few similarities in factors responsible for occupational stress in

teaching environment i.e. working environment age factor and job security besides that paid leave role conflict and technological

changes are the factors, which lead to occupational stress in international scenario. The limitations of the study clearly mentioned

in the comparative table 1.0 and 2.0, which shows the scope for further research.

REFERENCES

1. Qadimi, Ali, & Praveena, K. B. (2013, August). Influence of Age on Job Burnout and Occupational Stress among High

School Teachers. Paripex - Indian Journal of Research, 2(8). ISSN - 2250-1991.

2. Anthony, H., & Winefield, Nicole Gillespie. (et. al.). (2002, July). Occupational Stress in Australian Universities: A

National Survey 2002. National Tertiary Education Union.

3. Chaly, P. E., & Anand, S. P. J. (et. al.). (2014, July). Evaluation of Occupational Stress among Software Professionals

and School Teachers in Trivandrum. IJMDS, 3(2).

4. Kumar, Dhrub, & Deo, J. M. (2011, February). Stress and work life of college teachers. Journal of the Indian Academy

of Applied Psychology, 37, 78-85.

5. Hasan, Ansarul. (2014, April). A Study Of Occupational Stress Of Primary School Teachers, Hasan, A. / Educationia

Confab ISSN: 2320-009X, Vol. 3, No. 4, April 2014

6. Eres, Figen, & Atanasoska, Tatjana. (2011, Special Issue –June). Occupational stress of teachers: a comparative study

between turkey and Macedonia. International Journal of Humanities and Social Science, 1(7).





7. Jeyaraj, S. S. (2013, January-February). Occupational Stress among the Teachers of the Higher Secondary Schools in

Madurai District, Tamil Nadu. IOSR Journal of Business and Management (IOSR-JBM), 7(5), 63-76. E-ISSN: 2278-

487X.

8. Reddy, G. Lokanadha, & Poornima, R. (2012). Occupational Stress and Professional Burnout of University Teachers in

South India. International Journal of Educational Planning & Administration, 2(2), 109-124. ISSN 2249-3093.

9. David, Koech Jewen. (2014). Effects of occupational stress on job performance among public primary school

teachers in Kuresoi sub-county, Nakuru county. Kabarak University: The School of Business in Partial Fulfillment of

the Requirements for the Award of the Degree of Master of Business Administration (Human Resource Option).

10. Aftab, Mariya, & Khatoon, Tahira. (2012, March). Demographic Differences and Occupational Stress of Secondary

School Teachers. European Scientific Journal, 8(5). ISSN: 1857 – 7881 (Print) E - ISSN 1857- 7431

11. Kataoka, Mika, & Ozawa, Kazuhiro. (et. al.). (2014). Occupational stress and its related factors among university

teachers in Japan, 6(5), 299-305. Retrieved on 20/04/2015 from http://dx.doi.org/10.4236/health.2014.65043

12. Sabherwal, Naina, & Ahuja, Deeya. (2015, March). A study on occupational stress among faculty members in higher

education institutions in Pune. SIMS Journal of Management Research, Volume No. 1.

13. Sapna, & Gabha, Ved Prakash. (2013, January-June). Occupational stress among the engineering college teachers in

Punjab, India. International Journal of Education and Applied Research, 3(1). ISSN: 2348-0033 (Online) ISSN:

2249-4944 (Print).

14. Shen, X., & Yang, Y. L. (et. al.). (2014). The association between occupational stress and depressive symptoms and the

mediating role of psychological capital among Chinese University Teachers: A Cross-Sectional Study. BMC

Psychiatry, 14329. Retrieved from www.biomedcentral.com/1471-244x/14/329 dated 20/5/2015

15. Retrieved from http://www.grin.com/en/e-book/284351/a-study-of-occupational-stress-of-secondary-school-teachers

16. Retrieved from http://www.ripublication.com/ijepa/ijepav2n2_08.pdf

17. Retrieved from http://eujournal.org/index.php/esj/article/viewFile/90/95

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http://dx.doi.org/10.4236/health.2014.65043

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http://eujournal.org/index.php/esj/article/viewFile/90/95





IMPLICATIONS OF PSYCHOLOGICAL CONTRACT ON JOB SATISFACTION:

AN EXPLORATORY STUDY

Neetha Mary Thomas35 Dr. Sheelan Misra36

ABSTRACT

Constant changes in employment relationships have posed serious challenges to individuals and organizations. It is being seen

that organizations which are unable maintain a psychological connect with its employees end up nurturing a dissatisfied

workforce. The present study has been undertaken to assess the role of psychological contract as a tool for enhancing

employee job satisfaction thereby ensuring a stable employment relationship. Based on literature research a conceptual model

has been developed linking psychological contract to job satisfaction.

KEYWORDS

Psychological Contract (PC), Job Satisfaction (JS), Employment Relationship (ER) etc.

THEORETICAL BACKGROUND

The work environment has undergone a series of changes in the recent past. With organizational flattening and downsizing,

diverse workforce, the ongoing re-definition of roles and activities, limitless job opportunities, individualization of the

employment relationship, the concept of talent management and talent retention is becoming a great challenge. It is even more

difficult task for managers as they end up supervising more people for shorter durations and pitching in on more of the production

work. A study done by PwC Saratoga India on human capital effectiveness revealed that Indian organizations trail behind their

global counterparts when it comes to retaining talent. According to the survey, 35 per cent of the workforce in India has tenure of

less than two years. It is interesting to note that the future of today’s organizations rests in an information savvy generation, who

are highly educated seeking huge benefits and monetary rewards, who researches the company they intend to work for; whose

organizational commitment and loyalty will be as long as the organization can keep satisfying their needs. Researchers in this field

argue that the creation of an optimal portfolio of HR practices will not be effective without understanding the employee

expectations relating to those practices. It is being seen that organizations are unable maintain a psychological connect with its

employees end up losing their key personnel to competition. Hence, the challenge before the management is to identify effective

ways to create a bonding between employees and their places of work. Psychological contract fulfillment is suggested by literature

as a means to reduce job dissatisfaction (Robinson, 1996; Turnley & Feldman, 2000; De Vos, Buyens & Schalk, 2003; Raja,

Johns & Ntalianis, 2004; Psycones, 2006).

In this study an effort is made to explore the implications of employee psychological contract on job satisfaction, with the hope

that the outcome of the study help more number of change agents to seriously examine the issue and find viable ways to nurture a

contented workforce with a strong intention to stay, who are willing to contribute towards organizational productivity.

OBJECTIVES OF STUDY

To study the concept and significance of Psychological Contract.

To study the content of Psychological Contract.

To explore the importance of Job Satisfaction.

To find the implications of Psychological Contract on Job Satisfaction.

The secondary data is collected from annual reports, research journals, government publications, books and web sites and the

findings are populated below:

Objective-1: To study the concept and significance of Psychological Contract

Psychological contract is defined as a person’s perception and expectations about the shared obligation in an employment

exchange relationship (Rousseau, 1989). The psychological contract is individual beliefs or perceptions regarding the terms of

exchange between the individual and organization. The psychological contract looks at the workplace relationship as perceived by

employer and employee. It is the psychological contract that effectively tells employees what they can expect from their job and

what they are required to do in order to meet their side of the bargain. The employer’s expectation could be of above average

35Research Scholar, School of Management, Bharathiar University, Tamil Nadu; Assistant Professor, School of Management,

Reva University, Karnataka, India, [email protected] 36 Professor & H.O.D., Department of Management Studies, New Horizon College of Engineering, Karnataka, India,

[email protected]







performance, a reasonably longer tenure, reporting on time, uphold companies reputation, be courteous to clients and colleagues,

be honest and show loyalty to the organization, etc. and employee’s expectation could be of opportunities for training and

development, opportunities for promotions, recognition for innovation, feedback, interesting tasks, work-life balance, respectful

treatment, reasonable job security and a reasonably pleasant and safe environment. The state of the psychological contract is

concerned with whether the promises and obligations have been met, whether they are fair and trustworthy. Where the obligations

under the employment contract are formal, precise and physically signed, the obligations under the psychological contract are

informal, imprecise and unsigned. The psychological contract comes into action as soon as the employment contract is signed.

The concept of psychological contract has its roots traced to various theories like Social exchange theory (Blau, 1964), the theory

of equilibrium (Bernard, 1938), Inducement-Contribution Model (March & Simon, 1958). Menninger (1958) was the first

researcher to investigate the concept of the psychological contract, which focused on an explicit and unspoken contract between a

psychotherapist and his/her patient. However, he did not use the term “psychological contract” to describe his technique. Argyris

(1960) was the first to use the term “psychological work contract” to describe the implicit relationship between a supervisor and

his team. Levinson et al. (1962), Schein (1965; 1978) and Kotter (1973) further developed this concept. Levinson et al. (1962) had

constructed the term “psychological contract”. According to Levinson et al. (1962) psychological contract consists of “a series of

mutual expectations of which the parties to the relationship may not themselves be even dimly aware but which nonetheless

govern their relationship to each other”. Kotter (1973) emphasized that the more the employer and employee expectations match,

greater would be the employee job satisfaction. According to Schein (1965, 1980): “a psychological contract implies that there is

an unwritten set of expectations operating at all times between every member of an organization and others in the organization”

(Schein, 1980). Schein (1978) reinforced that the terms of this contract are implicit and unwritten and can be renegotiated over the

passage of time. A phenomenal change in the outlook towards psychological contract came with Rousseau (1989) wherein she

placed greater emphasis on the promissory nature of psychological contract (Conway and Briner 2005) and that it exists ‘in the

eyes of the beholder’. According to Rousseau (1989) ‘the psychological contract is an individual’s belief in the terms and

conditions of a reciprocal exchange agreement between the focal person and another party. A psychological contract emerges

when one party believes that a promise of future returns has been made, a contribution has been given, and thus, an obligation

has been created to provide future benefits.’ Thus, the focus of psychological contract shifted from a bilateral perspective to a

unilateral perspective, that is, from capturing two parties to the exchange to an individual’s perception of both parties obligation in

exchange. Many other scholars attempted to define psychological contract with focus on subjectivity and reciprocity (Coyle-

Shapiro & Kessler, 1998; McLean Parks et al., 1998; Millward & Hopkins, 1998; Shore & Tetrick, 1994). Professor David Guest

(Guest and Conway 2004) of Kings College London has put forward a model of the psychological contract defining the

application of PC to employment relationship.

Figure-1: A Model of the Psychological Contract (Guest and Conway 2004)


Psychological contracts are dynamic, constantly evolving through organizational experiences. The perceptual and dynamic nature

of the contract makes it common that a violation will occur, which is termed as psychological contract breach. Psychological

contract breach accordingly is defined as the employee’s perceptions regarding the extent to which the organization has failed to

fulfill its promises or obligations (Zhao et al., 2007). Studies in this field demonstrate beyond doubt that improving psychological

contract correlates with improving overall organizational success. Practical researches indicate that the psychological contract

relates to high level apperception, organizational supports, work satisfaction, occupation expectation and sensible promise and low

level turnover intention (Wang, 2007, p.41-46 & Turnley, 2003, p.187-206). Psychological contract breach is negatively related to

changes in job performance over time, and this relationship is mediated by job satisfaction (Bal et al., 2012, Zhao et al., 2007,).





Objective 2: To study the content of Psychological Contract

The content of the psychological contract refers broadly to an employee’s perception of the contributions they promise to give to

their employer and what they believe the organization promises in return (Conway & Briner, 2005). Important to note is that the

content of the psychological contract is not what employees actually give and get from their employer, but the content is the

implicit and explicit promises around the exchange (Conway & Briner, 2005). The number of items (obligations) that can make up

a psychological contract is potentially indefinite as anything the employee and employer promise each other can be part of the

psychological contract. The previous research has demonstrated that the content areas in psychological contract can be broadly

categorized under employee obligations and employer obligations (Conway & Briner, 2005). There are six content areas are

prevalent in many studies of the psychological contract when looking at the employer obligations (Freese & Schalk, 2008; De

Vos, Buyens, & Schalk, 2005; Conway & Biner, 2002; Coyle-Shapiro & Kessler, 2002, Robinson, Kraatz, & Rousseau, 1994;

Robinson & Rousseau, 1994; Robinson & Morrison, 1995; Rousseau, 1990). First, career development refers to opportunities for

promotion and development within the organization or field of work (e.g. coaching on the job). Second, job content refers to the

provision of challenging, varied and interesting work (e.g. autonomy). Third, Financial rewards refer to the provision of

appropriate rewards (e.g. job security). Fourth, social atmosphere refers to the provision of a pleasant and cooperative work

environment (e.g. support of manager). Fifth, work-life balance refers to the respect and understanding of the employer for the

employee’s personal situation (e.g. determine holidays). Sixth, organizational policy refers to the involvement of the employees in

the policies of the organization (e.g. open communication). When looking at the employee obligations of the psychological

contract, two content areas are mainly prevalent (Freese & Schalk, 2008; De Vos, Buyens, & Schalk, 2003; Coyle-Shapiro &

Kessler, 2002). First, in-role obligations refer to the tasks that are described in the job description (e.g. providing good service to

patients). Second, extra-role obligations refer to the tasks that do not belong to the tasks described in the job description (e.g.

working extra hours).

Objective 3: To explore the importance of Job Satisfaction

Job satisfaction may be defined as a pleasurable or positive emotional state resulting from the appraisal of one’s job or job

experiences (Dunnette and Locke, 1976). Schneider and Snyder (1975) on the other hand defined job satisfaction as a personal

evaluation of conditions present in the job, or outcomes that arise because of having a job. Job satisfaction can be defined as an

overall attitude that individuals have towards their jobs (Best and Thurston, 2004). It is the extent to which one feels positively or

negatively about different aspects of the job, e.g., work conditions, co-workers and working hours and includes a complex set of

interrelationships of tasks, roles, responsibilities, interactions, incentives and rewards. High levels of job satisfaction suggest the

likelihood of a correspondingly high commitment to the employment relationship. Job satisfaction supports individual job (Jamal,

1999; Judge et al., 2001) and organizational performance (Judge et al, 2001). As a result, research in this area can be used to

enhance both individual lives and organizational effectiveness (Judge et al, 2001; Saari and Judge, 2004). Judge et al. (2001)

reviewing 301 studies found that the average correlation between job satisfaction and job performance is about .30, with even

higher correlations for more complex jobs (e.g. in professional sectors). Numerous other studies also support the view that there is

a strong link between job satisfaction and withdrawal behaviour such as turnover, absenteeism and early retirement. In the context

of general productivity, absenteeism and turnover have been reported to be influenced by job satisfaction (Hall and Buttram, 1994)

and Spector (1997) observed that job satisfaction could be a reflection of the quality of organizational functioning.

Objective 4: To find the implications of Psychological Contract on Job Satisfaction

There is growing empirical evidence, which reflects a positive relationship between Psychological Contract and Job Satisfaction.

Previous research suggests that the discrepancy between promised and received outcomes is likely to lead to feelings of inequity

and, subsequently, to job dissatisfaction (Turnley & Feldman, 2000). Spector (1996, cited in Lambert, Hogan and Barton, 2001)

argues that the cause of low levels of job satisfaction is the discrepancy between actual outcomes and expected, needed or wanted

outcomes. When an employee for example beliefs that the employer owes him feedback on his work and the employer is able to

very well fulfill this obligation, the employee feels satisfied. However, also the opposite can take place, where the psychological

contract is breached this leads to dissatisfaction. Besides Turnley and Feldman (2000), also Wanous et al. (1992), Bal et al.

(2008), Zhao et al. (2007), Tekleab, Takeuchi & Taylor (2005) and Psycones (2006) confirm the relationship between

psychological contract fulfillment and job satisfaction. The WRDI (workplace relationship development indicator) model of

psychological contract suggests that two major predictors for intention to stay are job satisfaction and affective commitment. The

model suggests that delivery of employee expectations; trust and fairness lead to affective commitment and job satisfaction.

Berman, E.M. and West, J.P (2003) suggested that workload, work schedules, responsibility and authority, quality of work,

working relationship with immediate supervisors, interpersonal relations, specific behaviour of employees and managers,

individually preferred working styles, job security, rewards, promotion, career development, and loyalty could be part of

psychological contract involving employees and employers. P. Devidson (2001) suggested employee expectations involve reward

for work/effort, safe and comfortable working conditions, opportunities for personal development and career progression, and

equitable personnel policies. According to the Employee Job Satisfaction and Engagement Survey Report 2014 by the Society of

Human Resource Management, career development, relationship with management, work environment, compensation, and

benefits were the broad areas for analysis. Thus, if one examines the content of psychological contract, it would be easy to see that

the content of psychological contract and the factors leading to job satisfaction overlap in many cases.





Conceptual Model

Figure-2: Conceptual Model Showing the Relationship between Employee Psychological Contract and Job Satisfaction

Independent Variables Dependent Variables

Psychological Contract Job Satisfaction


IMPLICATIONS

It is pertinent that organizations realize the importance of developing a positive psychological contract. The concept of the

psychological contract is built around an employees’ perception on obligations they have towards the organization and the

obligations organizations have towards them. The strong beliefs regarding the extent to which these obligations exist will be

positively associated with outcomes believed to be supportive of effective organizational functioning, whilst negatively associated

with outcomes considered to be non-supportive of effective organizational functioning. The researcher enumerates that if an

employee is psychologically contented in terms of job, work environment, rewards and recognition, effective communication,

flexibility, trust, respect and fairness, it leads to job satisfaction, which in turn would lead to increased productivity and intention

to stay with the employer. Hence, organizations have a vital role to play in terms of shaping a committed workforce who not only

enjoys the work and workplace but also identifies with it through their actions.

The fundamental state of the psychological contract is concerned with whether the promises and obligations have been met and

whether they are fair and trust worthy. Researchers in this field argue that the creation of an optimal portfolio of human resource

practices will not be effective without understanding the employee expectations relating to those practices. Employers need to

offer pay and conditions that will attract and retain good people. They need to offer flexible benefits, which give employees more

choice, for example, the opportunity to trade some pay for more holidays. Career advancement and opportunity for personal

development is another area for building a psychological connects with the employees. Employees need substantial and adequate

information; hence, communication has a major role to play. According to Woodruffe (1999), achievement, a sense of direction,

respect and recognition, autonomy, balance and a sense of fun are the prime factors affecting job satisfaction. If employees are

satisfied with their job, they are more likely to believe that they are more obligated to the organization, than they are to believe

that the organization is more obligated to them, under the terms of psychological contract. Again, higher levels of job satisfaction

are more likely to affect managers’ beliefs about their obligations toward the organization, than they are to affect their beliefs and

perceptions concerning the organization’s obligations toward them.

The present work environment is characterized mainly by high workload in combination with a shortage of relevant resources, job

stress, and role conflict and role ambiguity. Corporates should focus on helping employees prioritize activities, build trust in

relationships, respect and tolerate individuals for individual differences without compromising on quality, flexibility and fairness.

Building employee psychological contract reduces mismatch in expectations, resources, capability and values. Developing a

positive psychological contract is not instantaneous – it is a journey that requires support from all levels. Even as managers, if

through our actions we could reinforce and strengthen the psychological contract in our subordinates it would manifest itself as

positive work outcomes. Hence, it is the need of the hour for organizations to instill a sense of belongingness in their employees as

they embark on their journey together!

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ORGANIZATIONAL LEADERSHIP: A CONCEPTUAL ANALYSIS

Surya S.37

ABSTRACT

Organizational leadership is about management. Leadership by itself is transformative; it is about shifting priorities in workers

and creating followers through the articulation of a vision and supervision. Organizational leadership is a dual focused

management approach that works towards what is best for individuals and what is best for a group as a whole simultaneously.

It is also an attitude and a work ethic that empowers an individual in any role to lead from the top, middle, or bottom of an

organization.

Northouse (2007) defined “Leadership is a process whereby an individual influences a group of individuals to achieve

common goals”. Leadership represents individuals involved with balancing varying interests among managers, employees and

other business stakeholders. Management commonly is defined as the organization and coordination of various economic

resources in a business. While leaders can be managers, managers may not be leaders. Leaders often have specific character

traits that lend their skills more to directing a company than managing resources.

Leadership traits include enthusiasm, conscientiousness, boldness, self-assurance and competitiveness. These characteristics

give individuals intangible business skills for accomplishing tasks and inspiring people to work with the leader during tough

situations This Paper reviews the overview of trends in research on Organizational leadership, Definitions, Similar Concepts,

Origin and various approaches and Styles of leadership.

KEYWORDS

Organizational Leadership, Concepts, Approaches and Styles etc.

INTRODUCTION

Human Capital, which gives competitive edge due to its uniqueness, is one of the resources that work as a pillar for an

organization (Holland, Sheehan and de Cieri, 2007). The focus has therefore shifted to “people”, the employees of the

organizations (Cohen, 2005). Employees play an important role in organizations, they are the greatest resource an organization

can have and it is through their involvement and commitment that the organization can become competitive (Sempane, Rieger and

Roodt, 2002). Leadership is seen as a determinant of several aspects in the way employees behave, so its impact cannot be

overlooked (Randeree and Chaudhry, 2012). Organizational crises, mostly due to the world economic crises, emphasized the need

for leadership and organizational culture development by organizational decision makers (Earle, 1996). Changes occurred in

employment practices and the decision makers needed to get their organizations through the crises by creating trust, influencing

employees to achieve common organizational goals (Leadership) with certain values and beliefs of the organization in mind

(Northouse, 2007).Hence the leaders have an significant role in improving organizational efficiency. Leaders are the persons that

add value to an organization. Managers and leaders are not the same. Leaders possess strategic thinking and not only an

understanding of the vision of an organization, but also the ability to effectively carry out and communicate that vision. Anyone,

anywhere, at any level can be a leader. The cornerstones of leadership are Truth telling, Promise keeping, Fairness, and Respect

for the individual.

CONCEPT OF LEADERSHIP

Leadership Defined

According to Northouse (2007) leadership as a process means that, it is not a characteristic someone is born with, it is an

interaction between leaders and their followers. The leaders influence and are influenced by their followers (a group). Leadership

is available to everyone; it is not limited to the person in power. Leadership is a process whereby an individual influences a group

of individuals to achieve common goals (Northouse, 2007). In Bass’s (1998) definition, leadership is an interaction between one

or more members of a group. In another more recent definition, leadership is a relationship between leaders and followers where

they influence each other and they intend real changes and outcomes that reflect their shared purposes (Daft, 2005). The leader

restructures the problems, offers solutions to the problems, establishes priorities and initiates developmental operations (Bass,

1990). Leadership was associated with strength of personality (Bass, 1990 and Bowden, 1926). A leader was seen as a person with

many popular traits of personality and character (Bass, 1990; Bingham, 1927).

37M. Phil Scholar, School of Management Studies, DePaul Institute of Science and Technology, Kerala; Assistant Professor, ILM

Arts and Science College, Kerala, India, [email protected]






Evolution of the Concept

Leadership, and the study of it, has roots in the beginning of civilization. Egyptian rulers, Greek heroes, and biblical patriarchs all

have one thing in common–leadership. There are numerous definitions and theories of leadership; however, there are enough

similarities in the definitions to conclude that leadership is an effort of influence and the power to induce compliance (Wren,

1995). Work environment, the motivation to work, leaders, leadership, leadership style, and a myriad of other work-related

variables have been studied for almost two centuries. The organizational focus of the leader has evolved over this same period.

Early organizations with authoritarian leaders who believed employees were intrinsically lazy transitioned into way to make work

environments more conducive to increased productivity rates. Today, organizations are transforming into places where people are

empowered, encouraged, and supported in their personal and professional growth throughout their careers. As the focus of leaders

has changed over time, it has influenced and shaped the development and progression of leadership theory.

The Industrial Revolution shifted America’s economy from an agriculture base to an industrial one and, thereby, ushered in a

change in how leaders would treat their followers. The Industrial Revolution created paradigm shift to a new theory of leadership

in which “common” people gained power by virtue of their skills (Clawson, 1999). New technology, however, was accompanied

and reinforced by mechanization of human thought and action, thus creating hierarchical bureaucracies (Morgan, 1997).One major

contributor to this era of management and leadership theory was Max Weber, a German Sociologist who “observed the parallels

between the mechanization of industry and the proliferation of bureaucratic forms of organization” (Morgan, 1997, p. 17). The

bureaucratic form routinized the process of administration in the same manner that the machine routinized production. Weber’s

concerns about bureaucracy, however, did not affect theorists who set the stage for what is now known as “classical management

theory” and “scientific management.” Classical theorists focused on the design of the total organization while scientific managers

focused on the systematic management of individual jobs. In contrast to Weber, classical theorists such as Henri Fayol and F. W.

Mooney, staunch advocates of bureaucratization, devoted their energies to identifying methods through which this kind of

organizational structure could be achieved (Bass, 1990; Morgan, 1997). Collectively, these theorists set the basis for many modern

management techniques, such as management by objectives, scientific management, an approach heralded by Frederick Taylor,

was technological in nature (Hersey, Blanchard, and Johnson, 1996).

The study of leadership can be dated back to Plato, Sun Tzu and Machiavelli; however, leadership has only become the focus of

contemporary academic studies in the last 60 years and particularly more so in the last two decades. Contemporary leadership

scholars and researchers have often been questioned about the nature of their work, and its place within the academy, but much of

the confusion surrounding leadership as a field of study may be attributed to a lack of understanding regarding trans disciplinary,

inter and multi- disciplinary academic fields of study in general. The discipline (which encompasses a host of sub-fields) is filled

with definitions, theories, styles, functions, competencies, and historical examples of successful and diverse leaders. Collectively,

the research findings on leadership provide a far more sophisticated and complex view of the phenomenon than most of the

simplistic views presented in the popular press.(Doh, 2003 and Dalo,2005) The Ohio State Leadership Studies which began in the

1940s (Khurana,2010) and focused on how leaders could satisfy common group needs. The findings indicated that the two most

important dimensions in leadership included: "initiating structure", and "consideration". The Michigan Studies of Leadership

(Boje, 2010) which began in the 1950s (Katz, Maccoby, and Morse, 1950) and indicated that leaders could be classified as either

"employee cantered," or "job centered." These studies identified three critical characteristics of effective leaders: task oriented

behaviour, relationship-oriented behaviour, and participative leadership. McGregors Theory X & Theory Y developed by Douglas

McGregor in the 1960s at MIT Sloan School of Management. These theories described employee motivation in the workforce.

Both theories begin with the premise that the role of management is to assemble the factors of production, including people, for

the economic benefit of the firm. Beyond this point, the two theories of management diverge. Blake & Mouton Managerial Grid

(1964)-updated in 1991 to the Blake & McCanse Leadership Grid-developed the orientation of "task orientation" and "people

orientation" in leader behaviour. They developed the leadership grid which focused on concern for results (on the one axis) and

concern for people (on the other axis).In addition to these studies, leadership has been examined from an academic perspective

through several lenses trait attempt to describe the types of behaviour and personality tendencies associated with effective

leadership. Situational and Contingency theories of Leadership, Incorporate environmental and situational considerations into

leader behaviour.

Approaches to Leadership

Transactional Leadership Focus on Performance

In the late 1970s, leadership theory research moved beyond focusing on various types of situational supervision as a way to

incrementally improve organizational performance (Behling and McFillen, 1996; Hunt, 1991). Research has shown that many

leaders turned to a transactional leadership theory, the most prevalent method of leadership still observed in today’s organizations

(Avolio, Waldman, & Yanimarina, 1991; Seltzer &Bass, 1990). Transactional leaders lead through specific incentives and

motivate through an exchange of one thing for another (Bass, 1990). The underlying theory of this leadership method was that

leaders exchange rewards for employees’ compliance, a concept based on bureaucratic authority and a leader’s legitimacy within

an organization (Tracey and Hinkin, 1994; Yukl, 1998). Avolio, Waldman, and Yammarino (1991) suggest that transactional

leadership focuses on ways to manage the status quo and maintain the day-to-day operations of a business, but does not focus on

http://en.wikipedia.org/wiki/Plato

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http://en.wikipedia.org/wiki/MIT_Sloan_School_of_Management





identifying the organization’s directional focus and how employees can work toward those goals, increasing their productivity in

alignment with these goals, thus increasing organizational profitability. Transactional leadership motives and directs followers by

appealing to their own self-interest. The focus is on basic management processes like controlling, organizing and short-term

planning. This style is more responsive and deals with present issues. It also relies on inducement of rewards, punishment and

sanction for unacceptable performance and the ability of the leaders to motivate followers by setting goals and promising rewards

for the desired performance.

Transformational Leadership Focus on Organization

The literature reviewed suggests that traditional power, derived from a leader’s position in a Bureaucratic, hierarchical structure is

becoming obsolete and that effective leaders work from the “inside out “to transform their organization and workers (Burns,

1978). The job of the transformational leader is not to make every decision within the organization, but to ensure that

collaborative decision-making occurs (Badaracco and Ellsworth, 1989; Book, 1998; Dixon, 1998; Wheatley, 1994). This type of

leadership motivates individuals to work together to change organizations to create sustainable productivity (Dixon, 1998).

Transformational leadership anticipates future trends, inspires to understand and embrace new possibilities and builds the

organization into a community of challenged and rewarded learners. This style also develops others to be leaders or to be better

leaders. Its focus is on being proactive, expecting nothing in return, inspiration and motivation of followers to work for goals that

go beyond their self- interest. Learning opportunities are created and followers are stimulated to solve problems. The leaders

develop strong emotional bonds with their followers and they possess good visioning and management skills.

Styles of Leadership

The authoritarian leadership style or autocratic leader keeps strict, close control over followers by keeping close regulation of

policies and procedures given to followers Direct supervisions what they believe to be key in maintaining a successful

environment and follower ship. Paternalistic Style of leadership, leader works is by acting as a father figure by taking care of their

subordinates as a parent would. In this style of leadership, the leader supplies complete concern for his followers or workers. In

return, he receives the complete trust and loyalty of his people. Workers under this style of leader are expected to become totally

committed to what the leader believes and will not strive off and work independently .These workers are able to go to each other

with any problems they have regarding something because they believe in what they say is going to truly help them. (Erben and

Guneser, Gul and Ayse, 2008).The democratic leadership style consists of the leader sharing the decision-making abilities with

group members by promoting the interests of the group members and by practicing social (Foster, 2002). This style of leadership

encompasses discussion, debate and sharing of ideas and encouragement of people to feel good about their involvement.

The laissez-faire leadership style is where all the rights and power to make decisions is fully given to the worker. Laissez-faire

leaders allow followers to have complete freedom to make decisions concerning the completion of their work. It allows followers

a high degree of autonomy and self-rule, while at the same time offering guidance and support when requested.

CONCLUSION

Human beings are the most precious part of the organization. In the organization, effective utilization of the capacity of human

resources depends upon the management. Leadership is an essential ingredient for successful organization. The successful

organization has one major attribute that sets it apart from unsuccessful organization that is dynamic and effective leadership.

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43. Retrieved from http://www.ukessays.com/essays/management/leadership-challenges-for-the-armed-forces-management-

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44. Retrieved from https://www.tdktech.com/tech-talks/key-components-of-organizational-leadership

45. Retrieved from http://www.ukessays.com/essays/management/the-definition-and-history-of-leadership-management-

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46. Retrieved from

http://www.k12academics.com/education-theory/descriptive-theories-education/leadership-studies/histo...

47. Retrieved from http://www.ukessays.com/essays/education/the-literature-on-leadership-styles-education-essay.php

48. Retrieved from http://www.studymode.com/essays/Leadership-Style-1939308.html

49. Retrieved from http://www.weegy.com/?ConversationId=CXILTGUH

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EMPOWERMENT OF WOMEN: A COMPARATIVE CASE STUDY OF PAST & PRESENT

Dr. Manju Lalwani Pathak38

ABSTRACT

Women empowerment is a burning topic for debate. Now-a-days Women have been playing a vital role in shaping the family

and life. In ancient India, women used to enjoy high status of social and personal life but in pre-Vedic period, the situation of

women was changed. The society came under the patriarchal family system where male dominance had observed which is

continuing. Present paper is an attempt to provide a glorious profile of empowered Sindhi women in Independent India. Sindh

is the origin of Sindhi Community where Sindhi women were not harassed by they were under the dominance of males. Due

to partition, Sindhis migrated to free India in huge numbers. Many Sindhis were rehabilitated in Ulhasangar Camp.

For present paper, Sindhi women have chosen as samples from Ulhasnagar, a town of Thane district, Maharashtra as

maximum Sindhi population in Maharashtra found in Ulhasangar. Furthermore, paper compares the status of Sindhi women

based on socio-economic variables and justifies the empowerment of Sindhi women through the progression of Sindhi women

in present time in Ulhasnagar.

KEYWORDS

Uprooted, Displacement, Tash, Kaurhi, Empowered, Paparh, Kitty Party Satsang etc.

SCOPE OF STUDY

A clear focal area of the study is to show the progression of socio-economic status of Sindhi women Ulhasangar from pre-

migration (in Sindh) to post-migration (in Ulhasnagar). This article traces the changing status of Sindhi women form pre-

migration to post-migration period and comparative study presents a unique example of women empowerment among Sindhi

women of Ulhasangar.


This study is limited to only Ulhasnagar. Thus, findings of this article should not be considered as barometer of empowerment of

Sindhi women in other towns of India.


This study based on survey method. Primary data have been collected from collected from 100 Sindhi married women samples

through direct and indirect interviews and even by observation method. Samples have been selected randomly. In order to collect

about their lives in Sindh out of 100, 10 samples have been selected from the age group of 75 years and above. Eight socio-

economic variables have chosen to frame the questionnaire for direct interviews. Secondary data have been collected for the

details of Ulhasnagar and Sindh from reference book, journals, magazines, and reports of local governments’ authority.

At rich heritage and enlightened society of India in earlier time, women were getting equal status with men but they faced many

difficulties in post-vedic period. After independence, Constitutional leaders demand equal social position of women with men and

at present women occupied a good position in several fields but truth is that in modern period also women are facing the problem

of secondary status.

Present paper is an attempt to provide a glorious profile of empowered Sindhi women in Independent India. Ulhasnagar has

chosen as sample city for the present paper, which evolved quite recently, but Sindhi of Ulhasnagar migrated from Sindh Province

that had a grim story of Sindhi women of these migrant families those were dominated by male community. As Sindh province

belongs to Indus Valley, Sindhis had great cultural values, women were not harassed but discrimination was rooted. Present paper

shows the progression of Sindhi women in Ulhasnagar comparing their socio-economic status, which they had in Sindh as

maximum Sindhi women are empowered.

Sindhi community is a classic example of a Hindu fragmented community. This community uprooted from their origin Sindh.

Sindh was integral part of united India but entire part of Sindh was given to Muslim community during independence to form

Pakistan in 1947. Pakistan was given to Muslim community, thus lakhs of Hindus migrated to free India. Sindhi is one of the

communities who migrated in significant number in free India. Government of India rehabilitated 20,000 Sindhi families in

38Associate Professor, Department of Economics, Smt. C.H.M. College, Ulhasnagar University of Mumbai, Maharashtra, India,

[email protected]






several (about 25) camps of Maharashtra. The biggest camp for Sindis in Bombay was Kalyan military camp. This camp was

converted in township and renamed Ulhasnagar on August 8, 1949.

Ulhasnagar one of the urban towns of Thane District situated in West Maharashtra. Ulhasnagar is a Municipal town in Konkan

Revenue Division of Maharashtra, situated in Thane district far from Mumbai about 58 k.m. near Kalyan Junction which on the

route of Kalyan-Pune of Central Railway. Ulhasnagar accounts only 13.74 k.m. sq. feet area. Maximum number of population

belongs to Sindhi Community in Ulhasnagar and maximum Sindhis of Ulhasnagar migrated from Sindh during independence

struggle.

Sindh belongs to Indus Valley civilization, which is oldest civilization of the world. Sindh province was the integral part of united

Indian. This is from the latitude of about 23o to 29o north and from 67o to 71o east longitude. Said by L’Hoste, E.P. Entire Sindh

Province was given to Muslim community by Indian political leader in 1947 and now it became a part of Pakistan. Sindhis had a

strong socio-economic traditional life in Sindh. They had great Socio-cultural values. For many centuries, Sindhi community has

been recognized as an important group of in the World Economy as a representative of South Asian merchants of Indian

subcontinent from Sindh region. Claude Markovists stated in his book that 24 Sindhi firms had about 195 branches in

international countries including India and from these 195 branches of Sindhi firms, 94 trading branches run in 41 countries run

by only 6 Sindhi firms. They had worldwide trading connection and enterprising skills but they were involved in government jobs

also especially in Karachi. This community enjoyed a flourished economic status in Sindh.

In the ancient Sindhi society in Sindh, women were completely under the patriarchal dominance. Women were not allowed to go

out without guardianship of any male. Child marriage was in practice. Purda system and dowry system were also prevalent in

Sindh. Sindhi women were under the shackles of superstition. Literacy rate among Sindhi women in Sindh was very low. They

did not have freedom for higher education and selection of life partner especially in villages. No women could go out for job; they

were restricted to only domestic work. They had no right to take part in decision making for any matter at home. Sindhi women in

Sindh were kitchen-bound women. There was no trend of maidservant in Sindhi household in Sindh. They were involved in

various domestic chores. In addition, even during leisure they kept themselves preoccupied with stitching and embroidery work –

a compulsory cultural tradition. As they were housewives, they traditionally believed in preparing all types of preserved food like

paparh and pickles at home in order to avoid monotony. In leisure, women used to play Tash (play-cards) and Kaurhi for

entertainment. There is necessary to mention that old Sindhi women respondents said that they were in under patriarchy, even they

had a respective life but they were not empowered.

There are many factors those motivated to undertake this research work related to Sindhi women. Most important factor, which

attract to author is living standard of Sindhi women in Ulhasnagar. The review of the status of Sindhi women in Sindh tells a grim

story before independence and migration and present article unearths a fair picture of empowered women of Sindhi community in

Ulhasnagar. Article provides a comparative study of empowerment of Sindhi women in Sindh and Ulhasnagar based on few

socio-economic variables.

Through interview, this article has unfolded a marked improvement in social-economic status of Sindhi women in Ulhasnagar.

Answers received through variables mentioned in questionnaires’ have been analyzed related to Status of Sindhi woman in sample

city is shown in following table with result:

Analysis of variables relating to Sindhi women in Ulhasnagar

Table-1

Variables Yes No

Literacy 100 0

Selection of Education 92 08

Decision about Age of Marriage 68 32

Selection of Life Partner 96 04

Decision about Inter / Other Caste Marriage 06 94

Decision about Selection of Jobs 67 33

Decision about Utilization of Money 42 58

Decision about Purchase of Property 71 29

Decision about Number of Children 09 91

Decision about Outing (Shopping, Kitty Party, Movies & Satsang) 98 02


This research revealed the results indicated in the above table about Sindhi women of Ulhasnagar. After analysis, result is

described as below:





Paper found that at present as joint family system crumbled in Ulhasnagar, which was found in Sindh. Women got more

freedom as compared to Sindh. ‘Parda’ system was abolished in Sindhi society. This freedom changed the attitude of

female towards education. In Sindh, very few women had an opportunity to go for education. In Sindh literacy rate was

very low though literacy rate is 100% among Sindhi women samples of Ulhasnagar; 92% women have the right to go

for education as per choice; only 8% are depend on the decision of their elders.

Women respondents said now-a-days women are empowered and have given decision-making power. In Sindh,

minimum age of marriage was 7 years, said by 80 years old Smt. Gulabibai U. Jashnani, one of the respondent whereas

now in Ulhasnagar, average age of marriage is 22 years as well as 68% women have right to decide their age of

marriage but 32% women said that this decision takes by head of family.

In case of selection of life partner, all most all the parents ask their daughters about the boy whom they choose as their

life partner and as per their choice they settle the marriage. Only 4% girls are not allowed to select their life partner;

96% girls have freedom to select their life partner as per choice among the samples. Some interrelated answers have

been also reported such as respondents said that widow marriage and marriage of divorcee girl is also allowed in their

society.

To selection of life partner from inter caste or other caste, only 6% of Sindhi girls are allowed where as 96% Sindhi

women said that there is clear cut objection in their families to get married inter/other caste boy. Sindhi women said that

6% Sindhi girls are allowed to go for inter/other caste marriage.

Women participation in employment among Sindhi women is only 32% in sample city. Only 67% women are free to

select the nature of job as per choice whereas 33% women said they have to follow the decision taken by either their

parents or husband.

In Sindh, women were totally under the dominance of the male community and had no rights to spend any money.

However, in Ulhasnagar, money received from either as salary for working Sindhi women or from husband as pocket

money, 58% Sindhi women has to follow the instruction of elders about the way to spend. In this regard, Mrs. Kajal

Ramrakhyani, one of the respondents said that I do not like to depend on my elder family member to spend my own

money. Rest of the 42% respondents said that they are allowed to spend as per their need and choice but many time they

receive negative comments from elders those are in the joint family but this is not the case in nuclear family. Based on

observation method based on body language and face expression of respondents, paper resulted that Sindhi women are

more comfort in nuclear family.

Next variable related to decision making regarding purchase of property gives significant result as 71% women enjoy

the equal right of decision making to purchase furniture, gold, house etc. as men have in Sindhi family but 29% said that

male of their family allow them only to purchase garments; other decision they take; do not involve them. Whereas in

Sindh they were not allowed to take any decision.

Decision related to acceptance of no. of children in Sindh use to take only by men or elder women of the family. After 7

decades in Ulhasnagar, 91% women said that still men are dominating and taking decision about children, only 9%

women have rights to accept no. of children as per their choices and decision will be taken by both.

Last variable related to visit the market, movies, satsang and kitty parties, 98% women are empowered whereas only

09% women said they have to take permission for the same and adjust as per their decision though in Sindh they had no

freedom for the same.

CONCLUSION

This research article provides a significant comparative study of past and present socio-economic status of Sindhi women. Figures

indicate that Sindhi women in Ulhasnagar are empowered compared to Sindh. They have great understanding of survival in

modernized and globalized life. They are influenced by Hindi Cinema in terms of costumes, dance, music and language. They

enjoy in kitty parties, watching the movies, shopping and religious activities i.e. Satsang. However, old generation of Sindhi

Community looked sad with present life style of women as they said that they have cherished cultural values, which were imbibed

in earlier generations in Sindh, are not cultivated among children by present Sindhi women in Ulhasnagar. Even finally on the

basis of primary data, paper concludes that at present Sindhi women in Ulhasnagar observed more empowered compare to Sindhi

Women in Sindh in olden time which is demand of constitution as well as need of an hour in this globalized era because an

empowered women is a positive sign of a civilized society.

REFERENCES

1. E. P. L’Hoste. The Province of Sinde. Journal of a mission to Scinde, 930, 22. Internet dated 22.11.2004





2. Claude, Markovists. (2000). The Global World of Indian Merchants (1975-1952), Trade of Sindh from Bukhara to

Panama. Cambridge University Press.

3. Malkani, K. R. (1987). The Sindh Story. Delhi: Sindhi Academy. Allied Publishers Private Limited.

4. Thakur, U. T. (1997). Sindhi Culture. Delhi: Sindhi Academy.

5. Ulhasngar Municipal Corporation, Ulhasnagar.

6. Karunakaran, T. K. (1958). A Sociological Study in Urban Development. UOM.

7. Subhadra, Anand. (1996). National Integration of Sindhis. New Delhi: Vikas Publishing House Private Limited.

*****

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BOOK REVIEW

ON

‘TRAINING METHODOLOGY & MANAGEMENT’

BY

Dolly Malla39

Written by: D, Paul Chowdhry

Published by: Sterling Publishers Private Limited: New Delhi

Year of Publication: 1986

Number of Pages: 291

CHAPTERS INCLUDED

Introduction

Objectives & Principles of Training

Approaches to training

Planning

Organization

The trainer

Training Methodology

Training Aids

Training Plans

Training Evaluation

Action Research in Training

Standards & Accreditation

ABOUT AUTHOR

The Author “D. Paul Chowdhry” is training since 1953 of the Social Education Organizers of the erstwhile Ministry of

Community Development at the Allahabad Agricultural University. He was responsible for planning, organizing and monitoring

the training of Gramsevikas, Mukhyasevikas and other functionaries.

DEALS WITH

This book entitled “Training Methodology and Management” is intended for trainers of social development, particularly those

organizing training in child development, child welfare, social welfare, community development, rural development, both for

functionaries of the voluntary agencies and the government officials, they will not only be benefited by the approaches and

strategies of training but will also hopefully try out in their teaching situations various methods and aids.

In this book, the introduction covers the review of training efforts, training institutions, ad-hoc training programmes, training

methods and new training technology.

The first chapter “Objectives & Principles of Training” describing the objectives of the training, which includes: Acquiring

knowledge of subject matter, Change in attitude & behavior, put the theory into practice, develop knowledge, enhance the

capability of trainees and bridge the gap between the expected level of performance & the actual level of performance.

The second chapter “Approaches to Training” has been discussed in the context of management of training. The chapter is

describing the Informative, Participatory and Experimental approaches to training.

The chapter “Planning” have been devoted to areas such as planning for training programme in which include pre-course

planning.

39Research Scholar (SRF), Punjabi University, Punjab, India, [email protected]






In the chapter “Organization” the programme schedule, sequence of topics in training design, selection of participants, size of the

batch, inaugural session etc., are discussed.

The fifth chapter “The Trainer” includes the topics like the profile of trainers, categories of trainers, who should be a trainer,

training skills, etc.,

In the sixth chapter “Training Methodology” deals with training strategies, different approaches to training methodologies,

training methods etc.,

The chapter seven “Training Aids” is about then use of effective aids, which kind of aids should be used etc. A chapter has been

devoted to various training aids indicating methods of making these, their advantages and disadvantages.

The chapter eight “Training Plans” gives a dozen of training session plans on different topics by different trainers. In these

training session plans, different topics have been analyzed with reference to use of appropriate training method and aid. Unless we

demonstrate the practical applicability of a method and aid with reference to the particular topic, mere description of training

methods and aids results in theoretical exercise. Moreover, some available books do deal with methods and aids but none of the

books has so far tried to relate methods and aids with topic.

The chapter nine “Training Evaluation” discussing about the Evaluation of training, role of action research in training and the

need and the role of standards and the accreditation of training have been dealt with in three different chapters which further

enhance the usefulness of the book.

In the chapter, tenth “Action Research in Training” deals with areas of research, experiments in action research.

The chapter eleventh “Standards and Accreditation” describing need for standards, accreditation procedure and their steps

In order to give orientation to trainers in training management, a set of Performa on training budget, selection of participants,

evaluation of training, etc., has been appended to the book. The annotated bibliography is used at the end of the book

STRENGTH OF THIS BOOK

The book contains a wide variety of activities & well segmented,

The language of the book is easy,

The book has 12 chapters,

The main focus is on the training,

Each activity is presented in uniform way, keeping in the mind every aspect.

WEAKNESS OF THE BOOK

The interaction between trainer & trainee as it has not been stated at all.

Absence of examples.

WHOM IT WILL BE USEFUL FOR

This book will be very useful for the trainers. The book is a blend of too many activities in one.

IMPLICATIONS IN TRAINING

The Book is useful mainly for trainers. It would help to the training institute for preparation of training events and evaluation of

training. It would also help to the learner for the self-development and training implications.

SUMMARY

The book “Training Methodology & Management” is very helpful to the training function. It emphasized on identification of

training, designing of training, execution of training and assessment after training. There are many books available related to

training. However, this kind of book is very rare. The activities mentioned in this book are specific to bring about change in

people.

*****





STUDY OF SATISFACTION TOWARDS IMPLEMENTATION OF

TRAINING AND DEVELOPMENT PROGRAMME IN

PUBLIC SECTOR BANKS AND PRIVATE SECTOR BANKS OF MAHARASHTRA

Prajakta Tembhurne40 Dr. Sangita Jiwankar41

ABSTRACT

The importance of human resource department is increasing day by day. The fact that, appoint person with key skills in the

key positions, accelerates the growth of the organization is being understood by the management. All also know the

importance of experienced persons. Then with the changing technology and demand of the customers, availing training and

development programme to the employees is the key of success. Human resource department organizes such kind of trainings

to enhance the skills. Thus, training and development department has to play crucial role in today’s organizations. It happens

many a times that the trainer designs a plan of training and the participants attend the training but the impact of training is not

up to the mark. This indicates the requirement of evaluating the impact of training. There has been considerable emphasis in

recent years upon the development of training policies. It becomes important to know significant dimensions of training and

analyze its impact. The researcher has undertaken the survey of banking industry from Maharashtra and tried to find out the

satisfaction level of trainers as well as participants. Respondents were chosen from both public sector banks as well as private

sector banks. The study involves satisfaction level of 400 respondents for various aspects of training.

KEYWORDS

Training, Development, Public Sector Bank, Private Sector Bank, Participants etc.

INTRODUCTION

The human resource department plays key role of providing appropriate personnel. The need of the generation is to provide

resource who understands new technology. The speed of change in technology is very fast. Therefore, importance of various

training and development activities is increasing. Various literatures are available on training and development. Training context

is defined as those situational factors, which affect the training effectiveness. It includes factors before the starting of the

programme, during the programme and after the programme. The important factors before starting the programme are preparation,

learning motivation and expectations; while during the programme are areas of satisfaction or dissatisfaction, training facilities,

and other facilities; and after the programme are cost, organizational support, or facilitating use of training. The success of any

training programme depends upon many factors in addition to the actual delivery of knowledge.

LITERATURE REVIEW

Jim Lyon1 in 1999, conducted study on Canadian banks. Researcher studied Private Sector Banks Investment in employee training

and education. This industry has responded to heightened competition, major technological change and the trend towards

knowledge-based businesses. Compared with their own past performance and with other Canadian industries the banks investment

in training is impressive. The author clearly state that according to Canadian bankers Association survey of 1997 training practices

and expenditures by 6 major banks and their subsidiaries show a 12.3% jump in training investment over 1995 levels and increase

of 53.2% over 1992.

In 2005 Robert W. Rowden, Clyde T. Conine Jr2 examined workplace learning and job satisfaction in small, commercial US

banks. A survey was conducted and the collected data was tested for correlation. The study found a statistically significant

relationship between the workplace learning variables and the job satisfaction variables. Further the linkages between the

opportunities for learning in the workplace with how satisfied employees are with their jobs. The study also establishes the

importance of informal and incidental learning, rather than formal learning. The author Emphasize the need for managers to make

learning opportunities available to enhance overall job satisfaction. In addition, helps place the need for expenditure on non-

formal learning, not just formal learning where all the money is usually spent. Few studies have looked at the role of workplace

learning in small businesses. Very few have linked workplace learning to the things that make people feel good enough about their

work to stay on with a company. This study also solidifies the need to focus on something besides “training.”

Shahaida P. and Rajendra Nargundkar3 (2006), This paper investigates the possibilities of formally training managers for effective

informal communications in the workplace. Although business communication is taught extensively in most B-schools and in the

corporate world, limited attention is paid to train students or managers on how to deal with informal communication, i.e.,

grapevine activity, rumor, gossip or communication”. Research has conclusively indicated that informal communications can be

40Assistant Professor, Savitribai Phule Pune University, Maharashtra, India, [email protected] 41Associate Professor, Department of Commerce, Dhanwate National College, Maharashtra, India, [email protected]







any other communication, which does not fall in the purview of “formal which affect decision making in organizations-favorably

or otherwise. In this paper, the role of informal communication is established through extant literature review. After critical

evaluation of variables, conceptual models are proposed for “informal communication” and “training managers in effective

informal communication”. Ron Kaufman’s4, 10 Ways to Maximize the Impact of Training is another work referred to by the

researcher. The author viewed training as an essential investment in today’s changing and competitive environment. The author 's

key guidelines for management and staff interaction to maximize the impact of training (investment) ‘before', 'during' and' after'

the training programme are worth mentioning.

PRESENT STUDY

The researcher conducted a survey of public sector bank employees as well as private sector bank employees. A total of 427

respondents participated in the survey. Out of which 400 were considered. They belong to different banks, different age groups,

and different levels of seniority and expertise and from both genders. The researcher tried to take the mixed group to get overall

understanding. In this study, the researcher tried to compare the satisfaction level of the respondents from private sector and

public sector banks. For the purpose of analysis, the collected data has been quantified. The responses of the participants i.e.

Strongly Satisfied, Satisfied, Neutral, Dissatisfied, Strongly Dissatisfied has been given the numerical values 5,4,3,2, and 1

respectively. The data collected from four questionnaires have been grouped under the various variables. For writing this paper,

the data for Strongly Satisfied and Satisfied is considered as satisfied respondents for that particular aspect. As the number of

respondents from public sector banks is not same as those from private sector banks, percentages are used for comparison.

As discussed above, training context is defined as those situational factors, which affect the training effectiveness. It includes

factors before the starting of the programme, during the programme and after the programme. The important factors before

starting the programme are preparation, learning motivation and expectations; while during the programme are areas of

satisfaction or dissatisfaction, training facilities, and other facilities; and after the programme are cost, organizational support, or

facilitating use of training. The success of any training programme depends upon many factors in addition to the actual delivery of

knowledge. Thus, satisfaction of respondents is compared from this entire different factor for all the three stages and compared

between private sector and public sector banks.

Table-1: Respondents opinion regarding Satisfaction of Training Context: Prior to Training

(All the figures in Percentages)

Public Sector Private Sector

Training Policy 54.1 81.1

Training Need Analysis 45.9 75.7

Staff Participation in Determining their Training 43.2 81.1

Emphasis on developing managerial competencies 63.5 40.5

Emphasis on developing human relations competencies 60.8 73.0

Briefing and Debriefing 56.8 56.8

Sources: Primary Data

This shows that the satisfaction level of respondents from private sector banks is much higher than public sector banks except for

emphasis on developing managerial competency. As well, both sectors satisfaction is at par for briefing and debriefing the

importance of training.

Table-2: Responses towards Learning Motivation


Public Sector Bank Private Sector Bank

Enthusiasm to attend training 92.0 28.8

Training Need Analysis 58.1 21.6


This shows that in both enthusiasms to attend the training and training need analysis, public sector banks have more agreement

against the private sector banks.

Table-3: Right Understanding on the Training to be Attended


Expectation Public Sector Bank Private Sector Bank

Trainees 77.9 21.2

General Staff 60.8 21.6






This shows that the Public Sector banks are having more agreement towards trainees and general staff than that of private sector.

Table-4: Respondents opinion regarding Satisfaction of Training Context: At the Time of Training

Training Management Public Sector Bank Private Sector Bank

Training Facilities 88.5 25.6

Supportive Facilities 77.9 23.1


This shows that in both factors to provide facilities public sector banks respondents are more satisfied than private sector.

Table-5: Respondents opinion regarding Satisfaction of Training Context: After the Training

Public Sector Bank Private Sector Bank

Cost - Benefit / Economic Viability 81.3 31.3

Training Follow- up 50.0 19.8

Evaluating Training Performance 56.0 27.0

Line Manager’s support in training utilization 40.5 19.8

Provision of reflection time in training utilization 25.7 23.4


This shows that after training when it comes to implementation public sector respondents are more satisfied than privates sector

bank respondents.

CONCLUSION

The study concludes that at the time of planning the training private sector respondents are satisfied but at the time of conduct of

training or after the training public sector banks respondents are more satisfied. Both sectors should consider this for effective

organization of training programme. The technology is growing its spread and therefore the requirement of more and more

focused trainings will increase.

REFERENCES

1. Jim, Lyon. (1999, March/April). Banks lead private sector in investment in training. Canadian Banker, 106(2), 16.

2. Robert, W. Rowden, & Clyde, T. Conine Jr. The impact of workplace learning on job satisfaction in small US

commercial banks. Journal of Workplace Learning, 17(4), 215-230.

3. Shahaida, P., & Rajendra, Nargundkar. (2006, April-June). Training managers for “Between you and me” experiences.

Vision-The Journal of Business perspective, 10(2).

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STUDY OF TRAINING AND DEVELOPMENT AS A SUCCESS CATALYST

Prajakta Tembhurne42 Dr. Sangita Jiwankar43

ABSTRACT

After globalization, organizations have focused their attention to human resources. To sustain in the market organizations have

to adopt new technology or rely on outsourcing. The best way is to accommodate new technology or take it on lease or so. For

not only technology but also the service sector recognized various aspects of dealing with the customers/ consumers initiates

the need of change in approach of the employee. This all requires training and development to the available human resources.

The training could be technical training of handling the machinery or it could be soft skills training to deal with the consumers

or competitors. Every organization has different strategies to arrange training and development programmes. In this paper

researcher tried to study training and development as a success promoter through issues in various industries across the world,

through various research papers.

KEYWORDS

Globalization, Strategy, Technology, Training, Development etc.

INTRODUCTION

The study of human resources is very complicated due to variations in the individuals. Many a times it is observed that the

requirements are similar for the demographic groups. The demand of training or development also changes with the type of

industry. The service sector has to undergo rigorous training of soft skills and if there is launch of new technology then of

technical training. Manufacturing units generally focus on technical training; as to handle the upgraded machinery, you need to

develop the skills of the resources working on that machinery. Different countries have different political and social conditions,

they add for the requirement according to their need. Here the researcher have taken the over view of available literature on

training and development in different countries on various training needs.

According to Geary A. Rummler1 (2001), determining training needs is the process of establishing the critical linkage between

performance needs and knowledge and skill requirements. The author reviewed four approaches to determine training needs viz.,

performance analysis, task analysis; competency studies and training need survey. In addition, the author concluded that

determining training needs' is the starting point of all training efforts. Stéphane Renaud, Lucie Morin, Julie Cloutier2 (2006),

conducted a study to investigate whether gender and managerial status correlates significantly when voluntary participation in

training is expected. This theoretical foundation rests on human capital and systematic discrimination theories. Data come from

the computerized records of a bank's employees. Results show that both gender and managerial status have a differential impact

on participation in voluntary training: women participate more than men and managers' participation is higher than non-managers'

participation. In addition, individual characteristics and productivity-related variables impact differently on participation by

gender and managerial status. The results showed that the probability of participating in voluntary training varies according to

gender and managerial status. This probability is explained in particular by the differential effect produced by the individuals'

productivity-related characteristics that is age, gender, managerial, schooling, organizational tenure and part-time status.

STRATEGIES OF TRAINING AND DEVELOPMENT PLANS

Andrew Crosby3 (2000), in the research paper, ‘Training is Changing Call Centre Perception’, explained how training was

changing the call centre Industry to become mature alongside the expansion of the workforce and the fast moving evolution of call

centre technologies. He criticized some organizations, which paid only lip services to the training of the people. Diane Bailey4

(2000), discussed the process for Identifying training needs, the advantages of a well-planned and effectively conducted training

needs analysis and the various steps to carry out an effective training needs analysis. The author's discussion on his nine key steps

to carry out an effective TNA is worth mentioning. Kishanjit Basu and P. Satish5 (2001), discussed various aspects and strategies

of training in banks. The authors disclosed that while upgraded technology calls for training in hardware as well as software, the

methods and content of training delivery were also likely to undergo change. Computer based training, distance learning, Internet

based training, etc. would be increasingly used in the emerging scenario. The authors also focused the skills and attitudes to be

covered by any bank-training curriculum.

According to Carry Platt6 (2001), Training contributions to the organizations highlighted a range of approaches or options which,

if adopted and developed properly, could contribute not only to the bottom - line of business but also to the core of the business.

The author also discussed competency frameworks and pointed out that competency framework should be defined and agreed

42Assistant Professor, Savitribai Phule Pune University, Maharashtra, India, [email protected] 43Associate Professor, Department of Commerce, Dhanwate National College, Maharashtra, India, [email protected]







between strategic, tactical, and operational management not picked out of air without much thought. Phil Race7 (2001), evaluating

Training Resources viewed that video is a great medium, but remains one of the least well used. Video can enrich training

sessions, and can cause high learning pay-off for trainees. The author also discussed how people actually learn from video and

how trainers can help them to learn more from it.

TRAINING AND DEVELOPMENT PROGRAMMES IN MULTINATIONAL COMPANIES

Connie Zheng, Paul Hyland, Claudine Soosay8 (2007), explored a range of training practices adopted by multinational companies

(MNCs) operating in Asia. It investigated the level of training expenditure, the nature of training programs offered and the

concerns about training in MNCs. Data were obtained through a survey of 529 MNCs operating in six Asian countries to examine

the average cost spent on training and the type of training programs offered to different groups of employees. The respondents

were also asked to indicate their perceptions on the training provided and how effective the training has on firm performance. It

appears that MNCs invested significantly in training. Training was found to be more widespread in service organizations than

manufacturing organizations operating in Asia. The majority of training emphasized managerial and professional staff

development; and was generally conducted externally. Respondents were concerned mainly with the quality and relevance of

training programs offered externally. The results provide MNCs, especially those headquartered in European and other Western

countries with insights into designing and offering more relevant and better quality training programs to their employees located

in Asian subsidiaries. Changuk Lee, Kye-Sung Chon9 (2000), conducted the study in the restaurant industry dealing with diversity

in terms of its workforce, international customers and multinational business operations. Acknowledging diversity through

multicultural training is beginning to appear in some restaurant companies. This study investigates how franchised restaurants

utilize multicultural training programs from a training cycle approach. The findings indicate that high employee turnover rates are

the primary reason that the majority of companies do not have a cultural diversity-training program. Companies with a diversity-

training program report that such training is successful in improving interpersonal cross- cultural skills.

Training Issues at Oman

AI-Lamki, Salma Mohammed10 (2000), in their paper addressed the issue of Human Resource Management (HRM) and training

with particular emphasis on Omanization (the replacement of expatriate with Omanies) in the Sultanate of Oman. First, the paper

discussed an overview of the -human resource management practices in the Gulf Cooperation Council (GCC) countries and the

emerging economies of East Asia. This is followed by the specifics of the Sultanate of Oman's experience outlining the national

policies on human resource management & training and government supported Omanization schemes and incentives. Finally, the

author recommends an integrated and holistic three tier strategic framework for human resource management and training in the

Sultanate of Oman.

Training Issues at Poland

Abdelgadir N. Abdelhafiz Elbadri11 (2002), studied about Polish economy. Since the Polish economy shifted to the free market in

1990, Polish companies have had to pay more attention to internal and external training activities to help their organizations

compete effectively and survive in a market-driven system. The aim of this study was to take a comprehensive look at the training

practices and activities after quite a large amount of money has been invested on training and development since 1990. This study

involved a survey of 30 Polish companies. The study described standard training practices and how Polish companies adhere to

accepted practices in determining training needs, developing training programs, and assessing training outcomes. The major

findings were that many companies neglect to assess training needs and fail to evaluate the results of their training efforts.

Recommendations and suggestions for improvement are provided.

Training Issues at Kuwait

Ahmad Al-Athari, Mohamed Zairi12 (2002), examined the current training evaluation activity and challenges that face Kuwaiti

organisations. The study sample was five UK organisations (recognized as best practice organisations in their T&D activities) and

77 Kuwaiti organisations (40 government and 37 private). Interviews and questionnaires were used. The study reveals that the

majority of respondents, both in government and in private sectors, only evaluate their training programme occasionally. The most

popular evaluation tools and technique used by government and private sectors were questionnaire. The most common model used

by Kuwaiti organisations is the Kirkpatrick model, while the most common level of evaluation for both government and private

sector is reaction type.

Training Issues at Nigeria

Orgun13 (2002) has made a study aimed to evaluate the management training programme of Guinness Nigeria PLC. With a view to

determining its effectiveness, a questionnaire titled Management Training and Development questionnaire has been administered

to 50 management staff of a company. Analysis of the data obtained from the field by means of research instrument showed that,

the management staff have perceived the management-training programme provided by the company as relevant, adequate and

effective in terms of their job performance.





Training Issues at Taiwan

Wei-Chi Tsai, Wei-Tao Tai14 (2003), examined whether employees’ perceived importance of the training program would be one

variable that mediates the relationship between training assignment and training motivation. Data were collected from 184

employees belonging to 18 banks who attended government-sponsored training programs in Northern Taiwan. Participants were

asked to complete two questionnaires: one at the beginning of the training program and the other at the middle. Results supported

hypothesis showed that, compared to those who were volunteers, the employees who attended the training on a mandatory basis

had a higher motivation for training. Moreover, organizations that force their employees to attend a given training program send

out a clear message to employees that such training is important. As employees perceive the training; the achievement of

organizational objectives, their training motivation increases.

Training Issues at India

Riyaz Rainaye15 (2004), This study empirically examines the training policy in two commercial banks, namely, State Bank of

India and Jammu & Kashmir Bank Limited. The focus is on the various facets of training including Management’s attitude

towards training, training inputs, quality of training programmes and transfer of training to the job. Whereas it records that, the

training scenario is largely satisfactory. It evaluates the opinions of the employees of two cadres of both banks: in particular, that

it can be made fully effective only when the training needs assessment and transfer of training to the job are considerably

improved, besides bringing in finer improvements in other dimensions. To be meaningful, training has to be amalgamated with the

overall HRD strategy of the banks. Training programmes must be scientifically evaluated to ensure that both their content and

method are precisely relevant to the needs of the banks, which in them invest effort, time and money.

Purva G.Hegde Desai, Maria Aradhana, Babu P. George16 (2006), this paper attempts to outline the differences in customer

characteristics and demands, along with employee responses across the two service industries, namely banks and hotels. The

authors have conducted a survey-based research on the theme of customer complaints in these two industries. The authors

suggested that memorable experience for the customers could be created only with a continuous search and re-search into the

customer psyche in each sector, rather than placing reliance on generic exploration and mass marketing strategies. Mohammed

AlMadhoun17 (2006), discussed the relationship between obstacles and weaknesses facing the development of MTPs and SMEs.

In recent years, many management-training programmes (MTPs) of an off-the-job nature have been established in Palestine, after

the peace agreement, in order to find a solution for apparent lack of managerial strength, especially amongst SMEs. To

demonstrate the effects of obstacles on SMEs, different but relevant sets of variables were employed. The logistic regression

model was used to determine and analyze the effects of the independent variables on the dependent variables. To a large degree,

the variables established the validity of the research hypothesis that “there is a relation between some obstacles and weaknesses

and SMEs' development”. However, the primary data were generated through a survey of SME managers who have participated in

management development training programmes in Palestine. It can be concluded quite clearly that generally there is a relationship

between the acquisition of some obstacles and weaknesses and the development of SMEs. Moreover, managerial factors are prime

determinants of the development, failure or survival of SMEs. Logistic regression shows that the relation between the

development of SMEs and obstacles and weaknesses is significantly positive. Previous findings and research results can be used

to enhance the strategic planning and hence the performance of small businesses. However, there is much to be done in terms of

managerial development for greater efficiency.

CONCLUSION

Determining training needs' is the starting point of all training efforts. Demographic characteristics affect voluntary participation

in training. Computer based training, distance learning, Internet based training, etc. would be increasingly used in the emerging

scenario. Different modes like audio, video trainings are used in training and development programmes to increase the impact.

Respondents were concerned mainly with the quality and relevance of training programs offered externally. The results provide

MNCs, especially those headquartered in European and other Western countries with insights into designing and offering more

relevant and better quality training programs to their employees located in Asian subsidiaries. Companies with a diversity-training

program report that such training is successful in improving interpersonal cross- cultural skills. Thus, it shows that training and

development can help as catalyst in improving the human resources.

REFERENCES

1. Geary, A. Rummler. Robert L. Craig (Ed.), Determining Needs, Training and Development, pp. 217-247. New Delhi:

McGraw-Hill Book Company.

2. Stephane, Renaud, Lucie, Morin, & Julie, Cloutier. Training practices of multinational companies in Asia. Journal of

European Industrial Training, 31(6), 472-494.

3. Andrew, Crosby. (2000, April). Training is changing call centre perception. Training Journal, 18-21.





4. Diane, Bailey. (2000, April). Training needs analysis. Training Journal, 27-29.

5. Kishanjit, Basu, & P., Satish. (2001, October-December). Training srategies in the emerging Hi-Tech banking

environment. IJTD Journal, 13-19.

6. Carry Platt6 (2001, May). Training contributions to the organizations. Training Journal, 10-11.

7. Phil Race7. (2001, November). Evaluating training resources – II. Training Journal, 22-24.

8. Connie, Zheng, Paul, Hyland, & Claudine, Soosay. Exploring potential factors leading to effective training: An

exclusive study on commercial banks in Cambodia. Journal of Management Development, 26(9), 843-856.

9. Changuk, Lee, & Kye-Sung, Chon. An investigation of multicultural training practices in the restaurant industry: the

training cycle approach. International Journal of Contemporary Hospitality Management, 12(2), 126-134.

10. AI-Lamki, & Salma, Mohammed. (2000, June). Omanization: A three-tier strategy framework for human resource

management and training in the Sultanate of Oman. Journal of Comparative International Management.

11. Abdelgadir, N. Abdelhafiz Elbadri. Training practices of polish companies: An appraisal and agenda for improvement.

Journal of European Industrial Training, 25(2/3/4), 69-79.

12. Ahmad, Al-Athari, & Mohamed Zairi. Training evaluation: An empirical study in Kuwait. Journal of European

Industrial Training, 26(5), 241-251.

13. Orgun. (2002, January-March). Evaluation of Management training and Training and Development programme of

Guinness Nigeria PLC. Indian Journal of Training and Development, XXXII(1), 23-28.

14. Wei-Chi Tsai, & Wei-Tao Tai. Perceived importance as a mediator of the relationship between training assignment and

training motivation. Personnel Review, 32(2), 151-163.

15. Riyaz, Rainaye. (2004). Training Effectiveness in Public Sector and Private Sector Commercial Banks A Micro-Level

Comparative Study. Management & Change, 8(1 & 2), 49-67.

16. Purva, G.Hegde Desai, Maria, Aradhana, & Babu, P. George. (2006, January-June). Sensitizing the service providers to

sector specialties: Studies in tourism and banking. PCTE Journal of Business Management, 3(1), 24-29.

17. Mohammed AlMadhoun. Participation in voluntary training activities in the Canadian banking industry: Do gender and

managerial status matter?. International Journal of Manpower, 27(7), 666-678.

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