PROJECT REPORT

ON
Job satisfaction of employees in Education Institutes

Submitted in partial fulfillment of requirement of Bachelor of

Business Administration (B.B.A) General

BBA VIth Semester (B) (Evening)

Batch 2012-2015
Submitted to:
MS. RUPSHA BURMAN
ASSISTANT PROFESSOER

Submitted by:
ROHAN MANKOTIA
15224501712

JAGANNATH INTERNATIONAL MANAGEMENT SCHOOL

KALKAJI
1

ACKNOWLEDGEMENTS
A lot of effort has gone into this training report. My thanks are due to many
people with whom I have been closely associated.
I would like all those who have contributed in completing this project. First of all, I
would like to send my sincere thanks to MS. RUPSHA BURMAN for her helpful
hand in the completion of my project.
I would like to thank my entire beloved family & friends for providing me monetary
as well as non monetary support, as and when required, without which this
project would not have completed on time. Their trust and patience is now
coming out in form of this thesis

EXECUTIVE SUMMARY
Employee satisfaction and retention have always been important issues for physicians.
After all, high levels of absenteeism and staff turnover can affect your bottom line, as
temps, recruitment and retraining take their toll. But few practices (in fact, few
organizations) have made job satisfaction a top priority, perhaps because they have failed
to understand the significant opportunity that lies in front of them. Satisfied employees
tend to be more productive, creative and committed to their employers, and recent studies
have shown a direct correlation between staff satisfaction and patient Satisfaction.1
Family physicians who can create work environments that attract, motivate and retain
hard-working individuals will be better positioned to

succeed in a competitive health

care environment that demands quality and cost-efficiency. What's more, physicians may
even discover that by creating a positive workplace for their employees,
Theyve increased their own job satisfaction as well.
Job satisfaction is one of the important factors which have drawn attention of managers in
the organization as well as academicians. Various studies have been conducted to find out
the factors which determine job satisfaction and the way it influences productivity in the
organization.

Though there is no conclusive evidence that job satisfaction affects

productivity directly because productivity depends on so many variables, it is still a prime

concern for managers.
Job satisfaction is the mental feeling of favorableness which an individual has about his
job. DuBrins has defined job satisfaction in terms of pleasure and contentment when he
says that:
Job satisfaction is the amount of pleasure or contentment associated with a job. If
you like your job intensely, you will experience high job satisfaction. If dislike your job
intensely, you will experience job dissatisfaction.

CERTIFICATE OF COMPLETION

I hereby certify that the student has completed the project under my guidance on the title
Job satisfaction of employees in Education Institutes.

MS. RUPSHA BURMAN

ASSISTANT PROFESSOER

ROHAN MANKOTIA
15224501712

CONTENTS

Description
Chapter I- Introduction to the topic
Chapter II- Objectives and Literature Review
Chapter III- Industry Profile
Chapter IV Research Methodology And Sample Design
Chapter V Analysis And Findings
Chapter VI Conclusion
Chapter VII Bibliography And References

Page No.
6
33
62
84
88
99
101

Chapter IIntroduction to the topic

Employee satisfaction is a measure of how happy workers are with their job and working
environment. Keeping morale high among workers can be of tremendous benefit to any
company, as happy workers will be more likely to produce more, take fewer days off, and
stay loyal to the company. There are many factors in improving or maintaining high
employee satisfaction, which wise employers would do well to implement.
To measure employee satisfaction, many companies will have mandatory surveys or faceto-face meetings with employees to gain information. Both of these tactics have pros and
cons, and should be chosen carefully. Surveys are often anonymous, allowing workers
more freedom to be honest without fear of repercussion. Interviews with company
management can feel intimidating, but if done correctly can let the worker know that
their voice has been heard and their concerns addressed by those in charge. Surveys and
meetings can truly get to the center of the data surrounding employee satisfaction, and
can be great tools to identify specific problems leading to lowered morale.
Many experts believe that one of the best ways to maintain employee satisfaction is to
make workers feel like part of a family or team. Holding office events, such as parties or
group outings, can help build close bonds among workers. Many companies also
participate in team-building retreats that are designed to strengthen the working
relationship of the employees in a non-work related setting. Camping trips, paintball wars
and guided backpacking trips are versions of this type of team-building strategy, with
which many employers have found success.
Of course, few workers will not experience a boost in morale after receiving more money.
Raises and bonuses can seriously affect employee satisfaction, and should be given when
possible. Yet money cannot solve all morale issues, and if a company with widespread
problems for workers cannot improve their overall environment, a bonus may be quickly
forgotten as the daily stress of an unpleasant job continues to mount.
If possible, provide amenities to your workers to improve morale. Make certain they have
a comfortable, clean break room with basic necessities such as running water. Keep
facilities such as bathrooms clean and stocked with supplies. While an air of
professionalism is necessary for most businesses, allowing workers to keep family photos
7

or small trinkets on their desk can make them feel more comfortable and nested at their
workstation. Basic considerations like these can improve employee satisfaction, as
workers will feel well cared for by their employers.
The backbone of employee satisfaction is respect for workers and the job they perform.
In every interaction with management, employees should be treated with courtesy and
interest. An easy avenue for employees to discuss problems with upper management
should be maintained and carefully monitored. Even if management cannot meet all the
demands of employees, showing workers that they are being heard and putting honest
dedication into compromising will often help to improve morale.
How to improve employee satisfaction?
Factors that can improve employee satisfaction:
Organization development
Shared mission or vision: In many organizations, employee doesnt know what is
mission, vision, objects. Building a corporate culture that requires employees to be an
integral part of the organization can be an effective way of getting the most from the
talents or competencies brought to the organization by each employee.
Feedback programs: These programs will help organization what is opinions of their
employees.
Work itself
You can increase job satisfaction by
Job rotation
Job enlargement: knowledge enlargement, task enlargement.
Job enrichment
Compensation and benefits
8

Policies of compensation and benefits are most important part of organization. But you
should build your policies at suitability not the best.
Appraisal program
You should build the proper evaluation and fair and encourage employees perform work.
Relationship with supervisors
Relationship with management is the key factor often happen dissatisfaction of
employees. The company should have policies to:
Management must be fair treated with staff.
Ready to help them.
Full training for staff
Ready to listen and respond to employee.
Promotions and career development
Develop programs to promote all titles in the organization.
Develop training programs for employees
Build programs for career development of each title.
Build corporate culture
Build channel of communication in organization
Relationship with coworkers
Build sharing culture.
Working condition and environment
9

 Build occupational health and safety program.

Improvement programs of employee satisfaction
HR department must have the monitoring methods for improvement programs of
employee satisfaction. Many organizations just do appraisal of employee satisfaction but
not pay attention to role of monitoring.
Build solutions to improve satisfaction
Training all level of management about the importance of satisfaction and methods to
increase satisfaction.

Employees by them self

Hiring the right employees:
Clearly defined and communicated employee expectations.
Process of improvement
Identification of method used:
You should identify methods that can be implemented to improve the assessment
satisfaction of employees.
Determining the level of satisfying the question
Example rating scale of relation with supervisors is 2.2/5. And you intend to
implement 2 solutions and the expectation scale is 4/5.
Determining the increasing rate of each method.
You get a new level satisfy subtract satisfying old level, in example above is
10

4 2.2 = 1.8.
Total of the increasing scale is 8 for example. Methods to improve factor:
relation with supervisors accounting for (1.8 / 100 = 22.5%.)
2.4 Method options.
Depending on the desire to resolve issues of the business.
Depending contain any mn levels need to resolve.
Depending on the resources of the business. Mainly resources can improve satisfaction of
employees is money, time, workforce of management, management methods. You can
change the resources at many different levels to consider the rate of change as part of the
2.3.
Employee satisfaction index
1. Definition of employee satisfaction index (ESI)
Employee satisfaction index is a index to measure satisfaction of employee in an
organization.
2. How to calculate ESI?
There is a five-point scale in the questionnaire or survey from employee responses. They
are
Strongly Agree,
Agree,
Undecided,
Disagree,
Strongly Disagree.
You should remark number attached, include strongly agree (5) to strongly disagree (1).
11

Then, total number of questions with answers against each response is calculated (5, 4, 3,
2, 1).
Identify total point of each response.
Identify total number of questions answered
ESI = ( total point / total question ) * 100.
3. Analyze employee satisfaction index
You can identify ESI by company, department, fieldand then, you can use 80/20
principle or Pateto tool to analyze employee satisfaction.
Importance of employee satisfaction
1. Importance of employee satisfaction for organization
Enhance employee retention.
Increase productivity.
Increase customer satisfaction
Reduce turnover, recruiting, and training costs.
Enhance customer satisfaction and loyalty.
More energetic employees.
Improve teamwork.
Higher quality products and/or services due to more competent, energized employees.
2. Importance of employee satisfaction for employee
Employ will believe that the organization will be satisfying in the long run.
They will care about the quality of their work.
They will create and deliver superior value to the customer.
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 They are more committed to the organization.

Their works are more productive.
Factors influences to employee satisfaction
1. Organization development factors
Brand of organization in business field and comparison with leading competitor.
Missions and Vision of organization.
Potential development of organization.

2. Policies of compensation and benefits factors

Wage and salary
Benefits
Rewards and penalties

3. Promotions and career development factors

Opportunities for promotion.
Training program participated or will do.
Capacity of career development

4. Work task factors

Quantity of task
Difficult level of task
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5. Relationship with supervisor factors

Level of coaching
Level of assignment for employee
Treatment to employee etc

6. Working conditions and environment factors

Tools and equipment
working methods
Working environment

7. Corporate culture factors

Relationship with coworkers
Level of sharing etc

8. Competencies, Personalities and Expectations of employee factors

Competencies and personalities of employee are suitable for job?
Expectations of employee are suitable for policies of organization?

Procedure of employee satisfaction

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STANDARD OPERATING PROCEDURE (SOP) FOR

EMPLOYEE SATISFACTION
1. Purpose of procedure of employee satisfaction:
Develop or change the policy for satisfaction of employees.
Knowledge, satisfaction and expectations need to be measured in order to develop
company prepared for tomorrow.
To derive and analyze the current satisfaction level of the employees in the company.
Assessment of the management developmental needs and areas of improvement.
Assessment of level of progress in performance improvement and overall companys
climate.

2. Policies of employee satisfaction:

The employee satisfaction survey is carried one time per 3 months.
The sample size for the survey is about 40% of the total / target population. The total /
target population for the employee satisfaction survey includes the complete employee
strength at the company.
3. Steps of implementing employee satisfaction:
Step 1 Employee satisfaction study / research.
Each quarter, HR Manager reviews the information needed to determine the satisfaction
of employees based on the following basis.
Information and results of the survey times before.
Comments by company directors.
Proposal by HR staff and Department managers.
15

 Other contents in the purpose of this process.

Step 2 Develop evaluation plan:

Pursuant to the need to evaluate, HR Manager create a draft of content assessed in the
form and attached this procedure.
HR manager also discuss with other manager about content, method assessed. Then the
draft must be sent to director for approval.
Methods of appraisal also indicate clearly. You also use employee satisfaction survey
software for appraisal.
Step 3 Transfer form to employees:
Pursuant to the plan was approved by Director, HR manager deployed to HR staff do the
following:
Photo sufficient number of survey.
Preparing small envelope enough based on number of survey.
Preparing large envelope by department.
Deployment to Manager / Supervisors about survey plan.
Move the survey to department heads. Each employee will be received 01 form attached
with an envelope.
When employees complete the assessment, they must be closed envelope by pasting on
it, send to the department head.
Head of department is responsible for collecting envelope and then send to HR
department.
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Step 4 Gather and analyze data:

Next time 3-5 days from the date of distributing survey, HR department is responsible
for collecting survey and send it to director.
Based on the opinions of staff, Director of the company will assign people to enter and
analyze data.
Analysts are responsible to analyze survey data and preparation of reports.
Presentation of results to directors, department managers.
Communication of the results to employees through employees meeting, Company
newsletters, memoranda and feedback meetings conducted by trained leaders to clarify
and identify issues.
Development of plans by department managers to respond to issues identified in
feedback sessions.
Step 5 Implement improvement.
HR department is responsible for implementing improvement solutions, supervising
result and reporting result to director.
3. Deployment of procedure:
This document was distributed to Board of Directors, all departments.
Head of personnel is responsible for guiding the staff of this document (requires
employees to sign).
The guidelines for staff to be in the minutes of instructions and procedures and training
on latest 1 week from the date of receiving the document.

How to maintain employee satisfaction?

17

You should remember that achieving results were difficult but keeping the results are
more difficult
To maintain employee satisfaction, you can use 2 solutions as follows:
1. Determining suitable frequency of appraisal
Appraisal frequency should be at least 3 or 6 months / time. This help you regularly
review satisfaction trends of employees.
For some department, you should increase appraisal frequency for them because of lack
of management skills or unsuitable personalities.
Many organizations only perform appraisal satisfaction of employees 1 time per year,
simply by applying the standard management rather than the needs of the organization.
This is a very long time because the dissatisfaction of employees can occur at any time.
2. Implementation of feedback program regularly
You can not assess satisfaction of employees every month because it is very timeconsuming. So how you know the opinions of employees? You can implement the
program on the response of employees monthly or suddenly when a problem happened.
The feedback of the staff are their comments, attitudes about problems that will occur or
has occurred.
The feedback can conduct independent or attached to the assessment of the work month

How to measure employee satisfaction? We can conduct a employee satisfaction survey

by methods as follows:
1. Job Descriptive Index (JDI)
Job Descriptive Index is a scale used to measure five major factors associated with job
satisfaction: Work itself, Supervision, Pay, Promotion, Co-workers. The JDI was first
introduced in 1969 and since then has been used by over 1,000 organizations in many
sectors.
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2. Job In General Scale (JIG)

Job In General Scale is a method of employee satisfaction and developed as a global
measure of job satisfaction.
JIG is similar to JDI, it introduced 1969 by Smith, Kendall, & Hulin, was modified in
1985 by the JDI Research Group.
3. Minnesota Satisfaction Questionnaire (MSQ)
The Minnesota Satisfaction Questionnaire (MSQ) is designed to measure an employees
satisfaction with their particular job.
Method includes 100 items measuring 20 facets of job satisfaction.
There are three version are available: two long forms (1977 version and 1967 version)
and a short form.
4. Satisfied / dissatisfied method
In this method, you just send a question form that include:
What is good thing in our company?
What is not good one in our company?
This method is suitable for emergency events and you need result in a short time.
5. Interview method
This method is used for:
Review all data collected from other method.
Review key person.

Whether the employee stays or goes, the employer is bound to suffer a financial loss of
some type. This is because "Disgruntled" costs money. If he or she leaves, there is the
19

cost of advertising, interviewing and training a new employee in addition to the training
already invested in "Disgruntled." If he or she stays, the costs, while just as high, can be
more difficult to measure. One of the costs can be lost productivity due to poor morale on
the part of both the "Disgruntled Employee of the Month," and the employees who must
work with "Disgruntled" on a daily basis. Also, statistically speaking, "Disgruntled"
probably also has a higher rate of absenteeism and on-the-job injuries than other
employees. All of these factors make "Disgruntled" an under-performing asset compared
to more satisfied employees.
There is currently a wealth of information available outlining the results of research on
positive employee motivation and retention strategies. A quick surf on the Net pulls up a
myriad of research on topics such as "Managing Human Capital." And new books, such
as The ROI of Human Capital and The HR Score Card, are selling even before they hit
the bookstores. When I read this literature, however, I find several recurring themes on
the types of management programs that build corporate value. These commonalties are:
1. Shared Mission or Vision: Organizations that have a mission or vision statement and
use it as a guide for decision-making find employees spend less time and resources on
non-income-producing activities when their people management strategies are aligned to
the mission. A team guided by a clearly stated and communicated mission is more costeffective and competitive than one where the mission is fuzzy or nonexistent.
2. Regular Employee Input and Feedback Programs: Building a corporate culture that
requires employees to be an integral part of the organization can be an effective way of
getting the most from the talents or competencies brought to the organization by each
employee. Allowing employees at all levels of the organization to share their ideas and
concerns will also help the company develop and maintain a safer and more productive
work environment. Knowing employees' feelings for, and levels of commitment to, the
organization can be essential to measuring whether people management programs are
producing the desired results.
3. Clearly Defined and Communicated job Expectations: When an organization makes
the decision to fill a new position, it has an idea of what will be expected of the new
20

employee. However, unless these expectations are clearly communicated, the result can
be disappointing for both the employee and employer. Such situations cause conflict and
inefficiencies in the workplace. Therefore, it is very important that the employer establish
a mechanism for making sure the needs of the organization are clearly communicated and
understood.
4. Regular and Fair Performance Feedback: Research has found that most employees in
today's economy want to believe that they contribute to the overall success of the
organization. However, if the employee is not sure how his or her job fits into the bigger
picture, an employer may suffer a reduction in productivity or morale. A well-designed,
consistently-applied and fair system for discussing the business goals, objectives and
individual employee contributions can be a valuable tool in ensuring each employee
becomes and remains an integral part of the organization's team.
5. Compensation, Benefits and Rewards Programs that are Aligned With Mission
Accomplishment: There is no way to overstate the importance of developing properly
aligned compensation, benefits and rewards programs. Employees emulate behavior that
they see being rewarded. When employees see executive and management employees
being rewarded for behavior or work product that does not support the stated mission
and/or vision of the organization, they may become disgruntled. These employees will
either change their own behavior to mirror the rewarded behavior or become disgruntled
with the lack of recognition they receive for "towing the line." Consequently, the work
group loses its mission alignment.
6. Promotion of a Diversified Work Force: Diversity in today's global market is much
different than the old Affirmative Action Plan that characteristically sits on the shelf in a
binder and gathers dust. A truly diverse work environment not only welcomes but also
encourages employees of different cultures and backgrounds. Such work environments
promote the sharing of new ideas, diverse points of view and employees who challenge
"the way we do things here."
7. Hiring the Right Employees: No, this is not a contradiction to the statements made in
the previous section. It actually is a compliment to diversity. Mission and vision are
21

guiding principles for employees as to why the organization exists, what services it
provides and how it operates. Corporate culture flows from the mission and vision.
Hiring the right people means not only finding employees with the necessary knowledge,
skills and abilities but also those who will be productive members of the organizational
work team. Bringing in an employee who does not understand or support the shared
mission and goals can be very disruptive and costly to the organization.
8. Comprehensive Employee Orientation and Integration Programs: Once an organization
has developed a clear mission, defined its expectations, developed and implemented
appropriate feedback and rewards programs and hired the right people, it is important to
make sure that all employees have the information and tools necessary to transition
smoothly into the work environment. Well-developed employee orientation and
integration programs help both new and current employees work together to form a
productive and satisfying work environment. Organizations that lack such programs can
find that it loses many new employees who just "never got off to the right start."
9. Strong Commitment to Training and Development Programs: One of the most
important benefits offered by many employers is employee personal development.
Employers that invest in personal development programs that encourage employees to
update skills and expand their knowledge base can directly contribute to bottom line
profitability. This is because the organization will remain competitive and be able to
adapt to market changes quickly, with little interruption in daily operations.
So, what does this all mean to the owners, beneficiaries or constituencies served by the
organization? Richard Rudman, in his article entitled "People Management and the
Bottom Line," found that research examining organizational productivity issues reached
the following conclusions:
* Job satisfaction and organizational commitment respectively explained 5 percent and 16
percent of variation in productivity while supervisory support, autonomy, training and
concern for employee welfare accounted for 10 percent of variation in profitability.
* Strategy accounted for less than 3 percent of the variation in profitability and research
and development accounted for 8 percent of the variation in profitability.
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The bottom line was that approximately 29 percent of the variation in productivity over a
3- or 4-year period could be attributed to how employers managed their human assets. In
summary, concern for employee welfare was identified as the single most-important
predictor of organizational performance.
Measuring Employee Satisfaction
In the traditional depiction of a Balanced Scorecard strategy map, the four perspectives
are stacked up on top of each other: learning & growth at the bottom and financial at the
top.

Sometimes, people think this implies that employees are the least important

perspective but a better interpretation is that employees are the foundation of a successful
organization. If employees dont understand your mission and dont have the correct
skills to achieve it, youre highly unlikely to be successful.
This shouldnt be surprising. Many studies have shown the linkage between employee
satisfaction and increased performance on customer and financial objectives. The
University of Sheffield in the UK conducted a research study designed to help explain the
difference in profitability between manufacturing companies. It found that people
management practices were better predictors of company performance than strategy,
technology or research and development. Employee satisfaction isnt just important; its
critical.
Some organizations have even managed to quantify the relationship. In 1997 a Fortune
Magazine article reported that Sears conducted an 820-store survey to determine the
impact of employee attitude on the bottom line. Analysis of the results by Claes Fornell
International Group, an organization made up of econometric statisticians at the
University of Michigan, showed that a 5-point improvement in employees attitudes
yielded a 1.3-point improvement in customer satisfaction, which in turn improved
revenue by 0.5%. Happier employees led directly to higher profits.
Because employee satisfaction is a good indication of future success, it should almost
always be one of the key performance indicators on your scorecard. As with my cautions
around measuring customer satisfaction in an earlier post. If you want to know if
employees are happy, its best to ask them.
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However, be careful with the questions that get used on many employee satisfaction
surveys. Many years ago, the HR department in the company worked for sent out a
single-question survey that asked how satisfied we were with our jobs on a scale of 0 to
4, with 4 being the highest. When the results came back, my department had the lowest
average score (2.6) of any group in the company. The HR VP solemnly explained that
my group was in danger of mass exodus and that my annual bonus was going to be
negatively affected.
In order to execute well-informed business decisions, managers need more than a ledger
of numbers to understand what is really taking place on the front line. The employees
who work day to day with the customers can provide invaluable feedback drawn upon
first-hand experience. Encouraging bidirectional communications in this matter can
create an organizational culture that breaks down silos and fosters teamwork between
management and their staff.
This type of employee-centric culture has an effect that extends beyond the internal
sphere of an organization it can actually affect a companys bottom line with a direct
and noticeable impact on profits. Take, for instance, the average annual turnover rate in
the United States. Depending on the industry, this can range from 15-40%. With that in
mind, consider also that it costs 10 times more to hire and train a new employee than
it does to retain one.
Furthermore, extensive research has shown that motivated and satisfied employees tend
to contribute more in terms of organizational productivity and maintaining a commitment
to customer satisfaction. Satisfaction is infectious and it indeed permeates across the
employee-customer boundary, where revenue and brand image are continuously at stake.
This whitepaper will demonstrate the significance of employee feedback and how
companies can successfully implement a program to positively impact both
organizational culture and ultimately bottom line profits.

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Why employee feedback matters ?

Feedback plays a critical role in helping an organization increase employee retention.
Creating and implementing a feedback process that encourages employees to engage in
continued dialogue creates a common voice for the employees. This shared voice can
help negate an employees perception of being an interchangeable part and
emphasizes his or her role as a vital component of a collective body that has a say in
shaping the organization.
Organizations that perform regular online employee satisfaction surveys and then take
action on that feedback take this a step further by promoting a true sense of influence to
go with the shared voice. This sense of influence can be a very critical element to
nurturing employee satisfaction. When the employees believe that they have a voice that
carries influence, it deepens their commitment to the organization and encourages a
continuous, positive dialogue. This dialogue ensures that even when issues arise, the
impact on employee satisfaction is dramatically reduced because the employees sense
that their feelings and needs are being heard and therefore considered.
Assuming employee satisfaction is a dangerous management pitfall; without opening
channels for feedback, one can never be certain about employee sentiments. To attain an
accurate pulse of employee morale levels and other important dimensions of job
satisfaction, surveys must be used tactically and appropriately. This means using
anonymous surveys to protect those providing feedback from any type of reciprocity or
negative action.
By doing so, you are able to elicit the most honest and considerate feedback possible; it is
important to receive organizational buy-in at all levels in order to promote a culture of
utilizing the anonymous drop-box to ensure that everyones voice is heard in all the
decisions being made by management.

25

Keeping in mind that a companys most valuable resource (in terms of money and time
invested) is the employee, it is alarming that across America, fewer than half of workers
surveyed state they are satisfied with their jobs. Furthermore, the statistics show that a
very significant percentage of employees want to change careers or feel lackluster
toward their current jobs.
With this in mind, it should be a companys first priority to accurately gauge the true
sentiment of the employee body so that strategic and tactical changes can be put into
motion as to promote employee satisfaction. Employee satisfaction, in turn, translates
directly into added value in terms of performance, customer relations, and profitability.
Many companies can provide a range of services to assist with the implementation of a
customer satisfaction program. Choosing the right supplier is crucial to ensuring that such
an initiative is carried out with business value objectives in primary focus.
The right supplier should not only provide the technology, but they should also have a
keen understanding of HR-specific processes and solutions.A quality internal survey
solution should be able to streamline the integration of many of the aforementioned best
practices into your current business processes.
`` An actual database of employee knowledge that dynamically serves as a central
repository for all your employee information (survey history, performance history, etc.)
`` Anonymous surveying capability to protect employees from any fear of repercussion
from management and coworkers
`` Real-time email alerts to address critical employee complaints immediately.
``Question scoring to use variable weighting on different dimensions of employee
satisfaction
`` An easy-to-use interface with a manageable learning curve
26

`` Pre-survey consultation with real consultants and survey experts not just software
that will ensure your deployment is on the right track.
Improving Job Satisfaction:
Job satisfaction plays significant role in the organization. Therefore, managers
should take concrete steps to improve the level of job satisfaction. These steps may be in
the form of job redesigning to make the job more interesting and challenging, improving
quality of work life, linking rewards with performance, and improving overall
organizational climate.
As part of a larger project whose goal was to create an employee-driven, surveyimprovement process six factors that influenced job satisfaction. When these six
factors were high, job satisfaction was high. When the six factors were low, job
satisfaction was low. These factors are similar to what we have found in other
organizations.

27

Opportunity:
Employees are more satisfied when they have challenging opportunities at work.
This includes chances to participate in interesting projects, jobs with a satisfying degree
of challenge and opportunities for increased responsibility. Important: this is not simply
"promotional opportunity." As organizations have become flatter, Promotions can be rare.
People have found challenge through projects; team Leadership, special assignments-as
well as promotions.
Actions:

Promote from within when possible.

Reward promising employees with roles on interesting projects.

Divide jobs into levels of increasing leadership and responsibility.

28

It may be possible to create job titles that demonstrate increasing levels of

expertise, which are not limited by availability of positions. They simply demonstrate
achievement
Stress.
When negative stress is continuously high, job satisfaction is low. Jobs are more
stressful if they interfere with employees' personal lives or are a continuing source of
worry or

concern.

Actions:

Promote a balance of work and personal lives. Make sure that senior managers
model this behavior.

Distribute work evenly (fairly) within work teams.

Review work procedures to remove unnecessary "red tape" or bureaucracy.

Manage the number of interruptions employees have to endure while trying to do

their jobs.

Some organizations utilize exercise or "fun" breaks at work.

Leadership.
Employees are more satisfied when their managers are good leaders. This
includes motivating employees to do a good job, striving for excellence or just taking
action.
Actions:

Make sure your managers are well trained. Leadership combines attitudes and
behavior. It can be learned.

29

People respond to managers that they can trust and who inspire them to achieve
meaningful goals.

Work Standards.
Employees are more satisfied when their entire workgroup takes pride in the quality
of

its

work.

Actions:

Encourage communication between employees and customers. Quality gains

importance when employees see its impact on customers.

Develop meaningful measures of quality. Celebrate achievements in quality.

Trap: be cautious of slick, "packaged" campaigns that are perceived as superficial and
patronizing.
Fair Rewards.
Employees are more satisfied when they feel they are rewarded fairly for
the work they do. Consider employee responsibilities, the effort they have put forth, the
work

they

have

done

well

and

the

demands

of

their

Actions:

Make sure rewards are for genuine contributions to the organization.

Be consistent in your reward policies.

If your wages are competitive, make sure employees know this.

Rewards can include a variety of benefits and perks other than money.

As an added benefit, employees who are rewarded fairly, experience less stress.
30

jobs.

Adequate Authority.
Employees are more satisfied when they have adequate freedom and authority to do their
jobs.
Actions: When reasonable:

Let employees make decisions.

Allow employees to have input on decisions that will affect them.

Establish work goals but let employees determine how they will achieve those
goals. Later reviews may identify innovative "best practices."

Ask, "If there were just one or two decisions that you could make, which ones
would make the biggest difference in your job?"

Employees with higher job satisfaction:

Believe that the organization will be satisfying in the long run

Care about the quality of their work

Are more committed to the organization

Have higher retention rates, and

Are more productive.

Recognition. Individuals at all levels of the organization want to be recognized for their
achievements on the job. Their successes don't have to be monumental before they
deserve recognition, but your praise should be sincere. If you notice employees doing
something well, take the time to acknowledge their good work immediately. Publicly
thank them for handling a situation particularly well. Write them a kind note of praise. Or
31

give them a bonus, if appropriate. You may even want to establish a formal recognition
program, such as "employee of the month."
Advancement. Reward loyalty and performance with advancement. If you do not have
an open position to which to promote a valuable employee, consider giving him or her a
new title that reflects the level of work, he or she has achieved. When feasible, support
employees by allowing them to pursue further education, which will make them more
valuable to your practice and more fulfilled professionally.

Job satisfaction is good not only for employees but employers, too; it increases
productivity and decreases staff turnover.

An organization's policies, if unclear or unfair, can stand in the way of employee

satisfaction.

Employees need a reasonable amount of social interaction on the job.

Employees also need some degree of personal space, which diffuses tension and
improves working conditions.

To begin motivating employees, help them believe that their work is meaningful.

To help employees achieve on the job, provide them with ongoing feedback and
adequate challenge

When your employees do good work, recognize them for it immediately.

To increase an employee's sense of responsibility, do not simply give them more

work; give them freedom and authority as well.

You can help employees advance in their professional lives by promoting them,
when appropriate, or encouraging continuing education.

32

Chapter IIObjectives
And
Literature Review

33

OBJECTIVE

1. To analyze the factors determining job satisfaction.

2. To Measure the level of job satisfaction among the employees of the organization.
.
3. To determine whether there exists a significant difference in the level of job
satisfaction between female and male employees.

4. To suggest measures to improve job satisfaction among the employees.

34

LITRATURE REVIEW
Job satisfaction describes how content an individual is with his or her job. The happier
people are within their job, the more satisfied they are said to be. Job satisfaction is not
the same as motivation, although it is clearly linked. Job design aims to enhance job
satisfaction and performance, methods include job rotation, job enlargement and job
enrichment. Other influences on satisfaction include the management style and culture,
employee involvement, empowerment and autonomous work groups.
Job satisfaction is a very important attribute which is frequently measured by
organizations. The most common way of measurement is the use of rating scales where
employees report their reactions to their jobs. Questions relate to rate of pay, work
responsibilities, variety of tasks, promotional opportunities the work itself and coworkers. Some questioners ask yes or no questions while others ask to rate satisfaction on
1-5 scale (where 1 represents "not at all satisfied" and 5 represents "extremely satisfied").
The general purpose of this study was to document job satisfaction of Indians working in
USA. The primary goal of this chapter is to review and summarize literature that is
relevant to the understanding job satisfaction among school psychologists. Current views
concerning definition and measurement of job satisfaction will be discussed, and selected
job satisfaction theories will be reviewed. Studies exploring job satisfaction of American
Indians will also be addressed, with specific focus being placed on job satisfaction
variables specific to school psychology.
Most American adults are employed and their job is not only their main source of income,
but also an important life domain in other ways. Work occupies a large part of each
workers day, is ones main source of social standing, helps to define who a person is, and
affects ones health both physically and mentally. Because of works central role in many
peoples lives, satisfaction with ones job is an important component in overall wellbeing. Job satisfaction is not evenly distributed across occupations or workers. In general,
job satisfaction increases with the prestige or social standing of occupations.

35

DEFINITION OF JOB SATISFACTION

To begin a discussion on job satisfaction, one might logically begin with a definition.
According to Websters Dictionary (1986), job satisfaction refers to how well a job
provides fulfillment of a need or want, or how well it serves as a source or means of
enjoyment. Job satisfaction is defined more specifically in the literature, and several
theorists have generated their own workable definitions. Of those researchers, Robert
Hoppock is perhaps the most widely cited, although others have emerged with definitions
reflecting more current theoretical underpinnings of job satisfaction. Some of the versions
use the terms job attitudes, work satisfaction, and job morale interchangeably, which may
explain the lack of a standardized job satisfaction definition.
Within the literature, Hoppock offered one of the earliest definitions of job satisfaction
when he described the construct as being any number of psychological, physiological,
and environmental circumstances which leads a person to express satisfaction with their
job.
(Hoppock, 1935). Smith et. al.(1969) defined job satisfaction as the feeling an individual
has about his or her job.
Locke (1969) suggested that job satisfaction was a positive or pleasurable reaction
resulting from the appraisal of ones job, job achievement, or job experiences.
Vroom (1982) defined job satisfaction as workers emotional orientation toward their
current job roles.
Similarly, Schultz (1982) stated that job satisfaction is essentially the psychological
disposition of people toward their work.
Siegal and Lance (1987) stated simply that job satisfaction is an emotional response
defining the degree to which people like their job.
36

Finally, Lofquist and Davis (1991), defined job satisfaction as an individuals positive
affective reaction of the target environment...as a result of the individuals appraisal of
the extent to which his or her needs are fulfilled by the environment.
The definition of job satisfaction has visibly evolved through the decades, but most
versions share the belief that job satisfaction is a work-related positive affective reaction.
There seems to be less consistency when talking about the causes of job satisfaction.
Wexley and Yukl (1984) stated that job satisfaction is influenced by many factors,
including personal traits and characteristics of the job. To better understand these
employee and job characteristics and their relationship to job satisfaction, various
theories have emerged and provided the vital framework for future job satisfaction
studies. Early traditional theories suggested that a single bipolar continuum, with
satisfaction on one end and dissatisfaction on the other, could be used to conceptualize
job satisfaction. Later revisions of the theory included a two-continuum model that
placed job satisfaction on the first scale, and job dissatisfaction on the second (Brown,
1998).
These later theories focused more on the presence or absence of certain intrinsic and
extrinsic job factors that could determine ones satisfaction level. Intrinsic factors are
based on personal perceptions and internal feelings, and include factors such as
recognition, advancement, and responsibility. These factors have been strongly linked to
job satisfaction according to ODriscoll and Randall (1999). Extrinsic factors are external
job related variables that would include salary, supervision, and working conditions.
These extrinsic factors have also been found to have a significant influence on job
satisfaction levels according to Martin and Schinke(1998).

37

THEORIES OF JOB SATISFACTION

There are numerous theories attempting to explain job satisfaction, but three conceptual
frameworks seem to be more prominent in the literature. The first is content theory,
which suggests that job satisfaction occurs when ones need for growth and selfactualization are met by the individuals job. The second conceptual framework is often
referred to as process theory, which attempts to explain job satisfaction by looking at how
well the job meets ones expectations and values. The third conceptual group includes
situational theories, which proposes that job satisfaction is a product of how well an
individuals personal characteristics interact or mesh with the organizational
characteristics.
Each of the three theoretical frameworks has been explored and reviewed by countless
scholars and researchers, and the purpose of this chapter is not to provide an exhaustive
review of job satisfaction theories. Instead, a highlight of the main theories and theorists
from each framework will be offered, to provide clarity, relevance and direction to this
study of job satisfaction.

38

CONTENT THEORIES
When discussing human needs, growth, and self-actualization, one cannot look far before
finding Abraham Maslow and his hierarchy of needs. Maslows (1954) traditionalist
views of job satisfaction were based on his five-tier model of human needs. At the lowest
tier, basic life sustaining needs such as water, food, and shelter were identified. The next
level consisted of physical and financial security, while the third tier included needs of
social acceptance, belonging, and love. The fourth tier incorporated self-esteem needs
and recognition by ones peers, and at the top of the pyramid was reserved for selfactualization needs such as personal autonomy and self-direction.
According to Maslow, the needs of an individual exist in a logical order and that the basic
lower level needs must be satisfied before those at higher levels. Then, once the basic
needs are fulfilled, they no longer serve as motivators for the individual. The more a job
allows for growth and acquisition of higher level needs, the more likely the individual is
to report satisfaction with his or her job. Furthermore, the success of motivating people
depends on recognizing the needs that are unsatisfied and helping the individual to meet
those needs.
Building on the theories of Maslow, Frederick Hertzburg (1974) suggested that the work
itself could serve as a principal source of job satisfaction. His approach led to the
aforementioned two-continuum model of job satisfaction where job satisfaction was
placed on one continuum and job dissatisfaction was placed on a second. Hertzbergs
theory recognized that work characteristics generated by dissatisfaction were quite
different from those created by satisfaction. He identified the factors that contribute to
each dimension as motivators and hygienes. The motivators are intrinsic factors that
influence satisfaction based on fulfillment of higher level needs such as achievement,
recognition, and opportunity for growth. The hygiene factors are extrinsic variables that
such as work conditions, pay, and interpersonal relationships that must be met to prevent
dissatisfaction. When hygiene factors are poor, work will be dissatisfying.

39

However, simply removing the poor hygienes does not equate to satisfaction. Similarly,
when people are satisfied with their job, motivators are present, but removing the
motivators does not automatically lead to dissatisfaction. Essentially, job satisfaction
depends on the extrinsic characteristics of the job, in relation to the jobs ability to fulfill
ones higher level needs of self-actualization. Hence, the two continuum model of
Hertzberg's Motivator-Hygiene theory.

40

PROCESS THEORIES
Process theories attempt to explain job satisfaction by looking at expectancies and values
(Gruneberg, 1979). This theory of job satisfaction suggests that workers select their
behaviors in order to meet their needs. Within this framework, Adams (1963) and Vroom
(1982) have become the most prominent theorists. J. Stacy Adams suggested that people
perceive their job as a series of inputs and outcomes. Inputs are factors such as
experience, ability, and effort, while outcomes include things like salary, recognition, and
opportunity. The theory is based on the premise that job satisfaction is a direct result of
individuals perceptions of how fairly they are treated in comparison to others. This
equity theory proposes that people seek social equity in the rewards they expect for
performance. In other words, people feel satisfied at work when the input or contribution
to a job and the resulting outcome are commensurate to that of their coworkers.
According to Milkovich and Newman (1990), this social equity is not limited to others
within the same workplace, and the equity comparisons often reach into other
organizations that are viewed as similar places of employment.
Vrooms (1964) theory of job satisfaction was similar in that it looked at the interaction
between personal and workplace variables; however, he also incorporated the element of
workers expectations into his theory. The essence of this theory is that if workers put
forth more effort and perform better at work, then they will be compensated accordingly.
Discrepancies that occur between expected compensation and actual outcome lead to
dissatisfaction. If employees receive less than they expect or otherwise feel as if they
have been treaded unfairly, then dissatisfaction may occur.
Conversely, overcompensation may also lead to dissatisfaction and the employee may
experience feelings of guilt. The compensation does not have to be monetary, but pay is
typically the most visible and most easily modified element of outcome. Salary also has
significance beyond monetary value and the potential to acquire material items, and
Gruneberg (1979) notes that it is also an indication of personal achievement,
organizational status, and recognition.

41

Vrooms theory also goes one step further to incorporate an individuals personal decision
making within the work-place. Vroom (1982) explained that employees would choose to
do or not do job tasks based on their perceived ability to carry out the task and earn fair
compensation.
To illustrate and clarify his ideas, Vroom generated a three-variable equation for
scientifically determining job satisfaction. Expectancy is the first variable, and this is the
individuals perception of how well he or she can carry out the given task. Instrumentality
is the second variable of the equation, and this refers to the individuals confidence that
he or she will be compensated fairly for performing the task. Valence is the third variable,
which considers the value of the expected reward to the employee. In Vrooms formula
each variable is given a probability value, and when all three factors are high, workers
will be more satisfied and have more motivation. If any of the factors are low, work
performance and employee motivation will decline.

42

SITUATIONAL THEORIES
The situational occurrences theory emerged in 1992, when Quarstein, McAfee, and
Glassman stated that job satisfaction is determined by two factors: situational
characteristics and situational occurrences. Situational characteristics are things such as
pay, supervision, working conditions, promotional opportunities, and company policies
that typically are considered by the employee before accepting the job. The situational
occurrences are things that occur after taking a job that may be tangible or intangible,
positive or negative. Positive occurrences might include extra vacation time, while
negative occurrences might entail faulty equipment or strained coworker relationships.
Within this theoretical framework, job satisfaction is a product of both situational factors
and situational occurrences.

43

MEASUREMENT OF JOB SATISFACTION

Measuring job satisfaction is difficult, for it is an abstract personal cognition that exists
only in an individuals mind. To measure job satisfaction, one must have a conceptual
understanding of the construct in order to decide what indirect factors to measure. Since
there is no single agreed upon definition of job satisfaction, and no widely accepted
theory to explain it, it is no surprise that there is also no general consensus on the best
way to measure job satisfaction (Wanous & Lawler, 1972).
The most basic forms of measurement might include an interview, a single-item measure,
or a workplace observation; however, most researchers opt for a more objective and indepth survey instrument (Spector, 1997). Questionnaires are easily distributed, have less
room for bias, have increased likelihood of confidentiality, and require much less time
and money than one-on-one interviews (Pedhazur & Schmelkin, 1991). Job satisfaction
questionnaires also can examine any number of facets that have hypothesized impact on
job satisfaction, although the lack of common agreement with definition and theory can
present challenges when weighting each facet and interpreting the results (Evans, 1969).
The most widely cited survey instruments found in the literature include The Job
Satisfaction Survey (JSS), the Job Descriptive Index (JDI) and the Minnesota
Satisfaction Questionnaire (MSQ).

44

THE JOB SATISFACTION SURVEY

The Job Satisfaction Survey was developed by Paul E. Spector to assess employee
attitudes about the job and aspects of the job. The JSS is a 36 item questionnaire that
targets nine separate facets of job satisfaction. Those facets include pay, promotion,
benefits, supervision, contingent rewards, operating procedures, coworkers, nature of
work, and communication. Each of these facets is assessed with four items, and a total
score is computed from all 36 items. Responses to each question range from "strongly
disagree" to "strongly agree", and questions are written in both directions.

JOB DESCRIPTIVE INDEX

The Job Descriptive Index (JDI) was first discussed in Smith, Kendall, and Hulin's
publication of the Measurement of Satisfaction in Work and Retirement (1969). This 90
item scale is designed to measure employees' satisfaction with their jobs by looking at
five important aspects or facets of job satisfaction which are present job, present pay,
opportunities for promotion, supervision, and coworkers. It has been widely used and
researched for over 40 years, and it has become one of the most popular job satisfaction
survey instruments (DeMeuse, 1985; Zedeck, 1987). In fact, more than 12,000 research
studies are currently archived by the JDI Research Group.

45

MINNESOTA SATISFACTION QUESTIONNAIRE

Developed in 1967 by Weiss, Dawis, England, & Lofquist, the Minnesota Satisfaction
Questionnaire (MSQ) has become a widely used instrument to evaluate job satisfaction.
Three forms of the MSQ have been developed, two 100-item long forms (1977 version
and 1967 version) and a 20-item short form. The MSQ is designed to measure specific
aspects of an employee's satisfaction with his or her job, and it provides more information
on the rewarding aspects of a job than do more general measures of job satisfaction. The
MSQ has been widely used in studies exploring client vocational needs, in counseling
follow-up studies, and in generating information about the reinforcers in jobs (Vocational
Psychology Research, 2002).
The MSQ is a gender-neutral, self-administered paper-and pencil inventory that is written
on a fifth-grade level. The short form can be completed in about 5 minutes while the long
form can be completed in 15 to 20 minutes. Although both the short and long forms
provide job satisfaction estimates, the long form provides much more information for the
short additional administration time required. The MSQ can be used in an individual or
group setting, and standardized instructions for administration are provided.
The 1977 revision of the MSQ (originally copyrighted in 1963) uses a standard five-point
response scale. Response choices are Very Satisfied, Satisfied, "N" (Neither Satisfied
nor Dissatisfied), Dissatisfied and Very Dissatisfied. This response format was found
to have a ceiling effect which caused the scale score distributions to be negatively
skewed. The 1967 version adjusted for this by changing the response options to Not
Satisfied, Somewhat Satisfied, Satisfied, Very Satisfied, and Extremely
Satisfied. This modification resulted in a symmetrical scale score distribution that
centered on the "satisfied" category and evidenced larger item variance. Although
researchers often prefer this format, the normative data for the 1967 version of the MSQ
is more limited.

46

Thus, the 1967 version is recommended for prediction studies or for comparisons within
organizations where normative data is unnecessary (Vocational Psychology Research,
2002).

DETERMINANTS OF JOB SATISFACTION

A review of the literature shows that numerous variables have been investigated in their
relationship to job satisfaction. These variables include demographic data (e.g. age,
gender, and race), intrinsic features of the job (e.g. recognition, advancement, and
responsibility), and extrinsic variables (e.g. salary, supervision, and working conditions).

DEMOGRAPHIC VARIABLES
Age
Research has often focused on age as a factor influencing job satisfaction. Available
literature is somewhat inconclusive however, with some studies showing no significant
impact (Miller, 1985: Brown, 1998), some showing a gradual linear increase of
satisfaction as age increases (Hulin, 1963; Weaver, 1980; Anderson, Hohenshil & Brown,
1984; Sutter, 1994), and some suggesting that satisfaction is curvilinear and changes
throughout the lifespan of the employee (Hertzberg et. al., 1957). Generally speaking, job
satisfaction tends to increase gradually with age (Spector, 1997). Hertzberg et. al, (1957)
attributes this trend to the fact that job expectations tend to become more realistic as
employees age and mature.
This pattern may change to show a relative decline in satisfaction after age 55 (Jewel,
1990), but this may be linked to the decreased physical energy and enthusiasm that may
accompany the aging process.
Still, many studies fail to show this late-career job satisfaction drop-off, and Quinn,
Staines, and McCullough (1974) reported that older workers remain satisfied because of
promotions and acquiring more desirable positions within organizations. Others justify
47

the findings by noting that people change jobs 6-7 times in a lifetime, and as people get
older, they become more aware of their needs and make better choices. This
incongruence of literature is likely due to situational job variances, and Zeitz (1990)
supported this logic by demonstrating significant differences between satisfaction levels
of federal employees based on their positions as elite professionals, non-elite
professionals, and non-professionals.

Gender
Gender has also received a great deal of attention in job satisfaction studies, but again the
research is inconclusive. In 1997, Thompson and McNamara reviewed all job satisfaction
studies published in the Educational Administration Quarterly over the past six years and
showed no significant difference between male and female satisfaction levels. Other
studies that have shown no significant difference between gender and job satisfaction
levels include Barbash (1976), DArcy, Syrotuik, & Siddique (1984), and Iiacqua et. al.
(1995). Smith, Smitz, and Hoy, (1998) arrived at similar insignificant findings until they
compared the gender of the employee to the gender of the employer.
They found that women were more significantly more satisfied than men in small
companies with female supervision, while males were significantly more satisfied in
larger companies with male supervisors.
Studies suggesting that gender does affect job satisfaction are available, and data can be
found to suggest that either men are more satisfied (Locke, Fitzpatrick & White, 1983;
Black & Holden, 1998, Weaver, 1977) or that women are generally more satisfied
(Kramen-Kahn & Hansen, 1998, Chapman & Lower, 1982). The inconsistencies,
according to Gruneberg (1979), are closely linked to differences among expectations,
respect, promotional prospects, salary, social interactions, and coping strategies of males
and females and the jobs they often hold.
Others suggest that men are more satisfied with their jobs than women because of
unequal treatments in the workplace, and that under equal work conditions; women are
more satisfied with their jobs than men.
48

Race
Race has also been investigated in job satisfaction studies, and once again, data is
inconclusive. Brush, Moch, and Pooyan (1987) found no significant racial differences
when comparing fifteen job satisfaction studies; however, Weaver (1980) reports that
non-whites are consistently less satisfied than Caucasian employees. Some researchers
agree that a racial difference does exist, but that whites are more satisfied with their jobs
primarily because of unequal treatment in the workplace.
Regardless of the specific demographic variable, be it age, gender, or race, Landy and
Trumbo (1980) suggest that job satisfaction variances may exist, but they are very small
(2-5 percent). Weaver (1978) agrees, and goes on to say that any differences that do exist
seem to disappear when factors such as education, salary, and status are controlled.

Salary
Many researchers have identified salary as a fundamental variable in the study of job
satisfaction (Miller, 1985; Derlin and Schnieder, 1994; Solly and Hohenshil, 1986)
Furthermore, the relationship between salary and job satisfaction has been addressed by
virtually all job satisfaction studies in the last 80 years.
Although the earliest research suggested that salary was not a significant predictor of job
satisfaction (Hoppock, 1935; Hertzberg, Mausner, Peterson and Capwell, 1957), later
studies began to suggest that salary was a factor up to a certain point in an employees
career (Hertzberg, 1966). By the 1970s, salary was being viewed as a more significant
factor in job satisfaction, and in studies such as the one conducted by Dyer and Theriault
(1976) salary was found to be the most significant factor in determining job satisfaction.
Other researchers of the 1970s also spoke to the significant relationship between salary
and satisfaction, but they argued that although low salary was a cause of dissatisfaction,
high salary was not necessarily related to satisfaction (Lawler, 1971).

49

More recent studies have generally shown a positive relationship between pay and job
satisfaction (Lucas et. al, 1990; Lee and Wilbur, 1985; Rhodes, 1983; Kanungo, 1982),
but the relationship seems to be linked more to perceptions of equity and fairness than
actual dollar amount (Hulin and Smith, 1965; Spector, 1997). Social comparison appears
to be a key factor when looking at the relationship between satisfaction and salary, but
employee expectations are also fundamental. According to Adams (1965), employees
must feel that there is an equitable balance between the amount of work performed and
the compensation received.
In other words, if a worker feels that the compensation is either too large or too small for
the amount of work performed, dissatisfaction may occur.

50

RURAL VS. URBAN WORK SITE

In urban areas workers often have more job opportunities, better schools, more public
transportation, better salary, higher prestige, and greater opportunities for spousal
employment. Perhaps it is these factors that explained Arnold, Seekins, & Nelsons
(1997) and Finleys (1991) findings that showed higher levels of job satisfaction in urban
educational professionals when compared to those in rural settings. On the other hand,
rural settings and smaller communities can provide family-oriented settings, lower crime
rates, recreational access and overall enhanced "quality of life". Two of the most
commonly mentioned disadvantages to rural settings have been professional isolation and
lack of opportunity for professional development. However, recent advancements in
telecommunications and interactive networking through the Internet may decrease
feelings of isolation and improve rural job satisfaction levels in the future.

Interpersonal Factors
Within the context of job satisfaction research, interpersonal relationships are the
elements that make up the social and support network of the employee. These elements
include the relationship with ones supervisor, the social interaction with co-workers, and
even the interactions with clients and/or customers. According to Brown (1998),
employee supervision and interaction have been found to be the two most significant
interpersonal factors when looking at job satisfaction.
The importance of co-worker social support has been investigated for decades. As far
back as the Hawthorne Studies of the 1920s, research has shown that workers who
belong to a social group and have friendships on the job tend to be more satisfied
(Maynard, 1986). Maynard suggests further that employees who lack social support at
work experience more stress, have less coping techniques, and are generally less
satisfied. Fellow employees can satisfy many social needs, and sympathetic and
supportive co-workers can increase job satisfaction (Green, 2000). Co-workers are also
vital for evaluating the equity and fairness of ones pay and work requirements, and social
51

needs studies have shown that co-worker job satisfaction can influence ones own job
satisfaction (Brown, 1998).
The nature of supervision provided can also have a significant impact on job satisfaction.
Studies have shown that employees who have positive interactions with supervisors are
generally more satisfied at work (Bruce and Blackburn, 1992; Vroom, 1982). Positive
interactions tend to include constructive feedback, effective communication, and a focus
on quality rather than quantity (Schroffel, 1999). Positive supervisory relationships are
also those that treat the employees with respect, those that promote staff cohesion but
allow for individual thinking, and those that fulfill employees functional and
interpersonal needs (Locke, 1970). Supervision is a complex variable however, and it is
unrealistic to assume that job satisfaction can be guaranteed as long as supervisors
interact positively with their employees. Individual personality characteristics may, for
example, affect the employees needs and management expectations.
For example, Schroffel (1999) suggests that employees who have more experience desire
less supervision and employees with less experience prefer more supervision. Also,
studies have shown that organizational setting can affect the employees desired
supervisory relationship. In chaotic, ambiguous, or otherwise unstructured job settings,
employees tend to prefer more structured supervision. Conversely, in jobs where tasks are
clearly defined and workers are well trained, a less structured supervisory style is
preferred (House and Mitchell, 1974).

Intrinsic factors
Work is unquestionably an intrinsic part of peoples lives. It is often our source of
identity and at times our reason for being (Bruce and Blackburn, 1992, p. 4). Aside from
decent pay, economic security, and other extrinsic and tangible rewards of employment,
the intrinsic aspects of work are also relevant to the study of job satisfaction. Intrinsic
factors are employees' affective reactions to the job, such as their satisfaction with the
freedom they have to choose their own methods of working, the recognition that they
receive for good work, and the opportunity they have to use their ability.
52

Intrinsic factors may also include perceived respect and responsibility, task variety, and
meaningful work. These personally rewarding intrinsic factors have demonstrated a
significant impact on job satisfaction in many studies (Hertzberg et.al., 1957; ODriscoll
& Randall, 1999, Locke, 1976, Valentine, Valentine & Dick, 1988). Dodd-McCue and
Wright (1996) found that job satisfaction is enhanced by the value placed on one's
professional role and identification with that role, but negatively affected by choosing the
job because rewards are extrinsic (external to the work itself, such as fellow workers,
salary, or promotion opportunities). Martinez-Ponz (1990) found that intrinsic rewards
were more effective in increasing job satisfaction and commitment among teachers than
were financial incentives.
Similarly, Reyes, Madsen, and Taylor (1989) found that intrinsic rewards had more
influence on educators than any organizational rewards. Stewart (2000) suggested that
helping to make workers feel independent had large positive effects on both performance
and satisfaction outcomes. Kirkman and Rosens (1999) work also spoke to the
importance of worker autonomy and its positive relationship with job satisfaction and
performance. Cappelli (2000) highlighted the importance of intrinsic rewards when
participants rated interesting work, open communications, and opportunities for
advancement as the top three things they desire in their jobs. Tatsapaugh (1994)
suggested that the lack of advancement on the job is a frequent factor influencing
resignation. When employees feel their work is meaningful and that they are responsible
for their outcomes, Thomas & Tymon, (1997) state that workers show higher levels of
effort and attention to doing tasks well.

53

RELATIONSHIP AND PRACTICAL IMPLICATIONS

Job Satisfaction can be an important indicator of how employees feel about their jobs and
a predictor of work behaviours such as organizational citizenship, absenteeism, and
turnover. Further, job satisfaction can partially mediate the relationship of personality
variables and deviant work behaviors.
One common research finding is that job satisfaction is correlated with life satisfaction.
This correlation is reciprocal, meaning people who are satisfied with life tend to be
satisfied with their job and people who are satisfied with their job tend to be satisfied
with life. However, some research has found that job satisfaction is not significantly
related to life satisfaction when other variables such as non-work satisfaction and core
self-evaluations are taken into account.
An important finding for organizations to note is that job satisfaction has a rather tenuous
correlation to productivity on the job. This is a vital piece of information to researchers
and businesses, as the idea that satisfaction and job performance are directly related to
one another is often cited in the media and in some non-academic management literature.
A recent meta-analysis found an average uncorrected correlation between job satisfaction
and productivity to be r=.18; the average true correlation, corrected for research artifacts
and unreliability, was r=.30.
Further, the meta-analysis found that the relationship between satisfaction and
performance can be moderated by job complexity, such that for high-complexity jobs the
correlation between satisfaction and performance is higher (=.52) than for jobs of low to
moderate complexity (=.29). In short, the relationship of satisfaction to productivity is
not necessarily straightforward and can be influenced by a number of other work-related
constructs, and the notion that "a happy worker is a productive worker" should not be the
foundation of organizational decision-making.
With regard to job performance, employee personality may be more important than job
satisfaction. The link between job satisfaction and performance is thought to be a
54

spurious relationship; instead, both satisfaction and performance are the result of
personality.
Job satisfaction, a worker's sense of achievement and success, is generally perceived to
be directly linked to productivity as well as to personal wellbeing. Job satisfaction
implies doing a job one enjoys, doing it well, and being suitably rewarded for one's
efforts. Job satisfaction further implies enthusiasm and happiness with one's work. The
Harvard Professional Group (1998) sees job satisfaction as the keying redient that leads
to recognition, income, promotion, and the achievement of other goals that lead to a
general feeling of fulfillment.

55

IMPORTANCE TO WORKER AND ORGANIZATION

Frequently, work underlies self-esteem and identity while unemployment lowers selfworth and produces anxiety. At the same time, monotonous jobs can erode a worker's
initiative and enthusiasm and can lead to absenteeism and unnecessary turnover. Job
satisfaction and occupational success are major factors in personal satisfaction, selfrespect, self-esteem, and self-development. To the worker, job satisfaction brings a
pleasurable emotional state that often leads to a positive work attitude. A satisfied worker
is more likely to be creative, flexible, innovative, and loyal.
For the organization, job satisfaction of its workers means a work force that is motivated
and committed to high quality performance. Increased productivitythe quantity and
quality of output per hour workedseems to be a byproduct of improved quality of
working life. It is important to note that the literature on the relationship between job
satisfaction and productivity is neither conclusive nor consistent.
However, studies dating back to Herzberg's (1957) have shown at least low correlation
between high morale and high productivity, and it does seem logical that more satisfied
workers will tend to add more value to an organization. Unhappy employees, who are
motivated by fear of job loss, will not give 100 percent of their effort for very long.
Though fear is a powerful motivator, it is also a temporary one, and as soon as the threat
is lifted performance will decline.
Tangible ways in which job satisfaction benefits the organization include reduction in
complaints and grievances, absenteeism, turnover, and termination; as well as improved
punctuality and worker morale. Job satisfaction is also linked to a more healthy work
force and has been found to be a good indicator of longevity. And although only little
correlation has been found between job satisfaction and productivity, Brown (1996) notes
that some employers have found that satisfying or delighting employees is a prerequisite
to satisfying or delighting customers, thus protecting the "bottom line." No wonder
Andrew Carnegie is quoted as saying: "Take away my people, but leave my factories, and
soon grass will grow on the factory floors. Take away my factories, but leave my people,
and soon we will have a new and better factory" (quoted in Brown, 1996, p. 123).
56

CREATING JOB SATISFACTION

So, how is job satisfaction created? What are the elements of a job that create job
satisfaction? Organizations can help to create job satisfaction by putting systems in place
that will ensure that workers are challenged and then rewarded for being successful.
Organizations that aspire to creating a work environment that enhances job satisfaction
need to incorporate the following:
Flexible work arrangements, possibly including telecommuting
Training and other professional growth opportunities
Interesting work that offers variety and challenge and allows the worker
opportunities to "put his or her signature" on the finished product
Opportunities to use one's talents and to be creative
Opportunities to take responsibility and direct one's own work
A stable, secure work environment that includes job security/continuity
An environment in which workers are supported by an accessible supervisor who
provides timely feedback as well as congenial team members
Flexible benefits, such as child-care and exercise facilities
Up-to-date technology
Competitive salary and opportunities for promotion

57

Probably the most important point to bear in mind when considering job satisfaction is
that there are many factors that affect job satisfaction and that what makes workers happy
with their jobs varies from one worker to another and from day to day. Apart from the
factors mentioned above, job satisfaction is also influenced by the employee's personal
characteristics, the manager's personal characteristics and management style, and the
nature of the work itself.
Managers who want to maintain a high level of job satisfaction in the work force must try
to understand the needs of each member of the work force. For example, when creating
work teams, managers can enhance worker satisfaction by placing people with similar
backgrounds, experiences, or needs in the same workgroup. Also, managers can enhance
job satisfaction by carefully matching workers with the type of work. For example, a
person who does not pay attention to detail would hardly make a good inspector, and a
shy worker is unlikely to be a good salesperson. As much as possible, managers should
match job tasks to employees' personalities.
Managers who are serious about the job satisfaction of workers can also take other
deliberate steps to create a stimulating work environment. One such step is job
enrichment. Job enrichment is a deliberate upgrading of responsibility, scope, and
challenge in the work itself. Job enrichment usually includes increased responsibility,
recognition, and opportunities for growth, learning, and achievement. Large companies
that have used job-enrichment programs to increase employee motivation and job
satisfaction include AT&T, IBM, and General Motors (Daft, 1997).
Good management has the potential for creating high morale, high productivity, and a
sense of purpose and meaning for the organization and its employees. Empirical findings
by Ting(1997) show that job characteristics such as pay, promotional opportunity, task
clarity and significance, and skills utilization, as well as organizational characteristics
such as commitment and relationship with supervisors and co-workers, have significant
effects on job satisfaction. These job characteristics can be carefully managed to enhance
job satisfaction.

58

Of course, a worker who takes some responsibility for his or her job satisfaction will
probably find many more satisfying elements in the work environment. Everett (1995)
suggests that employees ask themselves the following questions:
When have I come closest to expressing my full potential in a work situation?
What did it look like?
What aspects of the workplace were most supportive?
What aspects of the work itself were most satisfying?
What did I learn from that experience that could be applied to the present
situation?
WORKERS' ROLES IN JOB SATISFACTION
If job satisfaction is a worker benefit, surely the worker must be able to contribute to his
or her own satisfaction and well-being on the job. The following suggestions can help a
worker find personal job satisfaction:
Seek opportunities to demonstrate skills and talents. This often leads to more
challenging work and greater responsibilities, with attendant increases in pay and
other recognition.
Develop excellent communication skills. Employers value and reward excellent
reading, listening, writing, and speaking skills.
Know more. Acquire new job-related knowledge that helps you to perform tasks
more efficiently and effectively. This will relieve boredom and often gets one
noticed.

59

 Demonstrate creativity and initiative. Qualities like these are valued by most
organizations and often result in recognition as well as in increased
responsibilities and rewards.
Develop teamwork and people skills. A large part of job success is the ability to
work well with others to get the job done.
Accept the diversity in people. Accept people with their differences and their
imperfections and learn how to give and receive criticism constructively.
See the value in your work. Appreciating the significance of what one does can
lead to satisfaction with the work itself. This helps to give meaning to one's
existence, thus playing a vital role in job satisfaction.
Learn to de-stress. Plan to avoid burnout by developing healthy stressmanagement techniques.

ASSURING JOB SATISFACTION

Assuring job satisfaction, over the long term, requires careful planning and effort both by
management and by workers. Managers are encouraged to consider such theories as
Herzberg's(1957) and Maslow's (1943) Creating a good blend of factors that contribute to
a stimulating, challenging, supportive, and rewarding work environment is vital. Because
of the relative prominence of pay in the reward system, it is very important that salaries
be tied to job responsibilities and that pay increases be tied to performance rather than
seniority.
So, in essence, job satisfaction is a product of the events and conditions that people
experience on their jobs. Brief (1998) wrote: "If a person's work is interesting, her pay is
fair, her promotional opportunities are good, her supervisor is supportive, and her
coworkers are friendly, then a situational approach leads one to predict she is satisfied
60

with her job" (p. 91). Very simply put, if the pleasures associated with one's job outweigh
the pains, there is some level of job satisfaction.

61

Chapter IIIIndustry Profile

62

Education is the base for economic growth as well as social transformation for any
country. Among all the key indicators of socio-economic development like economy's
growth rate, literacy rate, birth rate, death rate and infant mortality rate (IMR), the
literacy rate of the country is one of the most vital one as the rise and fall of others largely
depend upon country's literacy rate. In India, high literacy rate leads to low birth rate as
well as low IMR and it also increases life expectancy rate. So, the importance of
education industry in India can be understood.
The education system in India is much more improved these days and is one of the
leading ones in the world. It is also one of the biggest contributors to the economic
growth of the nation. Besides various government initiatives, the role of the private
institutions in the development of education industry in India cannot be denied. India's
private education market was worth $40 billion in 2008, which is expected to reach $68
billion by the year 2012.
However, there are also some glooming statistics as well. Despite such rising investment
in education industry, 40% of country's population is still illiterate. Only 15% of the
students can go to next level to reach high school.

The Higher Education

India has world's third largest higher secondary education system with a number of
institutions. More and more students are going for higher education these days. The result
gets reflected on the number of students enrolling for higher education. The number of
institutions is also increasing day by day. India has got following numbers of educational
institutions (as on December 31, 2010)
Institution

Qty (in no.)

Central University

25

State University

231

Institutions established through State Legislation

Deemed University

100
63

Institutes of National Importance

31

Degree-granting Engineering College

Polytechnic

1,522

1,244

Prominent Institutions
There are a number of Indian universities/colleges/institutions that have crafted its name
in the world of education through its quality of education and infrastructure. Many of
those have won awards. Some of the prominent institutions that have won awards are
listed below:
World's Top 200 Universities (Times Higher Education)
* Indian Institute of Technology
* Indian Institutes of Management
* Jawaharlal Nehru University

Top 20 Science and Technology Schools in Asia (Asiaweek)

* Indian Institutes of Technology
* Birla Institute of Technology and Science
Global MBA Ranking (Financial Times, London)
* Indian School of Business, Hyderabad (15th)
Medical Research and Treatment
* All India Institute of Medical Sciences (AIIMS)

Major Players
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* There are a number of major players in the education industry in India.

Educomp Solutions

It is India's one of the fastest growing education solutions company. Educomp offers endto-end solutions to government as well as private schools. Educomp is currently growing
at a great pace. It is expected that the top-line and bottom-line of the company will grow
at CAGRs of 76% and 67% respectively from FY2008 to FY2010 (Estimated).
Educomp Solutions has got the following features:
* It is the market leader in SmartClass and Instruction and Computing Technologies
(ICT) segment.
* Well-developed content
* Strong Sales Team

Everonn Systems

Everonn Systems is into ViTELS business. It's also a leader in the government schools
business. With the growth rate that the company is going through, it is expected that the
top-line and bottom-line of the company will grow at CAGRs of 52% and 28%
respectively from FY2008 to FY2010 (Estimated).
Following are the features of Everonn Systems:
* A leader in Institutional Education and IT Infrastructure Services (IEIS) business
* Focus on content development
* Less prone to economic cyclicality
* Highly depends on government business

65

NIIT Limited

NIIT Limited is the largest training company in India. The top-line and the bottom-line of
the company are expected to grow at CAGRs of 21.5% and 36.4% respectively from
FY2007 to FY2010 (Estimated).
Features of NIIT Limited:
* Have strategic initiative to shift to a 'Global Talent Development Corporation'
* Scalability of new businesses
* Strong hold in domestic IT training market in India

IT Training Institutes
IT has brought a major growth in the Indian education industry. It has also given India the
much needed visibility and recognition in the global market. The overwhelming success
of the Indian software industry has also helped India to build a strong economy. And for
all these, the IT training industry played a major role.
The revenue generated by the Indian IT training industry during FY2007 was ` 2,135
crore, comparing to ` 1,453 crore in FY2006. The 46% growth rate in 2007 was much
higher than the growth rate of 2006 (14%). Though after the dot com bust, the industry
started de-growing at a CAGR of about 24% during FY2001-04. The revenue in FY2004
was also less than 45% of the revenue's of FY2001. But the scenario started changing
from FY2005 onwards.
Following are the list of leading players in IT training in India.

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Company

FY2010 Revenues (in crore)

FY2009 Revenues (in crore)

NIIT

795

450

Aptech

190

121

Jetking Infotrain

87

63

Siemens

44

34

CMS Computers

23

15

SQL Star

15

16

MAAC

19

New Horizon

18

Educomp

35

28

Education
Education encompasses teaching and learning specific skills, and also something less
tangible but more profound: the imparting of knowledge, positive judgment and welldeveloped wisdom. Education has as one of its fundamental aspects the imparting of
culture from generation to generation (see socialization). Education means to draw out,
facilitating realization of self-potential and latent talents of an individual. It is an
application of pedagogy, a body of theoretical and applied research relating to teaching
and learning and draws on many disciplines such as psychology, philosophy, computer
science, linguistics, neuroscience, sociology and anthropology. Education is not a process
of pouring in some knowledge in to an individual. It is a process of acquiring. It is a
perfection from the perfection. Education is the manifestation of perfection already
existing in man.
The education of an individual human begins at birth and continues throughout life.
(Some believe that education begins even before birth, as evidenced by some parents
playing music or reading to the baby in the womb in the hope it will influence the childs
development.) For some, the struggles and triumphs of daily life provide far more
instruction than does formal schooling (thus Mark Twains admonition to "never let school
interfere with your education"). Family members may have a profound educational effect
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 often more profound than they realize though family teaching may function very
informally.
The Indian education industry is poised for growth. This sector is changing rapidly with
more private players entering the field. The government is also taking many measures to
improve the quality of education in India. This industry is going to achieve its peak as the
idea of business via education catches up.

Fifty percent of India's population is the youth. This means that the Indian education
sector is huge with a population of 1.13 billion. India has around 367 universities, 18,000
colleges, about half a million teachers, and 11 million pupils. The private education
industry is estimated to be between 20,00025,000 crores. There are about 1,500
management institutes, 3,500 engineering institutes, and 1,200 medical colleges in the
country.

With an increase in the average Indian household, more money is being kept aside for
education purposes. Also, because of the initiatives of the government, more students are
enrolling themselves for higher education. This means that more colleges are needed to
cater to these students. Also, the demand for education is inflexible; that is, no matter
what, the education sector is not going to collapse.

Primary education is expanding. Many foreign schools are making their presence felt in
India. Parents are enrolling their kids into international schools for better education
directly from the primary level.

Technology-oriented courses are gaining in popularity due to the rising demand in these
industries. The medical industry is also revamping itself. There is a need for more doctors
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and skilled professionals in this area. Thus, engineering and medical colleges are going to
be in demand. The demand for management education is also rising. Many international
management institutes are creating ties with Indian colleges or setting up their own
centers in India.

Specialized courses, such as aeronautics and biotechnology, are also popular. There is
immense scope in India for universities offering specialized courses and research
potential. The R&D sector requires more expertise and quality professionals to cater to its
design and needs.

Many foreign universities operate via the twinning mode as of now. This essentially
means the collaborating institution can offer the curriculum of the other university in its
first half. These students thus gain credits, which are transferable to the foreign
university. This helps the students choose from an array of subjects and also complete a
year in India itself. Thus, these programmes are successful and present a good
opportunity for investment.

E-learning and Distance learning programmes are also gaining popularity. Many students
and working professionals are taking these courses to get a quality education. The
drawing factors for these programmes are the world-class curriculum, comfort, and low
costs.

As many Indians go to foreign shores for quality education, the market for foreign
universities is very present in India. The government is also encouraging FDI in this
sector to improve the quality of education in the country. 100% FDI is allowed in this
sector as long as the rules and regulations are met.
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Thus, this sector offers multiple benefits and is becoming a favorable area for investment.

Education

Indian educational system is considered to be one of the best in the world,

however there is huge gap when compared to the global standards in terms of
people being able to think independently and taking up entrepreneurship.

With the educational industry booming in India there is a significant increase in

the number of private colleges offering various courses, some of them really do
not offer value addition to the students and their future hang in balance.

Presently the educational Industry is USD 50 billion strong and it expected to

show an increase of 12% in 2010 and by 2012 it expected to touch USD 80
billion. Universities and colleges in India have grown at a CAGR (Compound
Annual Growth Rate) of over 5% and 6% respectively, since independence. The
statistics clearly shows that more number of private institutes is going to surface
offering various courses. Not only full time educational institutions but various
other training centers offering computer education, entrance coaching, career
counseling etc.

This is further going to add to the confusions that this generation students are
facing. The top creamy layer will make it to the premier institutes like IIT or IIM,
the rest of them struggle with their higher studies in tier 2 tier 3 or tier 4 institutes.
The challenge of identifying a good institute remains a mystery.

Most of the students will be at their most important cross roads of identify the
right institute and the right course. Solving such an enigma is to be tackled by
driving more interaction with the experienced professionals from across Industry.
More and more professionals are also coming forward to help students because
they have gone through tough situations in their career as well as in their
education because of lack of proper guidance during their times.
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Gyantonic.com offers a unique platform for students to identify the institute of

their choice and also share knowledge on various subjects with other students and
experienced professionals. Gyantonic is a knowledge network. The Indian
educational system has been recognized as one of the best in the world, however
our efforts are to facilitate interaction between the students and laterals to enhance
their skill sets through mutual interaction and real-time learning experience.

India Education System

Background
The formal admission ceremony was known as 'Upanayana'. With the accomplishment of
this ceremony the child had to leave his home for the 'ashrama' where he would receive
education. It was supposed to be the re-birth of the child and was known as 'Dvijya',
which means, "twice born". Sanskrit was the language of teaching. It was supposed to be
the language of learned men. The academies of higher learning were known as 'Parisads'.
The education system involved of three basic processes, which included 'Sravana',
'Manana' and 'Nidhyasana'. \

In the 'Sravana' stage of education, students received 'shrutis' knowledge, which was
passed orally from one generation to another. The second stage was 'Manana' which
means that pupils had to think themselves about what they have heard. They have to
make their own inferences and assimilate the lesson taught by their teacher into the life.
The third stage 'Nidhyasana' means complete comprehension of truth and its use in the
life.
In ancient India women were given the equal right to education and teaching. Women
seers like 'Gayatri' were prominent participants in educational debates and the
proceedings of the 'Parishads'.( Assemblies) It was mainly the Brahmins followed by
71

Kshatriyas that received education at the Gurukuls while the boys from the lower caste
learnt their family trade from their fathers.
Few of the most important universities of India in the ancient times were Taxila,
Vikramshila and Nalanda. Taxila University of 7th century BC was famous for medical
studies and a galaxy of eminent teachers such as Panini, the well known grammarian,
Kautilya, the minister of Chandragupta Maurya, and Charaka, a medical teacher of
repute.
Nalanda was the highest learning center not just of India but also of the entire South Asia.
Students from foreign countries like China, Japan, Korea used to come here for higher
studies. It had around 10,000 students and teachers on its roll cards. The University had
eight colleges. And one of the colleges had four-storied building. It was one of the earliest
examples of residential cum learning complex.
Vikramshila University. Varanasi was famous for religious teachings. In the South,
Kanchi was famous for its studies while the Vallabhi University was no less. Huan Tsang
in his records mention the university to be at par with Nalanda and Vikramshila
universities.
India had several great minds at work, which contributed in every aspect of life. The
concept of zero, decimal and Pythagoras Theorem were all developed here.
As India progressed from ancient to medieval its education system deteriorated. Various
factors were responsible for the degradation of this most efficient and most ancient
education system of the world.

Present
The present educational system of India is an implantation of British rulers. Wood's
Dispatch of 1854 laid the foundation of present system of education in India. Before the
advent of British in India, education system was private one. With the introduction of
Wood's Dispatch known as Magna Carta of Indian education, the whole scenario
72

changed. The main purpose of it was to prepare Indian Clerks for running local
administration. Under it the means of school educations were the vernacular languages
while the higher education was granted in English only. British government started giving
funds to indigenous schools in need of help and thus slowly some of the schools became
government-aided.
Contemplating on the new system which was introduced Mahatma Gandhi expressed his
anguish in following words, "I say without fear of my figures being challenged
successfully, that today India is more illiterate than it was fifty or a hundred years ago,
and so is Burma, because the British administrators, when they came to India, instead of
taking hold of things as they were, began to root them out. They scratched the soil and
began to look at the root, and left the root like that, and the beautiful tree perished. The
village schools were not good enough for the British administrator, so he came out with
his program. Every school must have so much paraphernalia, building, and so forth. Well,
there were no such schools at all. There are statistics left by a British administrator which
show that, in places where they have carried out a survey, ancient schools have gone by
the board, because there was no recognition for these schools, and the schools established
after the European pattern were too expensive for the people, and therefore they could not
possibly overtake the thing. I defy anybody to fulfill a program of compulsory primary
education of these masses inside of a century. This very poor country of mine is ill able to
sustain such an expensive method of education. Our state would revive the old village
schoolmaster and dot every village with a school both for boys and girls. "
Today education system in India can be divided into many stages.

Pre- Primary - It consists of children of 3-5 years of age studying in nursery,

lower kindergarten and upper kindergarten. At this stage student is given
knowledge about school life and is taught to read and write some basic words.

Primary - It includes the age group of children of 6-11 years studying in classes
from first to fifth.

Middle - It consists of children studying in classes from sixth to eighth.

73

Secondary - it includes students studying in classes ninth and tenth.

Higher Secondary - Includes students studying in eleventh and twelfth classes.

Undergraduate - Here, a student goes through higher education, which is

completed in college. This course may vary according to the subject pursued by
the student. For medical student this stage is of four and a half years plus one year
of compulsory internship, while a simple graduate degree can be attained in three
years.

Postgraduate - After completing graduation a student may opt for post

graduation to further add to his qualifications.

Education Governing Bodies

The Central Board of Secondary Education (CBSE): This is the main

governing body of education system in India. It has control over the central
education system. It conducts exam and looks after the functioning of schools
accredited to central education system.

The Council of Indian School Certificate Examination (CISCE): It is a board

for Anglo Indian Studies in India. It conducts two examinations 'Indian Certificate
of Secondary Education' and 'Indian School Certificate'. Indian Certificate of
secondary education is a k-10 examination for those Indian students who have just
completed class 10th and Indian school certificate is a k-12 public examination
conducted for those studying in class 12th.

The State Government Boards: Apart from CBSE and CISCE each state in India
has its own State Board of education, which looks after the educational issues.

The National Open School: It is also known as National Institute of Open

Schooling. It was established by the Government Of India in 1989. It is a ray of
hope for those students who cannot attend formal schools.
74

The International School: It controls the schools, which are accredited to

curriculum of international standard.

Elementary Education
According to the Constitution of India, elementary education is a fundamental right of
children in the age group of 6-14 years. India has about 688,000 primary schools and
110,000 secondary schools. According to statistics two third of school going age children
of India are enrolled in schools but the figures are deceptive as many don't attend schools
regularly. At least half of all students from rural area drop out before completing school.
The government has rolled out many plans to increase the percentage of elementary
education. The plans such as 'Sarva Siksha Abhiyan (SSA), District Primary Education
Program (DPEP), Operation Blackboard, Mid Day Meal have been successful to great
extent.
Sarva Siksha Abhiyan (SSA)
The main goal of this program is that all children of 6-11 years of age should complete
primary education by the year 2007 and all children of 6-14 years of age should complete
eight years of schooling by 2010. This plan covers the whole country with special
emphasis on girl education and education of Schedule Caste (SC) and Schedule Tribe
(ST) children and children with special needs. The SSA centers are mainly opened in
those areas, which do not have any school or where schools are very far off. Special girl
oriented programs include:

Girl education at elementary level.

National Program for Education of Girls at Elementary Level (NPEGEL)

Kasturba Gandhi Balika Vidyalaya (KGBV)

Mahila Samakhya Scheme

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District Primary Education Program

This program was launched in 1994 with the objective of universalization of primary
education. Its main features are Universal Access, Universal Retention and Universal
Achievement. It aims that the primary education should be accessible to each and every
child of school going age, once a child is enrolled in school he/ she should be retained
there. The final step is achievement of the goal of education. The main components of
this program are:

Construction of classrooms and new schools

Opening of non-formal schooling centers

Setting up early childhood education centers.

Appointment of teachers.

Providing education to disabled children.

The program has been successful to the large extent as 1,60,000 schools and 84,000
alternative schools have been opened under this program. And work is going on for the
construction of new buildings of 52,758 schools. 4,20,203 disabled students have been
successfully enrolled into the schools.
Operation Blackboard
It was started in 1987-88. The aim of this program is to improve human and physical
resource availability in primary schools of India. According to this program every
primary school should have at least two rooms, two teachers and essential teaching aids
like blackboard, chalk, duster etc.
National Bal Bhavan
The National Bal Bhavan was opened with the aim of developing overall personalities of
children of all strata of society irrespective of their caste, creed, religion and gender. It
76

supplements school education by helping children to learn in play way and natural
environment.
Other important endeavors taken up by Indian government for the development of
education in India includes:

Navodaya Vidyalaya Samiti

Kendriya Vidyalaya Sangathan

Integrated Education for disabled children

National Council of Educational Research and Training

Secondary Education
The enrollment at secondary school throughout the country was close to 28 million in
1998-99. Efforts are being made to increase this figure through the implementation of
proposed new educational strategies.

Education system in India is making fast progress. The data of students' enrollment at
primary and secondary level of school education testifies to it.

Year
50-51
60-61
68-69
79-80
89-90
99-2000
2000-01
2-Jan
3-Feb
4-Mar

Primary (Lakh person)

192
350
544
716
973
1136
926
1098
1184
1224

Middle (Lakh person)

31
67
125
193
322
421
342
426
457
468
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University Education
This massive system of higher education in India constitutes of 342 universities (211
State, 18 Central, 95 deemed universities) 13 institutes of national importance, 17,000
colleges and 887 polytechnics. University Grant Commission (UGC), a national body,
coordinates and looks after the maintenance of standard of university education in India.
The university education in India starts with undergraduate courses. Depending upon the
nature of course pursued its duration may vary from three to five and a half years.

Academic Degree Course

This undergraduate course in India is of three years' duration. After completing this
course student get a Bachelor's degree in the subject studied such as Bachelor of Arts,
Bachelor of Commerce or Bachelor of Science.

Professional Course
There are large numbers of professional courses at the undergraduate level. Student may
opt for any of it depending upon their interest and condition of eligibility.

Medical Courses
This course at undergraduate level is known as MBBS (Bachelor of Medicine Bachelor of
Surgery). It is of four and a half year's duration plus one year of obligatory internship.
Various medical colleges conduct entrance examination for admission to this course. An
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all India level examination is also conducted by CBSE for admission to colleges all over
India based over 15% reserved seats.

Engineering Course
The bachelor of Engineering (BE) or bachelor of Technology (B Tech) is a four-year
course. It has wide range of options.

Management Course
In India education in management is one of the most sort out courses. The institutes,
which impart education in management, are known as "Business Schools". In India
management education is given at two levels, undergraduate and post-graduate.
Undergraduate degree courses include BBA, BBS, BBM. Postgraduate degree course is
known as MBA (Masters of Business Administration).

Distance Education in India

Indian Education system offers distance education to those who cannot join regular
schools or colleges. National Institute of Open Schooling offers school education through
distance learning.
University Education is also offered thorough distance learning. Many college courses
like in arts (history, economics, literature, Islamic studies), commerce (finance, banking,
accounting) are offered by Indian universities. Apart from these, professional courses in
management, mass media, para medical, engineering, law, travel and tourism are also part
of distance education in India.
79

Education Policy
The national policy of education (1986) and program of action (1992) lay down the
objectives and features of Indian education policy. It includes:

Development of International cooperation and peaceful coexistence through

education.

Promotion of equality. It could be achieved by providing equal access and equal

condition of success to children.

A common educational structure (10+2+3) for the whole of India.

Education for women's equality. The Indian education should be used as a tool to
change the status of women in the society.

Equalization of SC population with others in the matter of education. This is

ensured by giving incentives to parents who send their children to schools,
providing scholarship to SC students for higher studies, reservation of seats in
institution of higher studies in India, recruitment of SC teachers.

Opening of primary schools in tribal area for promotion of education in ST

people.

Development of curriculum and study material in the language of tribal people.

Emphasis on the education of minorities.

Adult education - Initiation of National Literacy Mission, for teaching illiterate

people of age group 15-35. And making them aware of the day-to-day realities of
their surroundings.

80

Special emphasis on early childhood care and education by opening up of day

care centers, promotion of child focused programs.

Increasing the scope of Operation Blackboard for upliftment of standard of

primary education in India.

Secondary education curriculum should expose the students to differentiated roles

of science, the humanities, and social science.

Redesigning of courses of higher education to meet the increasing demand of

professionalism.

Providing enhanced support to the research work in Universities. Efforts to relate

ancient Indian knowledge with the contemporary reality.

Setting up of Open Universities and Distance Learning centers to promote the

goal of education as a life long process.

A combined perspective of technical and management education.

Minimum exposure to computers and training in their use to be the part of

professional education.

The All India Council for Technical Education will be responsible for
maintenance of norms and standards, accreditation, funding, and monitoring of
technical and management education in India.

Multiple task performance for teachers such as teaching, research, development of

learning resource material, extension and management of the institution.

Providing teachers a better deal to make education system in India work in proper
way, as teachers are the backbone of the system. Providing better facilities to
institutions and improved services to students.
81

Development of languages in great deal.

Measures to be taken for easy accessibility of books at minimum costs to all

sections of students.

Strengthening of science education for the development of spirit of inquiry and

objectivity in the minds of students.

The purpose of examination to be to bring about qualitative improvement in

education. It should discourage memorization.

Methods of teacher recruitment to be recognized one to ensure merit and

objectivity in the system.

Overhauling of the system of teacher education and establishment of District

Institutes of Education and Training (DIET) to organize courses for elementary
school teachers.

Reviewing of educational developments by the Central Advisory Board of

Education (CABE)

Involvement of local communities for school improvement programmes.

Review of the implementation of the parameters of the policy every five years,

Strengthening the base of pyramid of Indian population for proper development of

education system in India.

National Policy of Education (1992) laid down many objectives for the development of
education system in India but it has not been successful in achieving all of them. It has
specified that the examination system should discourage the memorizing but it is what is
going on. The education in India seems to encourage rote learning instead of
82

experimentation and questioning. There is some disparity in assessment as all the State
Boards have different standards of evaluation.
The reservation on the basis of caste and religion is also a negative point in Indian
education. Corruption is visible in the allocation of seats of institutions of higher studies
and student politics is another sore point. These are some of the issues, which need to be
worked upon.

Though there are disparities between the objectives and their implementation in
education but still education system in India has come a long way and will continue to
improve in the future.

Some important facts about Indian education:

Ayurveda is the earliest school of medicine known to the world and 'charaka' is
known as the father of Ayurveda. He developed this system some 2500 years
back.

Takshila was the first university of world established in 700 B.C.

Nalanda University, built in 4 AD, was considered to be the honor of ancient

Indian system of education as it was one of the best Universities of its time in the
subcontinent.

Indian language Sanskrit is considered to be the mother of many modern

languages of world.

Place value system was developed in India in 100 B.C.

India was the country, which invented number system.

83

Aryabhatta, the Indian scientist, invented digit zero.

Trigonometry, algebra and calculus studies were originated in India.

Chapter IVResearch Methodology

And
Sample Design
84

RESEARCH METHODOLOGY
Research Design
Research is a structured enquiry that utilizes acceptable scientific methodology to solve
problems and create new knowledge that is generally applicable. Scientific methods
consist of systematic observation, classification and interpretation of data.
Although we engage in such process in our daily life, the difference between our casual
day- to-day generalisation and the conclusions usually recognized as scientific method
lies in the degree of formality, rigorousness, verifiability and general validity of latter.
Research is a process of collecting, analyzing and interpreting information to answer
questions. But to qualify as research, the process must have certain characteristics: it
must, as far as possible, be controlled, rigorous, systematic, valid and verifiable,
empirical and critical.

Type of Research
The study was object oriented so the type of research was Descriptive research.

85

Descriptive research, also known as statistical research, describes data and

characteristics about the population or phenomenon being studied. Descriptive research
answers the questions who, what, where, when and how...
Although the data description is factual, accurate and systematic, the research cannot
describe what caused a situation. Thus, Descriptive research cannot be used to create a
causal relationship, where one variable affects another. In other words, descriptive
research can be said to have a low requirement for internal validity.
Descriptive research is used to obtain information concerning the current status of the
phenomena to describe "what exists" with respect to variables or conditions in a situation.
The methods involved range from the survey which describes the status quo, the
correlation study which investigates the relationship between variables, to developmental
studies which seek to determine changes over time. Statement of the problem

Identification of information needed to solve the problem

Selection or development of instruments for gathering the information

Identification of target population and determination of sampling procedure

Design of procedure for information collection

Collection of information

Analysis of information

Generalizations and/or predictions

This research is the most commonly used and the basic reason for carrying out
descriptive research is to identify the cause of something that is happening.

Types of Data
86

Primary Data : The data which is collected for the first time, So in this research
method of primary data collection is survey method. Questionnaire tools has been
used for this research.

Secondary Data : The data which have already been collected and analysed by
someone else. So, in this research, books, newspapers, magazines, websites and
journals have been used to collect the secondary data.

Sample Design:
Sample Unit:

Employees

working

in

Education

(Management and Engineering Colleges)

Sample Area:

Jaipur

Sample Size:

70 respondents

Sampling Method:

Non-Probability Sampling

87

Industry

Chapter VAnalysis
And
88

Findings

ANALYSIS AND FINDINGS

Q. 1 Type of College (Engineering or Management)

45
45
40
35
30
25
20
15
10
5
0

25

Engineering

Management

Q. 1 Do you pay equal remuneration to both male and female employees?

89

55
60
50
40
30

15

20
10
0
Yes

No

Q. 2 Does your organization follow Maternity Benefit Act, Payment of Wages Act and
Payment of Minimum Wages Act?

51

60
50
40

19

30
20
10
0
Yes

No

Q. 3 Does your Organization make deduction to all employees as per ESI Act?

90

65
70
60
50
40
30
5

20
10
0
Yes

No

Q.4 Do you think that all the rules laid down on above mentioned Act is employer and
employee friendly?

47
50
40
23

30
20
10
0
Yes

No

Q.5 What is the amount of Bonus you usually pay to your employees?

91

30

26

25

20

20

16

15
10
5

0
Rs.500

Rs.1000

Rs.1500

Rs.2000

Rs.5000

Q. 6 Do you think that there should be only 5 days working or the daily working hours
should not exceed 6 hours or 48 hours in a week?

39
31

40
35
30
25
20
15
10
5
0
Yes

No

Q. 7 Apart from the salary, what other benefits you provide to your employees?

92

20
16

20
18
16
14
12
10
8
6
4
2
0

16

13

Q 8 What is the maximum duration any employee stay in your organization?

30

26

25

20

20

15

15
10

6
3

5
0
6 Hours

7 Hours

8 Hours

9 Hours

Q 9 Does your organization pay on the basis of VIth pay scale?

93

10 Hours

45
45
40
35
30
25
20
15
10
5
0

25

Yes

No

Q 10 Please mention the various employee welfare programme in your organization

beside of those made compulsory

30

26

25
18

20

15

15
10

5
0
Health Program Entertainment

Meditation

Yoga

Q11 How long employees have been associated with the organization?

94

Performance Review

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
10 years

5 years

3 years

1 year

Q12 Promotion are provided after every year?

Series 1
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
2 years

3 years

5 years

not provided yet

Q13 Increments provided are equivalent to the effort made by the employees?
95

3
2.9
2.8
2.7
2.6
2.5
2.4
2.3
2.2
yes

no

Findings & Suggestions

Findings :
1. Majority of the respondents are having the experience in between 1-3 years and
poor percentage of employees are having above 5 years experience in this
organization.
2. In my study, poor percentages of employees are of PG holders and the remaining
majority people are having less than SSLC as their educational qualifications.

3. Majority of the employees are female and most of the respondents belonging to
employee category than staff.

4. Most of the employees are getting basic salaries below 5,000 and a minor part of
the employees getting their basic as above 30,000.
96

5. Employee attitude is positive towards canteen facilities, large number of

employees is agreed that it is good and a few numbers response is towards poor.

6. Employee response is negative towards pick & drop facility, which is provided by
the company. Only one shift of employees is benefited with pick & drop and the
remaining two shifts were not having bus facility.

7. 92% of the respondents are satisfied with the safety measures which are provided
by the company and the remaining 8 % said that they were not satisfied.
8. More than 58% of the workers are not aware of ESI benefits and minor part of the
workers felt that ESI benefits are good.
9. Most of the respondents attitude is bonus will be announced on the companys
profitability and it had been announced once in a year.

10. Majority (80%) of the employees satisfied with the peers and superiors behaviors
and 20 % of the respondents were not satisfied.

11. 40% of the employees were well known about the loans and advances issued by
the company and they were utilizing them, 29% are not utilizing them and the
remaining 31% were not know about the loans and advances in the organization.

12. 65% of the respondents in the organization are satisfied with their salaries and the
remaining 35% were not satisfied with the salaries.

97

13. In my study, 57% of respondents attitude is positive in the case of companys

infrastructure and the remaining 43 % respondents attitude is negative.
14. Majority of the respondents job satisfaction falling in between 50%-75% and a
minor part of the respondents job satisfaction is up to 100%.

Suggestions :
Faculty development: Non availability of adequate proficient faculty is a major
constraint for sustainable growth of quality management education in India. An
autonomous, financially sound and academically credible institute with active support
from the leading management institutes, industry and Government should be set up for
faculty development. Standards for curriculum covering the entire spectrum need to be
set. Active involvement of faculty in training, conferences, industry engagement and
curriculum revision should be encouraged. Given the current demand-supply gap,
additional faculty would need to be attracted by appropriate incentives.
Sensitize management education to our unique socio-cultural situation by including India
specific case studies in the curriculum, reflecting our diversity and incorporating
traditional wisdom.
Integrate management with other knowledge sources and increase research funding for
management and supporting disciplines. With globalization, the need for management
education to pursue a wider scope and realise a more wholesome impact on society has
increased. Management departments in universities should therefore draw upon
knowledge sources in other departments.
Revamp the existing Bachelors degree in management, the Bachelors in Business
Administration, to cater to the burgeoning need of management graduates. Compulsory
apprenticeship in organizations and study of under managed sector areas should be

98

included as part of the program. The current text bookish nature of the curriculum is not
sufficient to prepare students for junior management levels.
The key focus of the governing board should be to continuously improve quality of
education and research. For this purpose, they would have to maximise the resource/fund
inflows and allocate/spend them purposively and efficiently. The Board should encourage
faculty to publish in reputed journals and publications, obtain regular feedback from
students on teaching-learning process, obtain recruiter feedback for improving quality,
institutionalize faculty evaluation and management system and encourage faculty to write
India based case studies.

99

Chapter VI
Conclusion

CONCLUSION
From the conclusion point of view, I wish to summarize regarding my project
undertaken in different education institutes as a great work and experience
achieved under an Indian education industry.
Several objectives were taken into consideration :
100

1. To know the satisfaction level towards the behaviors of peers and superiors.
2. To study the level of satisfaction towards his salary and also other benefits which
are provided by the organization?
3. To study the ESI facilities and safety measures which are provided by the
organizations?
4. To suggest the institutes about the measures to be taken for more employee
satisfaction.
While analyzing the various determinants of job satisfaction, we have to keep in
mind that: all individuals do not derive the same degree of satisfaction though
they perform the same job in the same job environment and at the same time.
Therefore, it appears that besides the nature of job and job environment, there
are individual variables which affect job satisfaction thus all those factors which
provide a fit among individual variables, nature of job, and the situational
variables determine the degree of job satisfaction.

101

Chapter VII
Bibliography
And
References

Bibliography

Essentials of Human Resource Management

And Industrial Relations.

P. Subba Rao

Human Resource Management

K.Gupta
102

Research Methodology

C.R.Kothari

Personal Management

C.P.Memoria

Training and development (trends and

experiences)

Sumati Reddy

Training and development (Country

experiences)

K.B.S.Kumar

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of Computer-Based Instruction, 15, 40-47.
ALLIGER, G. M., TANNENBAUM, S., BENNET, W., TRAVER, H. & SHOTLAND,
A. (1997) A Meta-Analysis of the Relations among Training Criteria. Personnel
Psychology, 50, 341-358.
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ANDERSON, J. R. (1982) Acquisition of Cognitive Skills. Psychology Review, 89,

369-406.
ANDERSON, P. H. & LAWTON, L. (1997) Demonstrating the Learning
Effectiveness of Simulations: Where We are and Where We Need to Go.
Developments in Business Simulation & Experiential Exercises, 24, 68-73.
BAILEY, J. & WITMER, B. (1994) Proceedings of Human Factors & Ergonomics
Society.

104

105