Beruflich Dokumente
Kultur Dokumente
Submitted by
KOKILA.P
DOCTOR OF PHILOSOPHY
Dr.M.G.R.
Educational and Research Institute
University
(Declared as Deemed to be University u/s.3 of UGC Act 1956)
Maduravoyal, Chennai 95
(An ISO 9001 : 2008 Certified Institution)
FEBRUARY 2016
i
DECLARATION BY THE CANDIDATE
I have also published my papers in International Journals (Scopus rated) as per list of
publications in the Annexure.
ii
BONAFIDE CERTIFICATE
iii
ABSTRACT
Empowered employees believe that their task are significant, they have
considerable freedom in deciding how to command and control organization and they each
handle a whole identifies piece of work. The empowerment comes from individual's
perception by influencingthe desired effects of working environment. It represents the
degree to which an individual feels that his input into their organization's administrative or
strategic decisions is up to the level. Jobs that provide discretion and that are central to be
organizational purpose increase access to these empowering structures.
Both primary and secondary data were used for this research. Primary data was
collected to assess the level of empowerment and the level of job satisfaction of the
respondents. Secondary data was collected from various sources. On the beginning, to gain
knowledge about the banking industry secondary data was used. The secondary sources of
data include reports, books, manuals, newspapers, journals and published and unpublished
sources and bank employees associations etc. The method used for primary data collection
is through questionnaires. To assess the level of employee empowerment questions have
chosen from different authors. Similarly to assess the level of job satisfaction a
standardized instrument namely the MSQ - Minnesota Satisfaction Questionnaire
developedbyWeiss et al in 1967 was used.
The population of the study was more than 7825 in number and with this
population; a pilot study was conducted on a sample of 50 respondents in order to arrive at
the appropriate sample size for the research. Hence sample size was derived using the
formula as 513.
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Findings from the Experimentation:
2. The Multiple Regression Analysis on job satisfaction implies that the impact of
employee self-esteem is the most important variable to improve employee job satisfaction.
The next important variable to induce satisfaction is employee leadership. The next
variable to induce satisfaction is employee power, next follows the employee reward,
employee information and finally the variable employee knowledge is the last to improve
satisfaction.
Conclusion:
The study relates the relationship between employees satisfaction and various
dimensions of Empowerment practices. Also findings indicate that employee
empowerment in an employee has very strong relationship to trigger employee satisfaction
in them. Taken together these findings confirm the strong impact of the dimensions of
employee empowerment on employee job satisfaction.
v
ACKNOWLEDGMENT
This thesis has served as one of the most profound and challenging learning experiences in
this researcher's career. Indeed, it has provided a strong foundation for my current
initiatives and its impact will certainly continue for many years to come.
I offer my sincerest gratitude to my expert member Dr.Ashwini Ravi who have supported
and guided. I am indebted to Dr.R.Jayam for her valuable inputs and encouragements.
I am grateful to Dr. MaliniPande, Head of the Department of Management Studies for her
insightful advices and valuable suggestions.
Special thanks to Dr.S. ArchanaBai, Dr.B. Neeraja, Dr.K. Vimala, Dr.A. Devendran,
Dr. J. Srideviand other Faculties of the department for their encouraging support, positive
attitude throughout the process.
I express my sincere thanks to the Research office staff and Library staff of Department of
Management Studies who were always available and lend a helping hand.
My heartfelt thanks to all the respondents of various banks, who took time away from their
busy schedule for responding to the questionnaire.
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I am indebted to my husband Mr.S.Parthasarathy and our kid Adithi for her kind
understanding, patience, encouragement and unwavering support throughout my extended
student life.
P.KOKILA
vii
DEDICATION
viii
TABLE OF CONTENTS
ABSTRACT iv
List of Tables xvi
List of Figures xix
List of Symbols and Abbreviations xxi
1 INTRODUCTION 1
1.1 Rationale behind the study 1
1.2 Background of the Research 2
1.2.1 Importance of Human Resources 2
1.2.2 Human Resource Development in Banks 2
1.2.3 Industry Profile 3
1.2.4 Banking System in India 5
1.2.5 Classification of Banks in India 6
1.2.5.1 Government Banks 6
1.2.5.2 Nationalized Banks 6
1.2.5.3 Private Sector Banks 7
1.2.5.4 Co-operative Banks 7
1.2.5.5 Foreign Banks 8
1.2.6 Banking as a Profession 8
1.3 Justification for the Study 8
1.4 Research Problem and Hypothesis 9
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CHAPTER CONTENTS PAGE
NO. NO.
1.5 Methodology 13
1.5.1 Method of Study 13
1.5.2 Sampling Design 13
1.5.3 Selection of Respondents 13
1.5.4 Sources of Data 14
1.5.4.1 Primary Data 14
1.5.4.2 Secondary Data 14
1.5.4.3 Tools for Data Collection 14
1.5.4.4 Data Analysis 14
1.6 Definition 15
1.6.1 Human Resource Management 15
1.6.2 Employee Empowerment 15
1.6.3 Power 15
1.6.4 Reward 15
1.6.5 Information 15
1.6.6 Knowledge 15
1.6.7 Leadership 15
1.6.8 Self Esteem 15
1.6.9 Employee Satisfaction 16
1.6.10 Employee Motivation 16
1.6.11 Training and Development 16
1.6.12 Bank 16
1.6.13 Banking Sector 16
1.6.14 Research Methodology 16
1.6.15 Pilot Study 16
1.6.16 Likert Scale 17
1.6.17 Research Design 17
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CHAPTER CONTENTS PAGE
NO. NO.
1.6.18 Sampling Error 17
1.6.19 Significance Level 17
1.6.20 Survey 17
1.6.21 Variable 17
1.6.22 Structural Equation Model 17
1.7 Outline of the Report 18
1.7.1 Chapter 1 18
1.7.2 Chapter 2 18
1.7.3 Chapter 3 18
1.7.4 Chapter 4 19
1.7.5 Chapter 5 19
1.8 Delimitations of Scope and Key Assumptions 19
1.9 Conclusions 19
2 REVIEW OF LITERATURE 20
2.1 Introduction 20
2.1.1 What is Employee Empowerment 21
2.1.2 Various Definitions of Employee Empowerment 21
2.1.3 Importance of Employee Empowerment 22
2.2 Parent Disciplines and Classification Models 24
2.2.1 The Conger and Kanungo Model 25
2.2.2 Thomas and Velthouse Mode 28
2.2.3 Altizer Model 31
2.2.4 Thomas and Thymon Model 32
2.2.5 The Spreitzer Model 33
2.3 Developing and Current Literature 35
2.4 Classic Empowerment Approaches 36
2.4.1 Social Structural Empowerment Approach 36
2.4.2 Psychological Empowerment Approach 41
2.5 Earlier Literature 44
2.5.1 Power and Empowerment 44
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CHAPETER CONTENTS PAGE
NO. NO.
2.5.2 Knowledge and Empowerment 45
2.5.3 Reward and Empowerment 46
2.5.4 Information and Empowerment 47
2.6 Immediate Discipline 48
2.6.1 Employee Satisfaction 48
2.6.2 Definition of Employee Satisfaction 48
2.6.3 Importance of Employee Satisfaction 49
2.6.4 Factors that influence Employee Satisfaction 49
2.6.5 Sustain the Employee Satisfaction 51
2.7 Theories and Analytical Models 51
2.7.1 Intrinsic and Extrinsic Factors 51
2.7.2 Content Theories 52
2.7.3 Motivation/Hygiene (Two Factor Theory) 52
2.7.4 Process Theories 53
2.7.5 Expectations and Equity Theory 54
2.7.6 Reference Group Theory 54
2.7.7 Need and Fulfillment Theory 55
2.7.8 Work Adjustment Theory 55
2.7.9 Job Characteristic Model 56
2.7.10 Dispositional Theory 56
2.7.11 Affect Theory 57
2.8 Measuring Job Satisfaction 57
2.9 The Gaps Identified from the Review of Literature 58
2.9.1 Gap Identified 60
2.10 Area of the Study Identified 60
2.11 Conclusion 61
3 RESEARCH METHODOLOGY 62
3.1 Introduction 62
3.2 Justification of Methodology 62
3.3 Scope of the Research 63
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CHAPTER CONTENTS PAGE
NO. NO.
3..3.1 Independent and Dependent Variables 63
3.4 Methodology 63
3.4.1 Descriptive Study 64
3.5 Population 64
3.6 Sample 65
3.6.1 Determination of Sample Size 66
3.7 Research Instruments for Data Collection 66
3.7 Measurement Scale Used 66
3.8 Pilot Study 66
3.8.1 Validity 67
3.8.2 Content Validity 67
3.8.3 Reliability 67
3.8.4 Confirmatory Factor Analysis 69
3.9 Research Method 70
3.10 Method of Data Collection and Analysis 70
3.10.1 Data Collection 70
3.11 Method of Study 71
3.11.1 Sampling Design 71
3.11.2 Selection of Respondents 72
3.12 Sources of Data 72
3.12.1 Primary Data 72
3.12.2 Secondary Data 72
3.13 Tools for Data Collection 72
3.14 Data Analysis 73
3.15 Descriptive Analysis 73
3.16 Structural Equation Modeling 74
3.17 Ethical Considerations 74
4 ANALYSIS OF DATA 78
4.1 Introduction 78
4.2 Descriptive Analysis on Sample 78
xiii
CHAPTER CONTENTS PAGE
NO. NO.
4.3 Profile of the Respondents 78
4.4 Inferential Analysis on Sample 90
xiv
CHAPTER CONTENTS PAGE
NO. NO.
xv
LIST OF TABLES
xvi
TABLE CONTENT PAGE NO.
NO
4.11 Student Test for Significant Difference between Male and 90
Female with respect to Dimensions of Employee
Empowerment
4.19 Chi-Square Test for Association between Gender and Level 103
Of Employee Satisfaction Of Bank Employees
4.20 Chi-Square Test for Association between Age Group and 104
Level Of Employee Satisfaction Of Bank Employees
xvii
TABLE CONTENT PAGE NO.
NO.
xviii
LIST OF FIGURES
xix
FIGURE CONTENT PAGE NO.
NO.
4.9 Bar diagram represents the Level of Employee Empowerment 88
of bank employees
4.10 Bar diagram represents the Level of Employee Satisfaction 89
4.11 Structural Equation Model on Employee Empowerment on 121
Employee Job Satisfaction
xx
LIST OF ABBREVIATIONS& SYMBOLS
DV : Dependent Variable
EE : Employee Empowerment
ES : Employee Satisfaction
IV : Independent Variable
xxi
JDI : Job Descriptive Index
OB : Organizational Behavior
PE : Psychological Empowerment
xxii
CHAPTER 1
INTRODUCTION
Our country, India is an independent democratic nation. With nearly one billion
citizens, India is the second most thickly populated nation in the world. It is very tricky to
speak of any one Indian culture, although there is deep intellectual steadiness that attaches
its people together. India's journey on the path of economic reforms has transformed it to
one of the world's best growing economies. Its large and increasing population is its best
asset and can quadruple GDP and propel India to the confederation of urbanized
economies over the next decade. All this is possible, if a billion can be transformed
into productive employees.The economy of India is the tenth largest in the world
by nominal GDP and the third biggest by purchasing power parity.
The Indian money market is classified into the organized sector like private, public
and foreign commercial banks and cooperative banks which together known as scheduled
banks and the unorganized sector which includes individual or bankers or money
lenders and non-banking financial companies.
1
handy has observed, a redoubling of effort is often the result. Unfortunately the efforts are
often wrongly placed and fail to achieve decided objectives. This can be due to the
information that is irrelevant or unreachable and unrealistic objectives, even though have
skills and personal competencies that are necessary for successful performance and attain
satisfaction.
The world of work is shifting so fast that employees are anguishing from low job
satisfaction, poor morale, stress, absenteeism and poor job performance. There will be no
letting up on the pressure to perform at work. When people are given a repetitive job,
which is too small for them, they become bored, uninterested and probably make costly
errors. Over a long period of time people can become resentful and depressed. Others turn
to outward expression of hostility and may even damage equipment and sabotage
production. Mounting evidence from studies of job satisfaction and stress at work supports
this view. Many of these problems come from treating people simply as machine that has
to complete a specific task in a given period.
Much managerial work is conducted at breakneck peace, a peace that may even
have a clear direction but is passed out at a fur ion rate that is a rate that may have an
unpredictable pattern and comes in fits and starts. Planting people to these occupational
conditions makes demands on them that they have little control over and are ill- prepared
to deal with. Work itself should be the arena for the personal satisfaction and vibrant
performance of people. If you accept anything less you will get less. Simply expecting
employees to be happily, contended and outstanding at work, whatever they do is wishful
thinking. Being clear about people have to achieve at work is important. People and
organizations need to know the direction they are travelling in. but equally, if they are band
of unwilling travelers, they will be a drag on the direction of the organization. The obvious
is that people are the sources of all success. By creating the conditions for significant
personal learning amongst employees in the organization, the likelihood of its success is
increased. It requires management commitment and practical counseling skills that
facilitate and empower employees to deal with their problems at work and to make that
most of them in their organizational employee satisfaction.
Empowered employees strongly believe that their task are significant, they have
significant freedom in deciding how to command and manage organization and they each
touch a whole recognize piece of work. Empowerment provides for a more efficient, cost-
2
efficiency kind of control than command and manages organization, argues Jim
Durcan(1974).
Hence empowerment motivates people from inside. Money is important but is not
the sole or primary criterion influencing employee motivation. Job satisfaction,
opportunity to develop new skills, decision making etc are often equal to financial rewards
in employee scale of standards.
But empowerment is relatively a new concept in India. Studies, of course, have
been made on the effect of motivation from sources other than empowerment. Hence the
motivational aspects of empowerment in Indian condition become an interesting topic for
research.
3
management circles, which must be trailed to keep up with the Joneses. Yet, there are
shutter others who see it with absolute distrust. However idea is still developing and taking
shape, it is not fair to delimit its scope and coverage.
The HRD movement in banks is gradually building ahead. A majority of the banks
have setup separate HRD departments (HRDDs) within a decade of functioning; HRDDs
in some banks have gained certain creditable success. The comprehensive criticism of the
presenting HRD function as Ornamental Appendages cannot be justified. On the other
hand, it is true that HRDDs functioning in a majority of the banks is far from satisfactory.
There are many banks, along with training; assured other activities like manpower
planning and performance appraisal have been introduced. Yet, some other banks have
made rapid strides as far as the introduction of new HRD activities and sub-systems, such
as methodical training, quality circles and staff meetings are concerned. Besides
introducing these systems, some banks have also taken significant efforts in perfecting
certain systems like training and performance appraisal. Nevertheless, there is a broad
spread feeling in banking industry that there are no sufficient pay off from the HRD
functions and system at the operational level are regulated to level of rituals.
4
nationalized banks have, in general, not been very effective. However, the Reserve Bank of
India continuous to move toward greater economic liberalization. The Indian financial and
credit policy has adopted in early 1997 as broad economic implication.
5
In 1980, an extra six banks were publicly owned, and therefore increase the number
of nationalized banks to 20. Till the year 1980 roughly 80% of the banking section in India
was under governments ownership. On the implication of Narsimhan Committee, the
Banking Regulation Act was amended in 1993 and thus the gates for the new private sector
banks were unlocked.
The various banking system accessible in India are as follows:
Financial System.
Monetary System.
Ministry of Finance.
Reserve Bank of India.
Indian Bankers Association.
6
delivery, six more commercial banks in India be nationalized. In 1993, New Bank of India
amalgamated with Punjab National Bank (PNB), which brings the number of nationalized
banks in India to 19. It is the only combination between two Indian nationalized banks in
India. It is also the only merger between two Indian nationalized banks in India that saw an
expansion rate of around 4%, which was close to standard growth rate of country
economy.
7
1.2.5.5 Foreign Bank
The foreign Banks are fundamentally commercial banks like any other. They
operate mostly in big cities like New Delhi, Mumbai, Kolkata, Chennai and Bangalore.
Today there are 18 foreign banks operation in India.
8
increasing number of organizations are introducing new strategies, including different
reward packages, as means of empowering todays employees.
Normally the performance of employees increases feels satisfied during the middle
effects of reward. In order to empower employees for better organizational performance, it
would be essential to offer incentives and situational factors in such a way that their
personnel wants are incorporated with organizational goals.
Empowerment is a purpose of interaction between the requirements in the
individual and the incentives in the setting as he perceives them. Hence, in empowering
employees, power information reward knowledge leadership self esteem plays an
important role and therefore, the bank pays a special notice to these areas.
Thus, a great emphasis is laid on the present study.
9
of employees empowerment and employee satisfaction in public and private banks in
Chennai city.
Considering the amount of knowledge obtained, a study should be undertaken to
shed off the shyness over the private and public sector bank in Chennai city. In recent
years the banking industry has undergone a great many changes. Banks are increasing in
number, and with each new branch being opened more number of persons are recruited.
The attitude of these persons which is one of human relation leads us to study their level of
empowerment towards level of satisfaction of the employees in banks.
The problems addressed for this study are:
What is the degree of employee empowerment in banks?
Do employees in banks have more empowered in terms of power, knowledge,
information, reward, leadership and self-esteem?
Does employee empowerment impact on job satisfaction of employees?
10
Wagner and Harter (2006) says empowered employees with advanced levels of
satisfaction than organizations with more planned, hierarchical, and less flexible work
atmosphere. In this atmosphere where employees were empowered, employees were
contracted the power to recognize problems, provide solutions, and make important effect.
Improved responsibility, bendable work schedules, a pleasurable work culture, and public
gratitude for success legend all contributed to the employees sense of feeling empowered.
In return, employees rate their satisfaction levels as high evaluated to other organizations
with cultures that illegality employee empowerment.
There are a number of aspects affecting job satisfaction related to the
establishment, such as employment status (permanent, temporary), period of employment,
position of the organization, content of the work, employment position. Opportunities to
hone skills, decision-making style of superiors, the schedule of the work, wages,
promotion opportunities, chance for self-development, physical conditions, shifts, job-
family variation, organizational support, input in the decision-making process, kindred
with colleagues, benefits, job security, organizational culture, organizational climate, job
orientation, employee empowerment, understaffing and job-employee adaptation, as well
as such demographic factors as age, gender, marital status, and level of education.
Hypothesis I
There is no significant difference between male and female with respect to
dimensions of Employee Empowerment of Bank Employees.
Hypothesis II
There is no significant difference between Public Bank and Private Bank with
respect to dimensions of Employee Empowerment of Bank Employees.
Hypothesis III
There is no significant difference between age group and dimensions of Employee
Empowerment of Bank Employees.
Hypothesis IV
There is no significant difference between Educational Qualification and
dimensions of Employee Empowerment of Bank Employees.
11
Hypothesis V
There is no significant difference between Designations and dimensions of
Employee Empowerment of Bank Employees.
Hypothesis VI
There is no significant difference between Experiences and dimensions of
Employee Empowerment of Bank Employees.
Hypothesis VII
There is no significant difference between number of training attended and
dimensions of Employee Empowerment of Bank Employees.
Hypothesis VIII
There is no significant difference between Monthly Income and dimensions of
Employee Empowerment of Bank Employees.
Hypothesis IX
There is no association between gender and level of employee satisfaction of bank
employees.
Hypothesis X
There is no association between age group and level of employee satisfaction of
bank employees.
Hypothesis XI
There is no association between educational qualification and level of employee
satisfaction of bank employees.
Hypothesis XII
There is no association between category of bank and level of employee
satisfaction of bank employees.
12
Hypothesis XIII
There is no association between monthly income and level of employee satisfaction
of bank employees.
Hypothesis XIV
There is no association between no. of training attended and level of employee
satisfaction of bank employees.
Hypothesis XV
There is no association between Level of Employee Empowerment and level of
Employee Satisfaction of bank employees
Hypothesis XVI
There is no significant difference between mean ranks towards dimensions of
Employee Empowerment satisfaction of bank employees.
1.5 METHODOLOGY
A descriptive research design has been used for the purpose of this study. The
purpose of descriptive research is to describe the state of dealings as it exists at present.
The researcher can report on what has happened and what is happening. This design is
used to describe the prevailing practice of employee empowerment towards employee
satisfaction.
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this research. The respondents were selected randomly from among those working for a
minimum period of 6 months. The minimum age of respondents is in the minimum range
of 22 to 25 years and maximum is 55 years. The educational qualification is an
undergraduate while choosing respondents; care was taken to represent all functional areas
so that the sample can be considered as truly representative of the population.
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Multiple regression analysis
1.6 DEFINITIONS
1.6.1 Human Resource Management: Human resource management is the planning;
organizing, directing and controlling of the securing, advancement, and resources to the
end those individual and societal objectives are accomplished.
1.6.3 Power: the capability or ability to direct or manipulate the behavior of others or the
course of events.
1.6.5 Information: Data that is (a) precise and timely, (b) exact and organized for a
purpose, (c) existing within a context that gives it meaning and relevance and (d)
can lead to an increase in sympathetic and decrease in uncertainty.
1.6.7 Leadership: The act of inspiring subordinate to perform and engage in achieving a
goal.
15
1.6.9 Employee Satisfaction: Employee satisfaction explains if an employee is pleased
with their job and the manager. Some of the factors that donate to employee satisfaction
include empowerment of the employee, good salary, good benefits and distinguishing good
performance.
1.6.11 Training and Development: The official and ongoing educational activities
within organization calculated to enhance the fulfillment and performance of employees.
Training and development programs obtainable by a business might include a variety of
educational techniques and programs that can be listen on a obligatory or voluntary basis
by staff.
1.6.13 Banking sector: Banks and other fiscalinstitutions whichprovide lending and
investments.
1.6.14 Research methodology: The development used to collect information and data for
the reason of construction business decisions. The methodology canembrace publication
research, interviews, surveys and other research techniques and can include both present
and historical information.
1.6.15 Pilot Study:Research passed out before starting the actual study plan when it is
required to test the research tools. In a pilot study a small number of trial interviews are
carried out to check whether all questions from the questionnaire are obvious to the
respondents and whether they make sense etc.
16
1.6.16 Likert scale: One of the majority known measurement scales, extensively used in
marketing, market and social research. The name of the scale comes from the name of its
organizer, Likert and used to be more complex; currently a simplified version is used.
1.6.17 Research design: A Printed description of the way of carrying out a research
project.
1.6.18 Sampling Error: Sampling error is an error, which is unspecified, with a defined
value to the consequences of a study carried out on a random sample; the value of the error
gets smaller with the growing size of the sample. Sampling error is also called standard or
statistical error.
1.6.20 Survey: A survey carry out on random, delegate samples of citizens of the whole
country or selected cities or regions. Surveys are usually used to determine social hold up
for supporting parties and party leaders, confidence for the government and public
organization, measurement of the current situation in the country, customs, rules, law etc.
1.6.21 Variable: Variable is each characteristic of the tested person, object or occurrence
which can have at least two values.
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1.7 OUTLINE OF THE REPORT
1.7.1 Chapter 1 aims to build with introduction, foundation of the study, then
background of research, importance of human resource development in banks. This
chapter will outline the principle of the conducted research. Then it brings detailed
industry profile, banking system in India. Which methodology was used, what are
justifications of the study? Most importantly it will outline the research problem and
hypothesis. It also gives a brief set of definitions, outline of the report, delimitations of
scope and key assumptions, conclusion.
1.7.2 Chapter 2 deals with a detailed review of literature conducted for the present study
with respect to Empowerment practices, studies on job satisfaction. It also brings parent
discipline, immediate disciplines and earlier literature. The gaps indentified through this
process are also discussed.
Introduction employee empowerment
Parent disciplines
Developing and current literature
Earlier Literature
Immediate discipline
Research Gap
1.7.3 Chapter 3 vividly discusses the on the methodology, which consists of two major
parts. In the first part, the relevant items (Variables) for employee empowerment are
reviewed based on the previous studies and the data analyzed from the preliminary survey.
Sixteen hypotheses were developed for test. The second part discusses the research method
employed. This study attempts to design the research based on perception of employees,
managers. The methodology is to be employed is discussed through the following
procedures:
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1.7.4 Chapter 4 presents evaluation based on the descriptive statistics about demographic
variables of employees. It also carries the inferential analysis of employee empowerment
on employee satisfaction. It also deals with employees empowerment in banking industry
towards job satisfaction and testing the hypothesis using various software using in
currently in the industry.
1.9 CONCLUSION
This chapter deal with preface to human resource development, backdrop to the research,
develops the research problems and hypothesis, justified the research parameters, shows
the methodology, describes the outline of the report, stated the definitions confined to
empowerment concepts and the research. It also affirms the delimitations and assumptions
of the study.
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CHAPTER 2
REVIEW OF LITERATURE
2.1 INTRODUCTION
Empowering employees is the long-term process of providing the tools, training
and motivate the workers to perform at the optimum level. If organization is looking for a
method to speed processes and still create quality materials and services, focus on
employee empowerment. When an employee trusted, and given timely information and the
authority to find solutions. Employee will be able to solve problems and provide solutions
more quickly than someone without that empowerment. Empowerment offers employee
with a sense of sovereignty, which will increase employee job satisfaction. It will be more
comfortable at work because it develops self-confidence and a sense of worth. A happy
worker gives the most excellent customer service, and leaves a good thought of company
with whomever it addresses. This translates into personal or career growth for individual
and increased sales for an organization. In a world in which technology changes every day,
and customers get information, products and services in more and more diverse ways, the
workers need to make rapid decisions that advantage the operation. The spent time and
effort on training in decision-making, the employees most likely will react to change
speedily and find new ways to meet customer demands.
Empowerment has wide-ranging and definite countless meaning and this various
definitions and approaches, faced the honesty of this concept with problem. The definition
of empowerment factors can be used as intrinsic motivation, understanding and
commitment, job structure, and the sharing of resources and data broadcast, power or
authority. The original definition of empowerment, back in 1788 that empowerment
identify as delegating power to the organization role of individual. This authority should be
established to an individual or seen in his organization's task Soofali (2003). In the
20
dictionary, empowerment suggests the different meanings. Empowerment is a compilation
of systems, methods and measures to develop the ability and competence of individuals to
develop and augment productivity, organization progress, growth and prosperity and
human resources according to the organization's goals are used. Empowerment is not only
giving control to employees but cause employees with educating the skills and motivation,
could recover their performance. Empowerment is to afford the essential resources
available to employees and empowerment of growth process. "Important" is also meant to
make stronger impression that cause employees to solve problems and improve the ability
of supporting vision and communal of staff and allow them to identify environmental
issues under control Soofali (2003).
21
However, empowerment does not leave out an initial management to organise,
teach and direct employees, as well as convinced self-discipline (Geroyet al. 1998;
Lawler 1993).
Burke (1986) explain empowerment as To empower involve the giving way of
power-delegation of power.
Cornwall (1990) identify empowerment as, the process of having power given
from the traditionally powerful director in an organization and motivate everyone.
Randolph (1995) defines empowerment as, by recognizing and discharge into the
organization the power that employees previously have in their wealth and useful
knowledge and internal passion
Conger and Kanungo (1988) define empowerment as: A process of enhancing
thoughts of self-efficacy among organizational members during the identification
of conditions that foster powerlessness and during their removal by both formal
organizational practices and informal method of providing efficiency information.
Batman and Snell (1999) defines, empowerment is the process of allocation power
with people.
Newstrom and Davis (1998) define empowerment as any procedure that provides
better autonomy through the sharing of pertinent information and the provision of
control over factors affecting job performance.
According to Nancy Foy (1994), empowerment is simply receiving the power to
make your voice heard, to donate the plans and decisions that involve you, to use
your skill at work to improve your performance and with it the performance of your
whole organization.
David Clutter Buck (1994) defines empowerment as, finding new traditions to
contemplate power in the hands of people who needs it most to get the job done.
22
ways to carry out their jobs and it gives workers the feeling of self-assurance in themselves
and their organizations (Bourke 1998).
23
related practices. Since a construct, empowerment has not conventional the same analytical
treatment from management scholars as the construct of power. In recent years we have
seen the appearance of the idea that the effective manager is not just a boss but an enabler
and facilitator, drawing the best out of everybody who works in the organization whatever
its line of business. We have seen the idea of reverse the corporate pyramid so that
awareness focuses on the ability of the front line employees to provide the customer more
successfully rather than looking over their shoulders to see what their manager is capable
of.
24
showed how work could be re-designed within the obtainable technical basis so as to
preserve customary features such as skill diversity and a degree of autonomy (Trist et al.
1963). In the 1970s the quality of working life (QWL) society combine and developed
these ideas and put them into practice, most notably in the Swedish car plants such as
Volvo at Kalmar. additionally it has been argued that developments in the larger sustaining
and social environment including more knowledgeable workers has led to a higher level of
anticipation pertaining to quality of working life (Cotton 1993). The term Empowerment
was used in different areas previous to being used in management. These areas contain
political and social actions. According to Potterfield (1999), the academic roots of
empowerment can be traced to a broad display of movements and ideas over the past few
centuries, culminating in wide spread function of empowerment-related ideas to various
social reform movements in the 1960 and 1970 social modification engagements such as
the social rights movement, feminism, and others. Potterfield (1999) indicates that in the
course of personal discussion with management and employee empowerment power, he
establishes that these specialists were uncertain about when and where the term was used
in management and organizational studies. At the same time, Honold (1999) argues that it
utilize the impression in management was set up in the socio-technical
approach,Lewin(1951) the idea of job improvement, and employee attachment.
CLASSIFICATION OF MODELS
Different models connected to empowerment are very useful to read in this chapter.
Some of the most familiar are the following:
25
they include diagnosis of organizational circumstances that are accountable for feelings of
powerlessness, method to eliminate some of the circumstances leading to powerlessness,
providing low level employees with self-efficacy information, subordinates emotion of
being empowered, and behavioral effects of empowerment (Conger and Kanungo 1988)
Remove
conditions
listed in
stage 1
26
(d) Cool bureaucratic climate.
(e) Poor interactions.
(f) Highly federal organizational resources.
b. Supervisory style:
(a) High control.
(b) Negativism (emphasis on failure).
(c) Lack of reason for actions.
c. Reward systems:
(a) Non contingency.
(b) Low incentive value of rewards.
(c) Lack of competence-based rewards.
(d) Lack of innovation-based rewards.
d. Job Design:
(a) Lack of role clarity.
(b) Lack of teaching and technological support.
(c) Impractical goals.
(d) Lack of proper power.
(e) Low task variety.
(f) Limited contribution in programs, meetings, decisions that have a direct impact
in job performance.
(g) Lack of proper and necessary resources.
(h) Lack of network-forming occasion.
(i) Highly recognized work routines.
(j) High law agreement.
(k) Low progression opportunities.
(l) Lack of significant goals.
(m) Limited contact with senior organization.
27
feedback systems, replica and capability based rewards. The purpose of implementing
these strategies is to remove some of the external conditions responsible for powerlessness
and to offer subordinates with self-efficacy information in the next stage.
In stage 3, the source of information is offer through inactive attainment, vicarious
experience, verbal affiliation, and emotional stimulation.
The consequence of receiving information talk about in stage 3 is that subordinates
feel empowered in stage 4.
In the final stage, the behavioral effects of empowerment are observed and can be
shown, through beginning and perseverance of behavior to achieve task objectives.
28
Impact
Refers to the degree to which performance is seen as (making a difference) in terms of
completing the purpose or task, that is, producing the future effects in ones task
environment
Meaningfulness
Refers to anxiety the value of the task goals or purpose reviewer in relation to the
individuals own ideals or standards
Competence
Refers to the degree to which a person can perform task behavior competently when he
or she endeavor
Choice
Refers to employ informal daily tasks of a employees actions In addition to the task
assessment, increase a model that confine the procedure by which employees disembark
at task assessment.
29
competence, meaningfulness, and choice. Additional information is added to the task
assessment by the interpretive styles through external events.
The interpretive styles provide information concerning how well things are going,
about what may have caused past events and about what could happen in the future.
Global estimation are cumulative learning from past task assessments and are used to help
(fill in the gaps) in assessing a novel situations (Thomas and Velthouse 1990). Through
the interventions element, changes are made to facilitate implementing of empowerment.
In conclusion, Thomas and Velthouse (1990) build upon (Conger and Kanungos 1988)
model. They recognized four task assessments and they came up with a model that
reproduce the process by which employees reach the task assessment that is responsible for
motivation.
5
Interpretive
Styles
_ Attributing
_ Evaluating
_ Envisioning
4
Global
Assessment
6 1 _ Impact
_ Competence
_ Meaningfulness
Intervention Environmental _ Choice
Events
2
Task
Assessment
3 _ Impact
Behavior _ Competence
_ Activity _ Meaningfulness
_ Concentration _ Choice
_ Initiative
_ Resiliency
_ Flexibility
30
2.2.3 The Altizer Model
In his article, Four Steps to Empowerment, Altizer (1993) identifies four tactics
of empowerment used in his company. He starts his article by emphasizing the significance
of empowerment and total quality management. Furthermore, he states that empowerment
is not optional; it is a must if the organization aims to improve its quality system. He
continues his article by importance what he considers to be the four steps to empowerment.
Encourage Innovation
The author stresses that employee initiative and innovation should be encouraged
for quality improvement. He argues that for quality improvement, employee initiative and
innovation are demolished when managing employees with restricted rules.
31
he says that The empowering manager identifies and rewards desired actions with public
praise, letters, or by just receiving out of the way (Altizer 1993).
To recapitulate, Altizer provides managers with a number of steps to adopt
employee empowerment in the work place. At the end of his article he states: Continuous
improvement requires knowledgeable, capable employees who have the power to examine
the status quo and make changes (Altizer 1993).
Task assessments, which are called feelings in the Thomas and Tymon model, are
defined by the authors as follow:
Choice: is the opportunity you feel to select task activities that make sense to you
and to perform them in ways that seem manner. The sensation of being free to
choose our own judgment and act out of our own understanding for task.
Competence: is the accomplishment you feel in skillfully performing task activities
you have chosen. The feeling of competence involves the sense that you are doing
good, quality work on task.
Meaningfulness: is the opportunity you feel to pursue a worthy task purpose. The
feeling of meaningfulness is the feeling that you are on a corridor that is worth your
time and energy that you are on a valuable duty, which your purpose matters in
the larger scheme of things.
Progress: is the accomplishment you feel in attain the task purpose. The feeling of
progress engages the sense that the task is moving forward, that your activities are
really accomplishing something (Thomas and Tymon 1993).
The authors clarify that these feelings resulted from both task actions (behaviors) you
perform and the task purpose (goal or mission) are trying to achieve (Thomas and Tymon
1993).
32
SENSE OFSENSE OF
OPPORTUNITYACCOMPLISHMENT
Feelings of Feelings of
TASK
CHOICE COMPETENCE
ACTIVITIES
Feelings of Feelings of
TASK
MEANINGFULNESS PROGRESS
PURPOSE
Furthermore, the authors identify the elements that increase each of the four
feelings of empowerment. The authors call these elements the building blocks. For each
building block, the authors set up two sets of actions: the first lists actions the manager can
take to empower his employees, these are called team actions; the second lists actions that
the individual can take to empower himself, these are called personal actions.
To summarize, the Thomas and Tymon expanded the work of Thomas and
Velthouse (1990) by identifying building blocks for every of the four feelings (task
assessments). Furthermore, they came up with two types of actions for each building
block. These actions are labeled as team and individual actions that can be taken by both
managers and individuals to increase empowerment.
33
overall construct of psychological empowerment. In other words, the lack of any single
dimension will collapse, though not completely eliminate, the overall degree of felt
empowerment.
Furthermore, Spreitzer (1995) developed a partial nomological network of
psychological empowerment in the workplace. In this network, the author identified and
confirmed antecedents and consequences of psychological empowerment as well as social
structural characteristics of the work unit. The antecedents are locus of control, self-
esteem, access to information and rewards. Two consequences of empowerment are
specified as effectiveness and innovation. To summarize, Spreitzer (1995) sees
empowerment as a continuous variable, where employees can be viewed as being
empowered to a greater or lesser degree, not simply whether or not they are empowered.
She developed and validated a multidimensional measure of empowerment in the
workplace along with a partial nomological network of psychological empowerment in the
work place.
The model combines concepts from all of the models reviewed, including, Conger
and Konungo (1988) Thomas and Velthouse (1990), Altizer (1993), Thomas and Tymon
(1993) and Spritzer (1995). However; the model proposed is more inclusive than any of the
reviewed models. It captures the concept of empowerment through simultaneous and
34
mutual interaction between the main components of the organization, namely, the human
resources (individuals), the work structures (management practices) and the work
environment. On the other hand, each of the reviewed models considers only some parts of
the organizations components.
35
respect to training and retraining communication programmers, feedback systems, and
goal-setting activities. In looking at empowerment, for example wherever an employee
would make confident and effective bottom-line decisions, this creates supplement for that
person to have a sense of capability to make that decision, in other words a strong sense of
decision-making self-efficacy (Appelbaum and Hare 1996).
Today, more than 70 percent of organizations have adopted some kind of
empowerment initiative for at smallest part of their workforce Lawler, Mohrman
andBenson (2001). To be flourishing in todays global business surroundings, companies
need the knowledge, ideas, energy, and creativity of every employee, from front line
workers to the top level managers in the executive suite. The best organizations completing
this by empowering their employees to take initiative without pushing, to serve the
collective interests of the company without being micro-managed, and to act like owners
of the business (OToole and Lawler 2006).
36
progression was impeded as they lacked access to power tools defined as opportunity,
information, support, and resources. Kanters (1977) original research has now served as
the groundwork of the large body of empowerment research from a social-structural
perspective explained under.
The social-structural perspective is embedded in the values and ideas of democracy
where power ideally resides within individuals at all levels of a system (Prasad 2001
Prasad and Eylon 2001). Employees at low levels of the organizational hierarchy can be
empowered if they have access to opportunity, information, support and resources. Even
the secretary, mail clerk, or janitor has potential in an organization with democratic
principles. Of course, in contrast to a formal democracy, where each individual has a
identical vote in the system and the majority rules, most organizations stop short in
behaving as a real democracy (Eylon 1998). Yet, employees at all levels can still have a
voice in a system even if they dont have a formal vote when they have access to
opportunity, information, support and resources.
The essence of the social-structural perspective on empowerment is the idea of
sharing power between superiors and subordinates with the goal of cascading pertinent
decision-making power to lower levels of the organizational system (Liden and Arad
1996). Empowerment from the social-structural perspective is about sharing power (i.e.,
formal authority or control over organizational resources; Conger and Kanungo 1988)
throughout the delegation of responsibility throughout the organizational chain of
command. By sharing decision-making power, upper management may thus have more
free time to think strategically and innovatively about how to move the organization
forward. In this perspective, power means having formal power or control over
organizational resources and the ability to make decisions pertinent to a persons job or
role (Lawler 1986).
Relevance is solution for empowered employees have the power to make decisions
that fit inside the scope and area of their work. For example, manufacturing employees
might not be making decisions about solid strategy but instead make decisions about how
and when to do their own work. Thus, social-structural empowerment is about employee
participation through increased admission to opportunity, information, support and
resources throughout the organizational sequence of command.
The social-structural perspective focuses on how organizational, institutional, social,
economic, political, and cultural forces can root out the conditions that foster
37
powerlessness in the workplace (Liden and Arad 1996). Practically, organizations can
change organizational policies, processes, practices, and structures away from top-down
control systems toward high participation practices where power, knowledge, information
and rewards are shared with employees in the lower level of the organizational hierarchy
(Bowen and Lawler 1995). For example, management can change practices to allow
employees to decide on their own how they will recover from a service problem and then
revelation and amusement customers by exceeding their prospect rather than waiting for
approval from a supervisor.
38
practices has been carry out by researchers in both industrial relations and human resource
management. This research has exposed that high involvement practices which engross
sharing power, information, knowledge, and rewards with employees at all levels
frequently have positive outcomes for organizations, particularly in conditions of
improvements to employee quality of work life, the quality of products and services,
customer service, productivity, and reduced income.
Broader research in the area of high performance work systems (these include
employee involvement but also things like long-term job security, flexible scheduling, and
multiskilling) shows similar findings (Guthrie 2001). MacDuffie(1995)Research in this
area also documents the higher labor costs that are incurred with these practices (Cappelli
and Neumark 2001) but that those costs are offset by the higher productivity these firms
generate (Pfeffer 1996). Yet, other studies have shown marginal or mixed effects (Huselid
and Becker 1996; Staw and Epstein 2000). It may be that there are tradeoffs intrinsic in
realize the high involvement practices. For instance, Gibson et al. (in press) found that
dissimilar high involvement or empowering practices were connected to distinctively
different outcomes (information sharing financial performance, boundary setting
customer service, and team enabling quality). No single practice was connected to more
than one aspect of performance.
A considerable body of research has focused on structures, systems, and processes
for building empowered or self-managing teams. An alternative to traditional hierarchical
management, these empowered teams can be cross-functional and often operate virtually
(where team members are not co-located and may even be located across time zones and
continents; Cohen and Bailey 2007). Empowered teams direct and control their own work,
having the responsibility for scheduling work hours and holiday, placing commands,
employ and firing team members and determining wages (Lawler 1986). Thus, managers
of empowered teams need to play quite a different role from traditional managers in
helping these teams be effective.
To this conclusion, (Arnold et al. 2000) behavior a qualitative learns to determine the
key position for leaders of empowered teams. They establish that empowering team leaders
(a) coach, (b) inform, (c) lead by example, (d) show concern and (e) encourage
participative decision-making. They then developed and validated a measure of
empowering leadership, showing that it clarifies more than traditional leadership measures
such as the Self-Management Leadership Questionnaire (Manz and Sims 1987). Using this
39
newly created measure with a sample of senior leadership players of hotel properties,
(Srivastava, Bartol and Locke 2006) found that empowering team leadership is associated
with more knowledge allocation and team effectiveness, which in turn predicted unit
performance. Burpitt and Bigoness (1997) found that empowering leader behavior was
also related to team innovation among professional project teams as well as insight of
justice by team members (Keller and Dansereau 1995). This is likely because those
subordinates are involved in decision-making and thus have a say about what is fair.
Other researchers focus more on the relational aspects of empowerment (Fletcher
1998). Derived from a womens experience in relationships, this relational perspective on
empowerment focuses on shaping joint and consequential connections with others. It is
through these connections that people are empowered and produce and develop as human
beings (WalshBartunek and Lacey 1998). This is provocative addition to the social-
structural perspective, but has conventional rather limited attention in the literature thus
far.
In summing up, many researchers have scrutinized the empowering individuality of
systems and structures as well as the leaders who design them. In seems diagonally this
stream of research on social-structural empowerment, it emerges that empowering systems
and structures, while often more expensive to implement, for the majority part have
optimistic outcomes for organizations in terms of firm, unit, and team performance.
Fascinatingly, this flow of research pays less attention to their effects on individual
employees. The second part of empowerment research on psychological empowerment
seeks to fill that void. In this way, it helps identify the method by which empowerment
constitution and practices crash on organizational behavior and performance.
In summary, then, the social-structural perspective resting on empowerment is
entrenched in theories of social exchange and power. However, even as this perspective
has gather much attention from practitioners since it links specific managerial practices to
performance, it is inadequate because it make available an organizationally centric
perspective on empowerment. It does not speak to the environment of empowerment as
experienced by employees. This is significant because in some circumstances, all of
Kanters (1977) empowerment tools are power, knowledge, information and rewards that
have been provided to employees, yet they still feel disempowered. And in other
circumstances, individuals lack all the purpose features of an empowering work
environment yet still sense and act in empowered ways. These restraints help to urge the
40
emergence of the psychological perspective on empowerment which is described in the
next section.
Based on these results, she further polished these four dimensions as follows:
Meaning involves a fit between the needs of one's work task and one's attitude,
values and behaviors (Hackman and Oldham 1980).
Competence refers to self-efficacy precise to one's effort, or a belief in one's ability
to perform work performance with skill (Bandura 1989).
41
Self-determination is a sense of choice in starting and modifiable one's actions
(Deci, Connell and Ryan 1989). It imitates a sense of autonomy or choice over the
starting and continuation of work behavior and procedure.
Impact is the degree to which one can pressure strategic, administrative, or
operating outcomes at work (Ashforth 1989).
Jointly, these four cognitions replicate an active, rather than passive, direction to
one's work role. In other words, the knowledge of empowerment is obvious in all four
dimensions. If any one of the dimensions is absent, then the experience of empowerment
will be incomplete (Spreitzer 1995). For illustration, if people have diplomacy to make
decisions (i.e., self-determination) but they dont mind about the kinds of decisions they
can make (i.e., they lack a sense of meaning), they will not feel empowered. On the other
hand, if people consider they can make an impact but dont feel like they have the skills
and capability to do their job well (i.e., they lack a sense of competence), they will not feel
empowered as well. Thus, employees feel psychologically empowered when they
understanding all four psychological states. In this way, empowerment is the gestalt of
the four dimensions.
Contrastingly the social-structural perspective where there are many different
appliances which have been used to calculate empowerment, a single 12-item (3 items per
dimension) measure of psychological empowerment developed by Spreitzer (1995) has
been used predominately in empirical research. Using a 7-point Likert scale, the measure
of psychological empowerment supposed that empowerment is incessant rather than
dichotomous employees may distinguish different degrees of empowerment slightly than
feeling empowered or not. A second-order confirmatory factor analysis confirmed that the
four dimensions are distinct but do donate to an overall sense of empowerment. Spreitzer
(1995) also found that the calculation was not inclined to social-desirability bias. The
measure was additionally validated at the individual level by Kraimer, Seibert and Liden
(1999) and at the team level by Kirkman and Rosen (1999).
Both convergent and discriminant validity of the four dimensions have been
established, the structure of the measure has been exposed to be invariant across gender
(Boudarias, Gaudreau and Laschinger 2004), and the measure has been interpret and
authenticate in Chinese (Aryee and Chen, 2006). It has also been worn across cultures in
Turkey (Ergeneli et al. 2007), the Philippines (Hechanova, Alampay and Franco 2006),
42
Singapore (Avolio et al. 2004), United Kingdom (Holdsworth and Cartwright 2003),
Australia (Carless 2004) and Canada (Laschinger et al. 2004). The team edition of the
psychological empowerment device (Kirkman and Rosen 1999) has been translated into
Flemish and Finish as well as used in the Philippines (Kirkman and Shapiro 2001).
This measure of psychological empowerment has been worn and found to be valid
in a diversity of different contexts a sampling includes big box retail (Chen et al. 2007); the
insurance industry (Spreitzer 1995), teams of engineers (Seibert et al. 2004), high tech
project teams (Chen and Klimoski 2003), sales and service teams (Kirkman et al. 2004),
the hospitality industry (Corsun and Enz1999), manufacturing (Spreitzer 1996), health care
(Koberg et al. 1999), aerospace (Mishra, Mishra and Spreitzer 1998), and education
(Moye,Henkin and Egley 2004). It is appealing to see that findings about empowerment
appear to simplify across so many different work contexts. Having a well-validated,
theoretically-driven measure has permitted this substantive stream of research to thrive
because researchers can build on each others work. This stands in difference to the social-
structural perspective where empowerment has been deliberate in many unusual ways
(high involvement practices, involvement, and empowering leadership to name just a few).
While such, variety of measures in social-structural empowerment has complete it more
difficult to build a cohesive body of empirical findings.
Psychological empowerment studies have focused on several different levels of
analysis together with individual (e.g., Spreitzer 1996), team (e.g., Kirkman and Rosen
1999; Kirkman et al. 2004; Srivastava et al. 2006), and work unit level (e.g., Seibert, Silver
and Randolph 2004). Together team and unit level studies have conceptualized team or
unit empowerment as shared insight of experienced empowerment. For illustration, for
team empowerment, all four dimensions are conceptualized as team level constructs
(Kirkman and Rosen 1999): (a) team meaningfulness is defined the team valuing its tasks
as significant and valuable, (b) effectiveness, or fitness, is the collective believe the team
can be useful, (c) independence involves the team members understanding substantial
liberty and discretion in their work and (d) collision is about the team producing work that
is significant and imperative for the organization.
Recent research has offered multi-level design to examine the interaction between
team and individual empowerment (Chen et al. 2007). This is important since of the need
to decide whether it is the team as total or individual team members who are empowered
43
differentially. Furthermore, we do not know whether a different set of practices empower
individuals in compare to those that empowered teams.
This research found that team empowerment was powerfully related to individual
empowerment and that team empowerment restrained the relationship between individual
empowerment and performance.
It is attractive to see that findings about empowerment come out to generalize
across so many different work framework and levels. In the subsequent sections, we
appraisal recent research findings of the nomological network of psychological
empowerment at work.
Research indicates that positive types of people are likely to details the stronger
feelings of empowerment. Spreitzer (1995) found that those with stronger self-esteem
achieve account more empowerment, as locus of control materialize to have no
relationship to empowerment. In terms of demographics, employees with higher levels of
education, more tenure, and greater rank statement more feelings of empowerment
(Spreitzer 1995). At the team level, ethnic diversity on a team, and between the team
leaders and their teams, was found to be negatively related to empowerment (Kirkman et
al. 2004). Thus far other forms of demographic diversity, such as gender diversity, tenure
diversity, and age diversity, had no manner on empowerment. Drawing on social
classification hypothesis, it may be that these other foundation of diversity are less
conspicuous than competition and thus have less method on power distribution in the
workplace.
As converse above, while the social-structural perspective is unfinished because it
is organizationally centric, the psychological perspective is also incomplete because it is
independently centric. A complete sympathetic of empowerment at work require the
combination of both perspectives. We necessitate appreciating how social-structural
empowerment can permit psychological empowerment as glowing as appreciate how
approach of psychological empowerment can allow the growth of additional social-
structural empowerment during practical behaviors aimed at changing the systems.
44
resources becomes a starting place of individual and social power. Power is lively and
relational, rather than absolute it is exercised in the social, economic and political relations
among individuals and groups. It is also unevenly distributed some individuals and groups
having better control over the sources of power and others having modest or no control.
The degree of power of an individual or group is correlated to how many unusual kinds of
capital they can access and control. Different amount of power are continued and
perpetuated through social divisions such as gender, age, caste, class, ethnicity, race, north
and south; and through establishment such as the family, religion, education, media, the
law, etc. Our understanding of power would be incomplete, except we recognize its
partner, ideology. Ideology is a complex structure of beliefs, values, attitudes, and ways of
perceiving and analyzing social reality. Philosophy are extensively separate and required
during social, economic, political and religious institutions and structures such as the
family, education system, religion, the media, the economy, and the state, with its
managerial, legislative and armed wings. The financial, political, legal and judicial
organization and structures set up and arbitrate by the state tend to strengthen the leading
ideology and the power of the leading collection within it, even though their affirmed
objectives and policies may be apparently democratic. While philosophy does a far more
effective job of behind an unequal power organization than basic, overt compulsion and
power, we supposed to not forget that it is always being reinforced by the hazard of force,
should anyone seek to rebel against the overriding system. But neither power, ideology,
nor the state are static or monolithic. There is a continuous process of struggle and
confront by the fewer powerful and marginalized sections of society, resulting in various
degrees of change in the structure of power. When these challenges become strong and
extensive enough, they can consequence in the total alteration of a power structure.
45
The word knowledge employee, explain by Peter Drucker (1989) in his book,
The New Realities, indication to the great transfer from the industrial worker into
theknowledge worker where knowledge is certainly an unseen asset; an invisibleasset that
exist largely in the mentality of human beings and somanagement can no longer be about
close observation and scrutinize(Davenport 2001). As such, familiarity, skill and
knowledge are verysignificant conditions of empowered staff to act and deal with patrons
basedon that skill or knowledge (Peter Drucker 1989). Merely, knowledge of the
jobcontent and context will allow service employees to solve customers tribulationsand
answer customers questions punctually saving time and attempt for thecustomer, the
manager and themselves. Knowledge is at present being advertise asthe basis of prospect
competitiveness (Swan et al. 2000). What is new aboutapproach to knowledge today is the
gratitude of the need to attach, manageand use it like any other asset. A significant goal of
knowledge and informationregeneration (Ballantyne 2000) is to enhance the customer
awareness ofemployees. Others researchers, like Thomas and Velthouse (1990),
Spreitzer(1995) and Goodale and Koerner (1997), relate knowledge, skill and knowledge
to self-efficacy (i.e., the insight of self-assurance in ones ability to carry out well).
Therefore, knowledge augments an employees confidence in their decisions and
more prominently in serving their customers. Still, while knowledge and skill have been
deeply researched and many articles and books have undertaken the issue, still there is a
lack in empirically discover the relationship Customer contact employee.
46
conditions exist there off (a) Rewards are perceived to be attached to performance (b) The
rewards that are tied to performance are esteemed. (c) Effective performance is perceived
to be attainable. If the organization expects competency, innovation and good routine from
its employees, it should provide a reward system that is cherished by the employees. To
develop an effective empowering environment within an organization, both aspects of
empowerment, psychological and relational, should be measured. Empowerment involve
that both individual and organizational goals are united. Otherwise, people will be
empowered to do things that are not in the organizations interest and, alternatively, people
will be empowered to do things in the organizations interest but not motivated to do so
since it is not in their own self attention.
Spreitzer (1997) states that relational and psychological empowerments are alleged
to be connected since psychological empowerment may be a result of relational
empowerment. Likewise, Quinn and Spreitzer (1997) highlight that one perspective of
empowerment be supposed not to be considered more imperative than the other. They
claim that empowerment agenda fail possibly because organizations decision makers
highlight either the relational or the psychological approach in their challenge to find the
best way to empower their employees. Quinn and Spreitzer(1997) suggest that an accurate
empowering program must hold elements pinched from both prospective.
Information and empowerment
47
nothing matters more than those vital statistics short, frank, frequent reports on how the
company is doing.
48
Robert Kreitner and Angelo Kinicki (1995) explain, Job satisfaction is a moving or
emotional response toward various surface of ones job. This characterization
explains job satisfaction is not a unitary concept.
Newstrom and Dawis (1998) elucidate Job satisfaction is a set of positive or
unfavorable feelings with which employees view their work.
Andrew (1988) stated that job satisfaction is the amount of enjoyment or
contentment associated with a job.
Employee will believe that the organization will be satisfying in long team
They will concern about the quality of their work.
They will create and bring superior value to the customer.
They are more dedicated to the organization.
Their works are more creative.
They will care about the quality of their work.
They will generate and transport superior value to the customer.
They are more dedicated to the organization.
49
employees' job satisfaction is to make confident the work environment is optimistic,
morale is high and employees have the resources they need to achieve the tasks they have
been allocate.
50
(g)Corporate culture factors
Relationship with associate
Level of sharing etc
51
outcomes naturally are thinking to be exclusively in the region of professional and
technical work; and yet all jobs have potentially opportunities for intrinsic result. Such
outcomes engage feeling of accountability, challenge, and recognition; the outcomes result
from such job characteristics as variety, self-sufficiency, individuality, and connotation.
Extrinsic outcomes, however, are objects or actions, which follow from the
employees own hard work in conjunction with other factors or persons not directly
concerned in the job itself. Pay, working conditions, co-workers, and even management are
objects in the work place which are potentially job-outcomes, but which are not a
fundamental part of the work. Dealing with others and acquaintance interactions are
sources of extrinsic outcomes.
52
different needs of man. The first need is the one that comes from humans animal nature
or the ingrained drive to avoid pain from the environment or the learned practices that arise
as a response to the basic biological needs. The other set of needs relates to the unique
characteristics of humans, the ability to achieve. It is through this attainment that a person
experiences psychological growth (Gruneberg 1976). Herzberg also theorized that growth
or motivation factors intrinsic to the job are: achievement, recognition for achievement, the
work itself, accountability, and increase for advancement (Gruneberg 1979). He also
theorized that the hygiene factors or those factors that produce dissatisfaction are:
company policy and administration, supervision, interpersonal relations, working
environment, salary, status, and safety (Gruneberg 1979). Herzbergs two-factor theory
was tested by Schmidt (1976), when he conducted a study using 74 educational
administrators in Chicago. Schmidt (1976) collected data using a modification of
Herzbergs interview technique and a questionnaire on characteristics of the job. Each
principal was asked to think of an incident that made him feel exceptionally good or
exceptionally bad about his job as an administrator, either in his present position or in
previous administrative positions. Each participant was limited to four specific sequences
of events: two positive and two negative. The written responses were then coded by a set
of encoders.
Using an ANOVA to determine relationships, Schmidt (1976) found that
achievement, recognition, and advancement, significant at the 0.01 level were perceived to
be major determinants of his subjects overall satisfaction. The author also reported that
interpersonal relations with subordinates, policy and administration, interpersonal relations
with superiors, and interpersonal relations with peers were perceived to be major
determinants of overall dissatisfaction.
53
a job gives no opportunity for increased pay or achievement; such individuals are likely to
be more frustrated than those whose need for higher pay and achievement is less. Three
sub-theories of process theory have been developed by theory based on inconsistency
between what the job offers and what is expected, theory based on what an individual
needs, and theory based on what the individual principles.
54
2.7.7 Needs/Fulfillment Theory
Fulfillment theorists believed that peoples satisfaction is a function of how much
of a reward or outcome they are receiving for their work. Theorists simply viewed
satisfaction depending on how much of a given outcome or group of outcomes a person
receives (Lawler 1994). The weakness of this theory was that in the researchers failing to
take into account the individual-difference factors of a person. The individual-difference
factor is how people feel about what they receive and what outcomes they feel they should
receive for their work. A person who expects to be paid more for their work is more likely
to be dissatisfied than someone who feels that he is paid adequately for his work.
Individual-difference factors suggest that the fulfillment-theory approach to job
satisfaction is not valid, since this approach fails to take into account differences in
peoples feelings about what the outcomes they should receive (Lawler 1994). Theorists
believed that satisfaction is determined by the differences between the actual outcomes a
person receives and some other outcome level. They would say that what is received
should be compared with another outcome level, and when the outcome level is below the
other outcome level, dissatisfaction results (Lawler 1994). This theory is clearly evident in
teacher salaries. Teachers who feel their salaries or benefits are below the state or regional
level become dissatisfied with their employer. Vroom (1964) developed two forms of need
fulfillment theory. The first model was the subtractive model which states that job
satisfaction is negatively related to the degree of discrepancy between what the worker
needs and the extent to which the job meets those needs. His second model is the
multiplicative model in which the need for importance is taken into account by multiplying
the perceived amount of need fulfillment offered by the job by the importance of the
individual of that need (Gruneberg 1979).
55
environments exist for an individual home, school, work, church to which an individual
must relate, achieving and maintaining correspondence with one environment may affect
the correspondence with other environments.
Work then represents one such environment in which one must relate. Satisfaction
then indicates the correspondence between the individual and the work environment
(Dawis and Lofquist 1984).
Dawis, England and Lofquist (1964)formulated a theory of vocational psychology
that was based on the idea that the individual is a responding organism. As individuals
respond to their environment, their responding becomes associated with reinforces in the
environment Dawis et al. (1964).
56
Core Self-evaluations that determine ones disposition towards job satisfaction are self-
esteem, general self-efficacy, locus of control, and neuroticism. This model states that
higher levels of self-esteem and general self-efficacy lead to higher work satisfaction.
Lastly lower levels of neuroticism guide to higher job satisfaction.
57
individual facets and not enough on work satisfaction in all-purpose. Other job satisfaction
questionnaires include the Minnesota Satisfaction Questionnaire (MSQ), the Job
Satisfaction Survey (JSS), and the Faces Scale. The MSQ measures job satisfaction in 20
facets and has a long form with 100 questions (five items from each facet) and a short form
with 20 questions (one item from each facet). The JSS is a 36 item questionnaire that
actions nine facets of job satisfaction. Finally, the Faces Scale of job satisfaction, one of
the first scales worn extensively, measured overall job satisfaction with just one item
which participants respond to by choosing a face.
58
outcome of psychological empowerment on organizational commitment for lower level
managers was irrelevant. However, in Pakistan lower level employees are less empowered
and perhaps their level of empowerment donates infrequently in their level of
organizational commitment.
59
employees with the factors that not only employ their employees in the work but also assist
in crafting satisfied workforce. As a result, the present study aims to examine the result of
perceived organization support (POS), psychological empowerment (PE) and rewards on
employee satisfaction through the conciliation of employee engagement in five big banks
of Pakistan. Data has collected from the 200 employees of five big banks of Pakistan
(HBL, UBL, ABL, MCB and NBP). SPSS 17 has been used for factor analysis, reliability
and correlation and regression analysis. The results confirm that employee engagement
somewhat arbitrate the relationship between POS, PE and employee satisfaction and fully
mediates the association between the rewards and satisfaction. Theoretical and managerial
inferences along with limitations and recommendations for future research have also been
discussed in the paper.
60
from academic point of view, as the results of this study may enrich the literature of
empowerment with reverence to employees perspective.
2.11CONCLUSION
This study focused on employee empowerment and how empowerment is related to
job satisfaction. In this chapter, a six-dimensional empowerment model is developed.
Different empowerment models were highlighted. These models were developed by some
interested management experts. Most of the models share similar principles. These six
dimensions interact with one another to form an empowered organization. The model
mingles concepts from all of the models reviewed including Conger and Konungo (1988)
Thomas and Velthouse (1990), Altizer (1993), Thomas and Tymon (1993) and Spritzer
(1995). Job satisfaction represents one of the most complex areas facing todays managers
when it moves toward to managing their employees. Even though thousands of papers and
research have been conducted on job satisfaction all over the world, many studies have
demonstrated an unusually large impact on the job satisfaction. There is a considerable
impact of the employee perceptions for the nature of his work and the level of overall job
satisfaction.
61
CHAPTER 3
RESEARCH METHODOLOGY
This section explains the methods applied in researching the thesis. The empirical
approach has been chosen to examine perceptions concerning the banking industry, as well
as the impact on job satisfaction. The sampling procedures are described, followed by the
ways of data collection. Justification of methodology and the ethical consideration of the
research are discussed. Finally the structure for this research is introduced.
3.1 INTRODUCTION
The literature refers to plentiful variables that could contribute toward practicing
the empowerment approach. However for the present study, the six components of
empowerment as recommended by various researchers have been considered for testing the
hypothesis. The present research problem addresses several questions relating to job
satisfaction and empowerments practice such as, what are the dimensions of empowerment
with respect of service industry? What is the relationship between empowerment and job
satisfaction?
62
concerned with developing decision models rather than real world phenomena. Descriptive
study is highly appropriate for the impact of empowerment on satisfaction among
employees in banking industry with respect to Chennai. Descriptive study is highly
appropriate for the impact of empowerment on satisfaction among employees in banking
industry with respect to Chennai.
3.3.1.1Independent variables
Employee empowerment (EE)
Power (EP)
Information (EI)
Reward (ER)
Knowledge (EK)
Self-esteem (ESE)
Leadership (EL)
3.4 METHODOLOGY
A two stage research design was proposed for the present study. It is a descriptive
study research.
63
3.4.1 Descriptive study
Descriptive studies are typically structured with clearly stated hypothesis and
statistical tools used for testing the hypothesis.
3.5 POPULATION
The intended population of this research study consists of front line bank
employees who directly deal with customers during business hours. Front line employees
are the employees working in the front office of the bank; customers are present during the
service delivery process. Front line employees might include counter clerks, junior
executives or some supervisory grade people who have direct and regular dealings with
customers. They are considered as customer advocates, doing whatever it takes to please
customers.
The population is defined in terms of (a) element, (b) units, (c) extent and (d) time
(a) Elements
Employees who are working in the banking sectors that are public sector and
private sector were considered for the study. They were drawn from all the levels of
hierarchy to ensure a fair representation.
64
Table 3.1 List of Selected Banks in Chennai
(c) Extent
Private sector bank and public sector bank that is located in Chennai city, Tamil
Nadu, India.
3.6 SAMPLE
Sampling is a device by which an estimate of a populations characteristic can be
obtained and based on probability; a numerical measure of the accuracy of the estimate can
be given (Sprent 1998).
Multistage sampling refers to sampling plans where the sampling is carried out in
stages using smaller and smaller sampling units at each stage.
65
3.6.1 Determination of sample size
Sample size n = (ZS/E)2
Where
Z = Standardized value corresponding to a confidence level of 95% = 1.96
S = Sample SD from Pilot Study of sample = 0.587
E = Acceptable Error =5% = 0.05
Hence, Sample size = n = (ZS/E)2
= (1.96*0.578/0.05)2
= 513.37
= 513
Questionnaire was distributed to 270 employees in private sector and 270 employees in
public sector banks.
66
3.8.1 Validity
Babbie (1990) defined validity as the point to which an experiential measure
sufficiently reflects the real meaning of the concept under deliberation. In other words
validity means accuracy of amount.
3.8.3 Reliability
Reliability is an appraisal of how a scale can be relied on to fabricate similar
measurements every time the scales are used. A measure is considered reliable if it would
give the same result over and over again.
Reliability refers to the quantity to which an appraisal tool produces steady and
reliable results. Thus to assess the data collection instrument reliability test are considered.
Inter rater or inter-observer reliability: it is used to assess the degree to which
different observers give reliable estimates of the same experience. The completed
pilot study questionnaire was examined for percent agreement between the raters.
Test-retest reliability: it is used to assess the consistency of the measure from one
time to another. This is analyzed after the final data collection to find out whether
there is consistency in reaction from one time to another.
Cronbachs Alpha Score: This will generally improve as the inter correlations
amongst test items increase, and is thus known as an internal consistency estimate
of reliability of test scores. Because inter correlations among test items are
67
maximized when all items measure the same construct, Cronbach's alpha is broadly
alleged to not directly indicate the degree to which a set of items measures a single
uni-dimensional latent construct.
The present study has developed two schedule of questionnaire. Schedule I thirty
nine questions questionnaire to measure what is the level of empowerment among
employees in both sectors of banks and schedule II twenty two questions of questionnaire
to measure what is the level of satisfaction among employees in both sectors of banks.
Each question was a 5-point Likertitem from strongly disagree to strongly agree. In
order to understand whether all the questions in this questionnaire reliably measure the
same latent variable (feeling of safety) (so a Likert scale is constructed), a Cronbach's
alpha was run on a sample size of 50 employees.
1 Power 0.634
2 Information 0.773
3 Rewards 0.739
4 Knowledge 0.695
5 Leadership 0.832
6 Self esteem 0.809
7 Employee Satisfaction 0.694
From the above tables shows that Cronbachs alpha for all dimensions are above
0.60 which indicates a high level of internal consistency for the scale and also acceptable.
A commonly accepted for describing internal consistency using Cronbach's alpha is
as follows. However, a greater number of items in the test can synthetically inflate the
value of alpha and a sample with a constricted range can reduce it, so this rule should be
used with caution:
68
Table 3.3 Cronbach Alpha Values
69
Table 3.5 Confirmatory Analysis Test for Data Collection Instrument
No. of
Factors GFI AGFI CFI RMR RMSEA
items
From the above table it is found that the calculated P value for above variables
which is greater than 0.05 which indicates perfectly fit. Here GFI (Goodness of fit index)
value and AGFI (Adjusted Goodness of Fit Index) value for above variables which is
greater than 0.9 which represents it is a excellent fit. The calculated CFI (Comparative Fit
Index) for the above variables is greater than 0.9 which represent it is a perfectly fit and
also it is found that RMR (Root Mean Square Residuals) and RMSEA (Root Mean Square
Error of Approximation) value which is less than 0.10 which indicates it is perfectly fit.
70
factors such as age, sex, marital status and education. In part B, the extent to which the
respondents have been empowered is evaluated, based on the response choice made by the
respondents. Part B of the questionnaire consists of thirty nine statements, which are scaled
from Strongly agree (5) to Strongly Disagree (1). The first element power is studied by
the first seven statements 1-7, and the second the element reward is studied by the next
seven statements 8-14, the third element information is studied by the next five statements
15- 19, the fourth element knowledge is studied by the next six statements 20-25, the fifth
element self esteem is studied by the next eight statements 26-33, the sixth element is
studied by the next six statements 26-27. In Part C, the extent to which the respondents
have been satisfied is evaluated based on the response choice made by the respondents.
Part C of the questionnaire consists of twenty two statements, which are scaled from
Strongly agree (5) to Strongly Disagree (1).
The questionnaire consisting of altogether 61 statements was used to measure each
of six variables; Power, Rewards, Information, Knowledge, Self esteem and Leadership
and its impact on employee satisfaction. Respondents were asked to indicate the extent of
their own agreement or disagreement with each statement by checking one of the graded
series of 5 points.
The questionnaires were distributed among the respondents. The objectives of the
research is not revealed to the respondents so that, they will not be biased in answering the
questions. Each respondent are asked to fill the questionnaire individually and also will be
given one week time to return. So respondents can take home and fill it leisure, because
respondents can understand English.
71
selected and then a sample of secondary units is selected within each primary unit. This
researchdelineate the growth of estimators under the general situation of two-stage
sampling, believes the allocation question under the setting of equal sized primary and
secondary units.
72
3.14 DATA ANALYSIS
After data collection, the questionnaire was checked for completeness. The
statistical package for social science SPSS Version 15.0 was used for processing and
analyzing primary data.
The following statistical tools were used for the analysis of data.
Reliability analysis
Confirmatory test analysis
T- test
ANOVA Test
Chi square test
Pearson correlation analysis
Regression analysis
Multiple regression analysis
73
Hypothesis 9-15 were proved by analyzing the data using chi square test. A Chi-
square test is a statistical test commonly used for testing independence and goodness of fit.
Testing independence determines whether two or more observations across two
populations are dependent on each other (that is, whether one variable helps to estimate the
other). Testing for goodness of fit determines if an observed frequency distribution
matches a theoretical frequency distribution. In this research, chi square test was conducted
to study that there is a significant difference between the expected frequencies and the
observed frequencies in one or more categories of demographic characteristics such as
gender, sector of bank, age, experience, training program, level and educational
qualification of banks with respect to satisfaction among employees in banking sector.
Hypothesis 16 was proved by Friedman test. The Friedman test is a nonparametric
test that compares three or more paired groups. In this research, Friedman test was
conducted to study that there is any significant difference between the mean ranks of
employee power, reward, knowledge, information, self esteem and leadership with respect
to empowerment among employees in banking sector.
Impact of empowerment on job satisfaction was analyzed using multiple regression
analysis. The main objective of regression analysis was to explain the variation in one
variable called the dependent variable, based on the variation in one or more variables
called the independent variables. If there is one independent and one dependent variable
then it is called simple regression. If multiple independent variables are used to explain the
variation in a dependent variable, it is called a multiple regression model.
The general regression model (Linear) is of the type
Y = a+ b1x1+ b2x2+...............+bnxn,
Where Y is the dependent variable and x1, x2, xnare the independent variable
expected to be related to Y and expected to explain or predict Y. b1,
b2,bncoefficients of the respective variables, which will be determine from the
input data.
Assuming the model is statistically significant at the desired confidence level,
usually 90-95%, the coefficient of determination or the R2 of the model is an important part
of the output. The R2 value is the percentage (or proportion) of the total variance in Y
explained by all the independent variables in the regression equation. (RajedraNargundkar
2011)
74
Power
Reward
Information
Knowledge
Self Esteem
Leadership
75
modeling is verified using AMOS software, Analysis of Moments. In AMOS the Model
parameters stand out precisely.
The regression models are studied for validity under SEM. Exogenous latent
variables are synonyms to independent variables. They are the sources of fluctuation in the
values of other latent variables in the model. Endogenous latent variables are synonymous
with dependent variable and as such influenced by the exogenous variables in the model
either directly or indirectly. The exogenous and endogenous are indicated along with
regression equations.
The subsequent Code of Ethics for the process of conduction of the present research:
76
Respect for the self-esteem of research participants had been prioritized.
The safety of the privacy of research participants was guarantee.
Any dishonesty or exaggeration about the aims and objectives of the research was
avoided.
Any type of statement in relation to the study was done with honesty and
transparency.
Any type of false information, as well as representation of primary data findings in
an inclined way was avoided.
77
CHAPTER 4
ANALYSIS OF DATA
4.1 INTRODUCTION
Analysis and interpretation are central steps in the research process. The aim of the
analysis is to organize, classify and then, summarize the collected data so that they can be
better comprehended and interpreted to give answers to the questions that triggered the
research. Interpretation is the search for the broader meaning of findings. Analysis is not
fulfilled without interpretation; and interpretation cannot proceed without analysis. So,
both are inter dependent.
In this chapter a detailed analysis of the collected data has been attempted as per
the objectives stated earlier. Hypotheses were also tested based on the findings of the
study, interpretations and conclusions drawn. In this chapter the following statistical
techniques for the analysis of the data gathered for the present study viz., Descriptive
analysis and Inferential statistics etc.
78
The identification of the demographic profile of the sample was necessary in order
to study the relationship between various demographic variables and structural
empowerment. Age of the respondents is one of the most important characteristics in
understanding their views about the particular problems; by and large age indicates level of
maturity of individuals in that sense age becomes more important to examine the response.
Gender is another important variable in a given Indian social situation which is
variably affected by any social or economic phenomenon and globalization is not an
exception to it. Hence the variable gender was investigated for this study.
Marriage is one of the most important social institutions. In a developing country
like India, it has undergone many changes. The perceptions and attitudes of the person can
also differ by the marital status of the persons because the marriage might make the
persons little more responsible and matured in understanding and giving the responses to
the questions asked.
Education is one of the most important characteristics that might affect the persons
attitudes and the way of looking and understanding any particular social phenomena. In a
way, the response of an individual is likely to be determined by his educational status and
therefore it becomes imperative to know the educational background of the respondents.
Income of a person plays an important role in shaping the economic conditions of
an individual which in turn is likely to have bearing on the responses about a problem
posed to him. The researcher, therefore in this study attempted to investigate the income as
variable and the data related to income of the respondents.
The demographic questions enabled to assess the personal characteristics of
individuals in the sample with respect to gender, age, education level and designation.
These demographic items are designed vis--vis the purpose of the research, which was to
investigate the employee's basic and specific individual situations in the selected banks in
Chennai.
In present day banking environment, men and women work with each other in
availing banking services.
79
Gender Profile
The gender issues in empowerment are relevant. So the genders of respondents
were examined.
60
50
Percentage
40
30
20
10
0
Male Female
Gender
Despite the progress made by women in the workplace during the last three
decades, International Labour Organization (ILO) reports that women represent only over
40% of the global workforce as cited by Hechanova et al. (2006). Among the 513
employees covered in the survey, 53.2% of the sample (n=513) belonged to male category
and only 46.8 % (n =513) were females as shown in the Table 5.4. Thus the male-female
ratio in the sample is almost 2:1.
80
Age profile
The employees grow older their needs and preferences may change and people may
be bored with their present jobs and they require challenges, (Mondy,Noe and Premeaux
2002). So aging may influence perceived empowerment and hence age of the respondents
was collected to see whether there is any link between the age of the employee and
structural empowerment. The entire sample is categorized into four age groups.
45
40
35
30
Percentage
25
20
15
10
0
Below 35 36-45 46-55 Above 55
Age Group
Figure 4.2 Bar diagram represents age group of the employees in years
81
The number of respondents in each age category is presented in Table 4.3. The
largest percentage of respondents in the present sample is in the age group of 36-45(41.3,
n=513). 20.7% of the respondents are in the age group below 35, 21.1% in the age group of
46-55 and 17.0% in the age group of above 55.Thus majority of the sample (41.3%)
belongs to the age group of 36-45 years.
Education Profile
It has been argued that people who have high level of education are more careers
driven (Kram 1983). They would be more likely to perceive that they are empowered.
Thus, educational profile of the respondents is surveyed on the assumption that the level of
education would affect the structural empowerment of the respondents.
45
40
35
Percentage
30
25
20
15
10
0
UG PG Professional
Educational Qualification
82
Majority of the respondents among the sample were undergraduates (38.6%) and almost
26.5% were postgraduates. Nearly 34.9% of the respondents were professional graduates.
Designation of Employees
As there is no homogeneity in the designations in different banks, the employees
are categorized on the basis of their designation into three levels - senior level, middle
level and junior level. Junior level employees are those coming under the clerical staff and
assistant managers, middle level includes those employees in the managerial level above
assistant managers and senior level employees includes the senior manager, chief manager
and branch manager category. Break up of employees with respect to their employment
level are given in Table 4.4.
50
45
40
Percentage
35
30
25
20
15
10
5
0
Senior level Middle level Junior level
Designation
83
From the above table 24 percent of employees fall in the group of senior level and
42.9 percent of employees fall in the group of middle level and remaining 33.1 percent of
employees fall in the group of junior level. Hence middle level employees are more in
representation.
Level of Experience
The professional experience brings with it the maturity for any person to decide
precisely what he requires from bank. According to experience, the employees of the banks
are divided into three groups. The employees of first group (E1) have the experience of
below 10 years, second group employees (E2) have 11-20 years experience and the third
group employees (E3) have above 20 years experience.
50
40
Percentage
30
20
10
0
Below 10 11 to 20 Above 20
Experience in years
84
Majority of the respondents were experienced below 10 years (n=174, 43.9%). And
170 of the respondents have 11-20 years experience of which (33.1%). Remaining 169
respondents have above 20 years experience of which (22.9%).
Level of training
The challenges associated with the changing nature of work and the workplace
environment is as real for the campus as elsewhere. Rapid change requires a skilled,
knowledgeable workforce with employees whoare adaptive, flexible, and focused on the
future. Previous Research found that the frequency of training received have an impact on
job performance.
40
35
30
25
Percentage
20
15
10
0
Upto 2 3 to 5 6 and above
No.of Training
85
It can be observed that 168 employees had training below 2 (32%). Of the
respondents 166 had received 3 to 5 trainings which come to (33%). The remaining
respondents 179 persons had got 4 and above trainings (34%). Actually this is considerable
percentage and this is another indicates of empowerment.
Category of bank
Two categories of banks namely: public sector and private sector banks were studied.
50
40
Percentage
30
20
10
0
Public Sector Private Sector
Category of Bank
86
Out of the total population of 513 respondents, 253 of employees are from public
sector bank. And remaining of 260 employees was from private sector bank. Compare to
the categories of bank, private sector employees are higher in representation.
30
25
20
Percentage
15
10
0
Below 20000 20000-30000 30000-40000 40000-50000 Above 50000
Monthly Income
87
From the above table, 27% of employees are below 20000, 18% of employees are
between 20000 and 30000, 23% of employees are between 30000 and 40000, 19% of
employees are between 40000 and 50000, 13% of employees are above 50000. Compare to
the monthly income of employees, employees below 20000 are higher in representation.
Level of Empowerment
60
50
40
Percentage
30
20
10
0
Low Moderate High
Level of Employee Empowerment
88
Table 4.9 clearly shows that with regard to the structural empowerment, out of the
513 respondents, 25.1% fall in the low category; nearly 48.5% fall in the medium category
about 26.3% fall in the high category. This means that majority of the respondents
belonged to the medium category as far as their structural empowerment is concerned.
50
45
40
35
30
Percentage
25
20
15
10
0
Low Moderate High
Level of Employee Satisfaction
89
As far as Job Satisfaction is concerned, 26.1% of the respondents fall in the low
category, more than 46.8% fall in the medium category and about 27.1% fall in the high
category. This is shown in the Table 4.10
Inferential statistics are statistics which are used to make inferential statements
about a population. These statistics rely on the use of a random sampling technique which
ensures that a sample is representative of the population at large. They differ from
descriptive statistics, which describe only the data itself in statistical terms.
In this section, the population was intended to analysis. The results are derived
from statistical tools. The tools are t-test, ANOVA test, Chi-Square test, Correlation
analysis, Regression analysis, Friedman test.
HYPOTHESIS I
Null Hypothesis: It is observed that there is no significant difference between male
and female and dimensions of Employee Empowerment of Bank Employees
Table 4.11 Student Test for Significant Difference between Male and Female and
Dimensions of Employee Empowerment
Dimensions of Gender
Employee Male Female
t value P value
Empowerment Mean SD Mean SD
Power 25.21 2.99 25.84 2.95 2.391 0.017*
Rewards 26.47 3.87 27.05 3.03 1.870 0.061
Information 18.13 2.59 18.52 2.14 1.842 0.066
Knowledge 23.42 3.87 24.21 3.52 2.409 0.016*
Self Esteem 41.11 7.39 43.16 4.76 3.682 0.000**
Leadership 15.10 2.92 15.76 2.78 2.624 0.009**
Overall Employee
149.43 16.14 154.53 11.00 4.129 0.000**
Empowerment
90
Note: 1. ** Denotes significant at 1% level
2. * Denotes significant at 5% level
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level
with regard to self esteem, leadership and overall employee empowerment. Hence, it is
concluded that there is significant difference between male and female with respect to self
esteem, leadership and overall employee empowerment. Based on Mean Square, female
employee have more self esteem, leadership and over all employee empowerment.
Since P value is less than 0.05, the null hypothesis is rejected at 5 Percent level
with regard to power and knowledge. Based on Mean Square female employee have more
power and knowledge than male employee.
It is observed that there is no significant difference between male and female with
respect to reward and information. Since P value is greater than 0.05. Hence the null
hypothesis is accepted at 5 Percent level with regard to reward and information.
91
HYPOTHESIS II
Table 4.12 Student Test for Significant Difference between Public and Private with
Respect to Dimensions of Employee Empowerment
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level
with regard to power, leadership and knowledge and overall employee empowerment.
Hence, it is concluded that there is significant difference between public sector and private
sector with respect to power leadership knowledge and overall employee empowerment.
Based on Mean Square, public sector employees have more power and knowledge and
over all employee empowerment.
Since P value is less than 0.05, the null hypothesis is rejected at 5 Percent level
with regard to reward and self-esteem. Based on Mean Square, public sector employees
have more reward and self-esteem than private sector employee.
92
It is observed that there is no significant difference between public sector and
private sector with respect to information. Since P value is greater than 0.05. Hence the
null hypothesis is accepted at 5 percent level with regard to information.
HYPOTHESIS III
Null Hypothesis: It is observed that there is no significant difference between age
group with respect to dimensions of Employee Empowerment of Bank Employees
93
3. Different alphabet between years of age group denotes significant at 5% level
using Duncan Multiple Range Test (DMRT)
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level
significance with regard to all dimension of employee empowerment. Hence, it is
concluded that there is significant difference between age group with respect to all
dimension of empowerment. Based on Duncan Multiple Range Test (DMRT) the age of
above 55 is significantly differ with other age group at 5 percent significant level in
information, knowledge and leadership. The age group above 46 is significantly differs
with all other age group at 5 percent significant level in power. For reward and self esteem
the age group above 55 is significantly differ with age group in below 35, between 36 and
45 and also the age group between 36 and 45 is significantly different with age group of
46-45.
The age group below 45 is significantly differs with all other age group at 5 percent
significant level in over all employee empowerment.
94
HYPOTHESIS IV
Null Hypothesis: It is observed that thereis no significant difference between
Educational Qualification and dimensions of Employee Empowerment of Bank Employees
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is significance difference between all
95
dimension of employee empowerment and educational qualification. Based on Duncan
multiple range test (DMRT), the educational qualification of Under Graduates are
significantly differ at lower level of empowerment than Post Graduate and professional in
factors of power, reward, knowledge, self esteem, leadership and overall employee
empowerment.At information construct, educational qualification of Under Graduates are
significantly differ at lower level of empowerment than professional employee, but post
graduatecategory does not differ with any other category.
HYPOTHESIS V
Null Hypothesis: It is observed that there is no significant difference between
designations and dimensions of Employee Empowerment of Bank Employees
Dimensions of Designation
Employee Senior Middle Junior F value P value
Empowerment level level level
26.40b 25.42a 24.96a
Power 08.632 <0.001**
(2.75) (3.04) (2.95)
27.75b 26.65a 26.12a
Rewards 07.991 <0.001**
(2.88) (3.10) (4.21)
19.12c 18.31b 17.74a
Information 12.528 <0.001**
(1.98) (2.15) (2.78)
25.12a 23.86b 22.74a
Knowledge 15.520 <0.001**
(2.51) (3.30) (4.59)
41.25a 43.00b 41.44a
Self Esteem 04.257 <0.015*
(6.82) (4.63) (7.73)
16.21b 15.39a 14.84a
Leadership 08.360 <0.001**
(2.17) (2.70) (3.37)
Overall
155.85c 152.63b 147.84a
Employee 12.557 <0.001**
(10.56) (11.22) (18.37)
Empowerment
96
Note: 1.The value within brackets refers to standard deviation
2. ** Denotes significant at 1% level
3. * Denotes significant at 5% level
3. Different alphabet between years of designation denotes significant at 5% level
using Duncan Multiple Range Test (DMRT)
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is a significant difference between
designation of bank employee and dimensions of employee empowerment. Based on
Duncan multiple range test (DMRT), the designation of senior level are significantly differ
with higher level of empowerment than middle level and junior level employees in power,
reward and leadership.
Since P value is less than 0.05, the null hypothesis is rejected at 5 percent level of
significance. The designations of middle level are significantly differs with higher level of
empowerment than senior and junior level employees in self esteem and knowledge.
In overall employee empowerment, all the three level of designation are significant
difference at 5 percent level.
97
HYPOTHESIS VI
Null Hypothesis: It is observed that there is no significant difference between
Experiences with respect to Dimensions of Employee Empowerment of Bank Employees
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is a significant difference between
experience in years and dimensions of employee empowerment. Based on Duncan multiple
range test (DMRT), employees below 10 years experience are significantly differ with
98
experience between 11 and 20 years, but above 20 does not differs with other category in
reward, knowledge, self esteem and overall employee empowerment.
Since P value is less than 0.05, the null hypothesis is rejected at 5 percent level of
significance. Based on Duncan multiple range test (DMRT), employees below 10 years
experience are significantly differ with experience between 11 and 20 years and also above
20 years in leadership.
Employees have no significant difference with experience in years for employee
power and information.
HYPOTHESIS VII
Null Hypothesis: It is observed that there is no significant difference between No.
of training attended and dimensions of Employee Empowerment of Bank Employees
99
Note: 1.The value within brackets refers to standard deviation
2. ** Denotes significant at 1% level
3. * Denotes significant at 5% level
3. Different alphabet between numbers of training attended denotes significant at
5% level using Duncan Multiple Range Test (DMRT).
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is a significant difference between number of
training attended and knowledge, self esteem and overall employee empowerment. Based
on Duncan multiple range test (DMRT), training attended up to 2 are significantly differ
with training attended between 3 and 4, between 5 and 7 in knowledge, self esteem and
overall employee empowerment.
Since P value is less than 0.05, the null hypothesis is rejected at 5 percent level of
significance. Hence, it is concluded that there is a significant difference between number of
training attended and Reward and leadership. Based on Duncan multiple range test
(DMRT), training attended between 3 and 4 and between 5 and 7 at 5 percent level.
In power and information, Employee has no significant difference between the numbers of
trainings attended.
100
HYPOTHESIS VIII
Null Hypothesis: It is observed that there is no significant difference between
Monthly Income and dimensions of Employee Empowerment of Bank Employees
101
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is a significant difference between monthly
income and knowledge, self esteem and over all employee empowerment. Based on
Duncan multiple range test (DMRT) in knowledge and overall employee empowerment,
monthly income below 20 are significantly differ with monthly income between 20 and 30,
between 30 and 40, between 40 and 50 and also above 50. In self esteem below 20
significantly differs with above 50 but between 20 and 30, between 30 and 40, between 40
and 30 of monthly income are not significant with other group of income.
Since P value is less than 0.05, the null hypothesis is rejected at 5 percent level of
significance. Hence, it is concluded that there is a significant difference between monthly
income and power, reward and information. Based on Duncan multiple range test
(DMRT), in power and reward, the income below 20 are significantly differ with income
between 30 and 40, between 40 and 50 and also above 50. In information, income below
20 is significantly differing with income between 20 and 30, between 30 and 40, between
40 and 50 and also above 50.In leadership, employees have no significant difference in
monthly income.
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ASSOCIATION BETWEEN GENDER OF BANK EMPLOYEES AND LEVEL OF
SATISFACTION OF EMPLOYEES
HYPOTHESIS IX
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is association between employee gender and
level of employee satisfaction. 28.9 percent of males have low level of employee
satisfaction and 25.3 percent of females have high level of employee satisfaction where as
22.9 percent of females have low level of employee satisfaction and 29.2 percent of
females have high level of employee satisfaction. From this, it is concluded that more
number of males have low level of satisfaction and more number of females have high
level of satisfaction.
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HYPOTHESIS X
Null Hypothesis: It is observed that there is no association between age group and level of
employee satisfaction of bank employees
Table 4.20 Chi-Square Test for Association between Age Group and Level of
Employee Satisfaction of Bank Employees
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is association between employee age group
and level of employee satisfaction. 17.0 percent of age below 35 have low level of
employee satisfaction and 36.8 percent of age below 35 has high level of employee
satisfaction and 20.3 percent of ages between 36 and 45 have low level of employee
satisfaction and 34.0 percent of ages between 36 and 45 have high level of employee
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satisfaction.45.4 percent of ages between 46 and 55 have low level of employee
satisfaction and 17.6 percent of ages between 46 and 55 have high level of employee
satisfaction. 27.6 percent of ages above 55 have low level of employee satisfaction and
10.3 percent of ages above 55 have high level of employee satisfaction. From this, it is
concluded that more number of age group below 35 and between 36 and 45 have high level
of employee satisfaction where as more number of age group between 46 and 55 and above
55 have low level of employee satisfaction.
HYPOTHESIS XI
Level of Employee
Educational Chi-square
Satisfaction Total P value
Qualification value
Low Moderate High
63 91 44
UG (31.8) (46.0) (22.2) 198
[47.0] [37.9] [31.7]
30 72 34
PG (22.1) (52.9) (25.0) 136
10.879 0.028*
[22.4] [30.0] [24.5]
41 77 61
Professional
(22.9) (43.0) (34.1) 179
[30.6] [32.1] [43.9]
Total 134 240 139 513
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Since P value is less than 0.05, the null hypothesis is rejected at 5 percent level of
significance. Hence, it is concluded that there is association between employee educational
qualification and level of employee satisfaction. 31.8 percent of UG qualification has low
level of satisfaction and 22.2 percent of UG qualifications have high level of satisfaction.
22.1 percent of PG qualification has low level of satisfaction and 25.0 percent of PG
qualification has high level of satisfaction. 22.9 percent of professional qualification has
low level of satisfaction and 34.1 percent of professional qualification has high level of
satisfaction. From this, it is concluded that more number of UG qualification have low
level of satisfaction and more number of PG and Professional qualification have high level
of satisfaction. It is further added that the level of employee satisfaction is depend upon the
educational qualification.
HYPOTHESIS XII
Null Hypothesis: It is observed that there is no association between category of
bank and level of employee satisfaction of bank employees
59 118 76
Public
(23.3) (46.6) (30.0) 253
Sector
(44.0) [49.2] [54.7]
75 122 63 3.098 0.212
Private
(28.8) (46.9) (24.2) 260
Sector
[56.0] [50.8] [45.3]
Total 134 240 139 513
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HYPOTHESIS XIII
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is association between employee monthly
income and level of employee satisfaction.27.1 percent of employees having monthly
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income below 20,000 have low level of employee satisfaction and 19.3 percent of
employees have high level of employee satisfaction.33.7 percent of employees having
monthly income between 20,000 and 30,000 have low level employee satisfaction and 18.5
percent of employees have high level of employee satisfaction. 23.3 percent of employees
having monthly income between 30,000 and 40,000 have low level employee satisfaction
and 28.4 percent of employees have high level of employee satisfaction. 21.4 percent of
employees having monthly income between 40,000 and 50,000 have low level employee
satisfaction and 35.7 percent of employees have high level of employee satisfaction. 25.4
percent of employees having monthly income above 50,000 have low level employee
satisfaction and 40.3 percent of employees have high level of employee satisfaction. From
this, it is concluded that more number of employees having monthly income below 20,000
and between 20,000 and 30,000 have low level of employee satisfaction where as
employees having monthly income between 30,000 and 50,000 and above 50,000 have
high level of employee satisfaction.
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HYPOTHESIS XIV
Table 4.24 Chi-Square Test for Association between No. of Training Attended And
Level of Employee Satisfaction of Bank Employee
P value is less than 0.05; the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that there is association between number of training
attended and level of employee satisfaction. Respondents attend up to 2 trainings have low
and high level of satisfaction, accounting for 32.1 percent and22.8 percent respectively.
Respondents attend 3-4 trainings have low and high level of satisfaction, which comes to
19.3 and 24.1 percent respectively. Respondents attend 5-7 trainings have low and high
level of satisfaction, which comes to 33.3 percent and 42.2 percent respectively. From this
109
it is concluded that employees attended trainings upto 2 have low level of satisfaction
where as employees attended trainings 5-7 have high level of satisfaction.
HYPOTHESIS XV
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that, there is association between employee
empowerment and level of employee satisfaction. 58.1 percent of employees having low
level of empowerment have low level of employee satisfaction and 0.0 percent of
employees having low level of empowerment have high level of employee satisfaction.
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18.9 percent of employees having moderate level of empowerment have low level of
employee satisfaction and 20.9 percent of employees having moderate level of
empowerment have high level of employee satisfaction.
Also 8.9 percent of employees having high level of empowerment have low level
of employee satisfaction and 64.4 percent of employees having high level of empowerment
have high level of employee satisfaction. From this, it is concluded that, more number of
employees having low level of empowerment have low level of employee satisfaction
where as more number of employees having moderate and high level of empowerment
have high level of employee satisfaction.
HYPOTHESIS XVI
Since P value is less than 0.01, the null hypothesis is rejected at 1 percent level of
significance. Hence, it is concluded that, there is difference between mean ranks towards
dimensions of employee empowerment. Based on mean rank employee self esteem (4.77)
is the most effective dimension of employee empowerment, is followed by employee
knowledge (4.13), employee leadership (3.53), employee rewards (3.32), employee
information (2.70), employee power (2.55).
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CORRELATION COEFFICIENT BETWEEN POWER, REWARDS,
INFORMATION, KNOWLEDGE, SELF ESTEEM AND LEADERSHIP
Dimensions of
Self
Employee Power Rewards Information Knowledge Leadership
Esteem
Empowerment
Leadership - - - - - 1.000
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positive relationships and is significant at 1 % level. The correlation coefficient between
reward and knowledge factor is 0.514 which indicate 51 percentage positive relationships
and is significant at 1 % level. The correlation coefficient between reward and self esteem
is 0.187 which indicate 18 percentage positive relationships and is significant at 1 % level.
The correlation coefficient between reward and leadership is 0.196 which indicate 19
percentage positive relationships and is significant at 1 % level. The correlation coefficient
between information and knowledge is 0.466 which indicate 46 percentage positive
relationships and is significant at 1 % level. The correlation coefficient between
information and self esteem is 0.140 which indicate 14 percentage positive relationships
and is significant at 1 % level. The correlation coefficient between information and
leadership is 0.266 which indicate 26 percentage positive relationships and is significant at
1 % level. The correlation coefficient between knowledge and self esteem is 0.299 which
indicate 29 percentage positive relationships and is significant at 1 % level. The correlation
coefficient between knowledge and leadership is 0.531 which indicate 53 percentage
positive relationships and is significant at 1 % level. The correlation coefficient between
self esteem and leadership is 0.109 which indicate 10 percentage positive relationships and
is significant at 5 % level.
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CORRELATION COEFFICIENT BETWEEN DIMENSIONS OFEMPLOYEE
EMPOWERMENT AND EMPLOYEE SATISFACTION
Dimensions of Employee
Employee Satisfaction
Empowerment
Power 0.467**
Rewards 0.450**
Information 0.378**
Knowledge 0.575**
Leadership 0.480**
Overall Employee Empowerment 0.795**
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satisfaction is 0.795 which indicates 79 percentage positive relationships and is significant
at 1 % level.
4.5 REGRESSION ANALYSIS ON EMPLOYEE EMPOWERMENT AND
EMPLOYEE SATISFACTION
Regression is the determination of statistical relationship between two or more
variables. In simple regression two variables are used. One variable (independent) is the
cause of the behavior of another one (dependent). When there are more than two
independent variables the analysis concerning relationship is known as multiple
correlations and the equation describing such relationship is called as the multiple
regression equation. In statistics, regression analysis is a statistical process for estimating
the relationships among variables. It includes many techniques for modeling and analyzing
several variables, when the focus is on the relationship between a dependent variable and
one or more independent variables.
Regression analysis is concerned with the derivation of an appropriate
mathematical expression is derived for finding values of a dependent variable on the basis
of independent variable. It is thus designed to examine the relationship of a variable Y to a
set of other variables X1, X2, X3.Xn. the most commonly used linear equation in
Y=b1 X1 + b2 X2 ++ bnXn + b0
Here Y is the dependent variable, which is to be found. X1 , X2 , and Xn are the
known variables with which predictions are to be made and b1, b2 ,.bn are coefficient of
the variables.
In this study, the dependent variable is Employee Satisfaction, Independent variables are
power, reward, information, knowledge, self esteem, and leadership is discussed as
follows:
Dependent variable : Employee satisfaction (Y)
Independent variables : 1.Power (X1)
2.Reward (X2)
3.Information (X3)
4.Knowledge (X4)
5.Self Esteem (X5)
6.Leadership (X6)
Multiple R value : 0.814
R Square value : 0.663
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F value : 165.714
P value : 0.000**
Table 4.29 Variables in MultipleRegression Analysis
Un-standardized Standardized
Coefficients Coefficients
t value P value
Model Std.
B Error Beta
1. (X1) 1.373 0.214 0.195 6.428 <0.001**
2. (X2) 0.782 0.197 0.131 3.967 <0.001**
3. (X3) 1.008 0.269 0.115 3.746 <0.001**
4. (X4) 0.451 0.214 0.080 2.102 0.036*
5. (X5) 1.576 0.089 0.479 17.618 <0.001**
6. (X6) 2.010 0.226 0.275 8.905 <0.001**
7. (Constant) 94.724 6.525 - 14.516 <0.001**
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The multiple regression equation is
Y =-94.724 + 1.373X1 + 0.782X2+ 1.008X3 + 0.451X4+ 1.576X5 + 2.010X6
Here the coefficient of X1 is 1.373 represents the partial effect of power on
employee satisfaction, holding reward, information, knowledge, self esteem, leadership as
constant. The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 1.373 for every unit increase in power and this coefficient
value is significant at 1% level. The coefficient of X2 is 0.782 represents the partial effect
of reward on employee satisfaction, holding power, information, knowledge, self esteem,
leadership as constant. The estimated positive sign implies that such effect is positive that
employee satisfaction would increase by 0.782 for every unit increase in reward and this
coefficient value is significant at 1% level. The coefficient of X3 is 1.008 represents the
partial effect of information on employee satisfaction, holding power, reward, knowledge,
self esteem, leadership as constant. The estimated positive sign implies that such effect is
positive that employee satisfaction would increase by 1.008 for every unit increase in
information and this coefficient value is significant at 1% level. The coefficient of X4 is
0.451represents the partial effect of knowledge on employee satisfaction, holding power,
reward, information, self esteem, leadership as constant. The estimated positive sign
implies that such effect is positive that employee satisfaction would increase by 1.008 for
every unit increase in knowledge and this coefficient value is not significant at 5% level.
The coefficient of X5 is 1.576 represents the partial effect of self esteem on employee
satisfaction, holding power, information, knowledge, reward, leadership as constant. The
estimated positive sign implies that such effect is positive that employee satisfaction would
increase by 1.576 for every unit increase in self esteem and this coefficient value is
significant at 1% level. The coefficient of X5 is 2.010represents the partial effect of
leadership on employee satisfaction, holding power, information, knowledge, reward, self
esteem as constant. The estimated positive sign implies that such effect is positive that
employee satisfaction would increase by 2.010for every unit increase in leadership and this
coefficient value is significant at 1% level.
Based on standardized coefficient value, X5 (employee self esteem) is the most
important factor to improve employee satisfaction followed by X6 (employee leadership),
X1 (employee power), X2 (employee reward), X3 (information), X4 (knowledge).
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4.6 STRUCTURAL EQUATION MODEL ON EMPLOYEE EMPOWERMENT
118
the dependent variable (DV) regresses on the independent variable (IV), meaning that the
DV is being predicted by the IV. In SEM terminology, other variables regress on
exogenous variables, but exogenous variables never regress on other variables. In a
directed graph of the model, an exogenous variable is recognizable as any variable from
which arrows only emanate, where the emanating arrows denote which variables that
exogenous variable predicts. Any variable that regresses on another variable is defined to
be an endogenous variable, even if other variables regress on it. In a directed graph, an
endogenous variable is recognizable as any variable receiving an arrow.
It is important to note that SEM is more general than regression. In particular, a
variable can act as both independent and dependent variable.
Two main components of models are distinguished in SEM: the structural
model showing potential causal dependencies between endogenous and exogenous
variables, and the measurement model showing the relations between latent variables and
their indicators. Exploratory and Confirmatory factor analysis models, for example,
contain only the measurement part, while path diagrams can be viewed as SEMs that
contain only the structural part.
119
fewer data points than the number of estimated parameters, the resulting model is
"unidentified", since there are too few reference points to account for all the variance in the
model. The solution is to constrain one of the paths to zero, which means that it is no
longer part of the model.
120
6.47
1
e1 Power
7.68
1
e2 Rewards 1.56 126.36
e7
2.15
1
4.11 1.00
1
e3 Information 1.26
Employee 5.20
Employee
Empowerment Satisfaction
3.20
3.63
1
e4 Knowledge 2.22
1.60
35.64
1
e5 Self Esteem
5.67
1
e6 Leadership
121
Table 4.30 Variables in the Structural Equation Model Analysis
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Table 4.31 Model fit summary
RMR 0.074
RMSEA 0.048
Here the coefficient of power is 1.559 represents the partial effect of power
towards Employee empowerment on employee satisfaction and holding the other variables
as constant. The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 1.559 for every unit increase in power and this coefficient
value is significant at 1% level. The coefficient of reward is 2.146 represents the partial
effect of reward towards employee empowerment on employee satisfaction and holding the
other variables as constant. The estimated positive sign implies that such effect is positive
that employee satisfaction would increase by 2.146 for every unit increase in reward and
this coefficient value is significant at 1% level. The coefficient of information is 1.265
represents the partial effect of information towards employee empowerment on employee
satisfaction and holding the other variables as constant. The estimated positive sign implies
that such effect is positive that employee satisfaction would increase by 1.265 for every
unit increase in information and this coefficient value is significant at 1% level. The
coefficient of knowledge is 3.201 represents the partial effect of knowledge towards
employee empowerment on employee satisfaction and holding the other variables as
constant. The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 3.201 for every unit increase in knowledge and this
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coefficient value is significant at 1% level. The coefficient of self esteem is 2.218
represents the partial effect of self esteem towards employee empowerment on employee
satisfaction and holding the other variables as constant. The estimated positive sign implies
that such effect is positive that employee satisfaction would increase by 2.218 for every
unit increase in self esteem and this coefficient value is significant at 1% level. The
coefficient of leadership is 1.601 represents the partial effect of leadership towards
employee empowerment on employee satisfaction and holding the other variables as
constant. The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 1.601 for every unit increase in leadership and this
coefficient value is significant at 1% level. The coefficient of employee empowerment is
5.202 represents the effect of employee empowerment and holding the other variables as
constant. The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 5.202 for every unit increase in employee empowerment
and this coefficient value is significant at 1% level.
From the Table 4.31, it is found that the calculated P value is 0.121, which is
greater than 0.05 which indicates perfect fit. Here GFI (Goodness of Fit Index) and AGFI
(Adjusted Goodness of Fit Index)values are greater than 0.9 which represent as a good fit.
The calculated CFI (ComparativeFit Index) is 0.955 which means that it is a perfect fit and
also it is found that RMSEA (Root meansquare error of approximation) value is 0.048
which is lesser than 0.10 which indicates that it is perfect fit.
4.7 CONCLUSION
Thus various hypothesis that were formulated, pertaining to the research were used
by means of various statistical tools on the collected data. The interpretation of the
statistical table is done below each table. Also the feasible reason for such findings in the
research is also enclosed therein.
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CHAPTER 5
5.1 Introduction
The human resource is, of all resources entrusted to man, the most productive, the
most versatile and the most resourceful.Human resources constitutes the most important
and indispensible factor in any economy. Their uniqueness renders it practically
impossible to substitute them with any other factor, however important it might be, as
nothing can match the human mind in working out unprecedented marvels at times. Hence,
human resource world have come to claim a paramount importance in organizing of
human resource.
The human factor comprises skills, aptitude, knowledge and innovative spirit
enshrined in human minds involved in a particular organization. Further, the difference in
the level of economic development of the countries is largely a reflection of differences in
the quality of their human resources. The key element in this proposition is that values,
attitudes general orientation and quality of the people of a country determine its economic
development.
HRD is a continuous process to ensure the development of employee competencies,
dynamics, motivation and effectiveness in a systematic and planned manner. The idea of
HRD is gaining widespread currency in India as well as several other developing countries
of the world. Some pursue it like Zealots, while curtain others see it as the current fad in
management circles, which must be pursued to keep up with the Joneses. Yet, there are
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curtain others who see it with outright cynicism. But since idea is still evolving and taking
shape, it is not fair to delimit its scope and coverage.
The HRD movement in banks is gradually building ahead. A majority of the banks
have setup separate HRD departments (HRDDs) within a decade of functioning; HRDDs
in some banks have gained certain creditable achievements. The blanket criticism of the
existing HRD function as Ornamental Appendages cannot be justified. However, it is
true that HRDDs functioning in a majority of the banks is far from satisfactory. There are
also cases of banks, along with training; certain other activities like manpower planning
and performance appraisal have been introduced.
Yet, a few other banks have made rapid strides as far as the introduction of new
HRD activities and sub-systems, such as systematic induction, quality circles and staff
meetings are concerned. Besides introducing these systems, some banks have also taken
significant efforts in perfecting certain systems like training and performance appraisal.
Nevertheless, there is a wide spread feeling in banking industry that there are no sufficient
pay off from the HRD functions and system at the operational level are regulated to level
of rituals.
The bank employees in Chennai city face enormous number of problems. At the
same time, they also posses fascinating avenues for the prospective development.
Employee satisfaction is a primary concern of the employees to realize their personal and
career growth. The employees prefer economic independence and proper organization
status to devote their abilities to increase individual efficiency as well as organizational
efficiency. The productivity and services of employees is proportionate to the
organizational development, employee development and their total efficiency in
production and services.
In recent years, the banking industry has undergone a great many changes. Banks
are increasing in number, and with each new branch being opened more number of persons
are recruited. The attitude of these persons which is one of human relation leads us to study
their level of empowerment towards level of satisfaction of the employees in banks.
The review of pertinent literature showed that employee empowerment and
employee satisfaction has been studied extensively in relation to different variables. But
much of it has done on the industrial set up; hence there is lack clear cut information on the
socio economic organization such as a bank. Further no comparisons have been reported
126
of employees empowerment and employee satisfaction in public and private banks in
Chennai city. The present research is carried out with the following objectives.
To find the significant difference between demographic variables with regard to
employee empowerment.
To find the association between employee demographic features and employee
satisfaction.
To find the most significant factor toward employee empowerment of employees.
To find the factor influence employee empowerment towards employee
satisfaction.
To find the relationship between factors towards employee empowerment.
To find the relationship between employee empowerment and employee
satisfaction.
The descriptive research design has been applied for the present study. The Chennai
city has been selected purposively for the present study. The employees of select banks
have been selected for the present study by adopting Multi Stage sampling technique. The
data have been collected from 513 employees of select banks through pre-tested and
structured questionnaire. In order to accomplish the objectives, t-test, ANOVA test, Chi-
Square test, correlation analysis, multiple regressions, Confirmatory Factor Analysis
(CFA) and Structural Equation Model (SEM) have been employed.
127
Majority of the employees have experience of below 10 years (43.9%) and 170 of
the employees have experience of 11-20 years (33.1%). Remaining 169 employees have
work experience of above 20 years (22.9%). It is observed that 32.7% of employees have
attended two trainings, 32.4% of employees have attended 3-5 trainings and 34.9% of
employees have attended above six trainings.
Out of 513 employees, 253 of employees are working in public sector banks and
remaining of 260 employees is working in private sector banks. It is apparent that 27.3% of
employees belong to monthly income of below Rs. 20000, 22.6 % of employees belong to
monthly income of Rs. 30000-40000, 19.1 % of employees belong to monthly income of
Rs. 40000-50000, 17.9 % of employees belong to monthly income of Rs. 20000-30000 and
13.1 % of employees belong to monthly income of above Rs. 50000.
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The t-value for gender and overall employee empowerment is 4.129 which is
significant at one per cent level indicating that there is a significant difference between
gender and overall employee empowerment.
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The F-value for age group and knowledge is 12.993 which is significant at one per
cent level indicating that there is a significant difference between age group and
knowledge.
The F-value for age group and self esteem is 6.7820 which is significant at one per
cent level indicating that there is a significant difference between age group and self
esteem.
The F-value for age group and leadership is 6.0460 which is significant at one per
cent level indicating that there is a significant difference between age group and
leadership.
The F-value for age group and overall employee empowerment is 18.423 which is
significant at one per cent level indicating that there is a significant difference between age
group and overall employee empowerment.
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The F-value for educational qualification and overall employee empowerment is
16.637 which is significant at one per cent level showing that there is a significant
difference between educational qualification and overall employee empowerment.
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The F-value for experience and self esteem is 12.841 which is significant at one per
cent level revealing that there is a significant difference between experience and self
esteem.
The F-value for experience and leadership is 3.997 which is significant at five per
cent level revealing that there is a significant difference between experience and
leadership.
The F-value for experience and overall employee empowerment is 15.896 which is
significant at one per cent level revealing that there is a significant difference between
experience and overall employee empowerment.
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The F-value for monthly income and rewards is 3.101 which is significant at five
per cent level showing that there is a significant difference between monthly income and
rewards.
The F-value for monthly income and information is 4.018 which is significant at
five per cent level showing that there is a significant difference between monthly income
and information.
The F-value for monthly income and knowledge is 10.129 which is significant at
one per cent level showing that there is a significant difference between monthly income
and knowledge.
The F-value for monthly income and self esteem is 8.413 which is significant at
one per cent level showing that there is a significant difference between monthly income
and self esteem.
The F-value for monthly income and overall employee empowerment is 11.542
which is significant at one per cent level showing that there is a significant difference
between monthly income and overall employee empowerment.
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The Chi Square value for number of trainings attended and level of satisfaction is
12.226 which is significant at five per cent level indicating that there is a significant
association between number of trainings attended and level of satisfaction.
The Chi Square value for level of employee empowerment and level of employee
satisfaction is 200.967 which is significant at one per cent level indicating that there is a
significant association between level of employee empowerment and level of employee
satisfaction.
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percentage positive relationships and is significant at 1 % level. The correlation coefficient
between knowledge and self esteem is 0.299 which indicates 29 percentage positive
relationships and is significant at 1 % level.
The correlation coefficient between knowledge and leadership is 0.531 which
indicates 53 percentage positive relationships and is significant at 1 % level. The
correlation coefficient between self esteem and leadership is 0.109 which indicates 10
percentage positive relationships and is significant at 5 % level.
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of 0.814 indicates that the relationship between employee satisfaction and the six
independent variables is quite strong and positive.
TheCoefficient of DeterminationR-squaremeasures the goodness-of-fit of the
estimated Sample Regression Plane (SRP) in terms of the proportion of the variation in the
dependent variables explained by the fitted sample regression equation. Thus, the value of
R square is0.6630 simply means that about 66.30% of the variation in adjustment is
explained by the estimated SRP that uses power, reward, information, knowledge, self
esteem, leadership as the independent variables and R square value is significant at 1 %
level.
The coefficient of X1 is 1.373 represents the partial effect of power on employee
satisfaction, holding reward, information, knowledge, self esteem, leadership as constant.
The estimated positive sign implies that such effect is positive that employee satisfaction
would increase by 1.373 for every unit increase in power and this coefficient value is
significant at 1% level. The coefficient of X2 is 0.782 represents the partial effect of reward
on employee satisfaction, holding power, information, knowledge, self esteem, leadership
as constant.
The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 0.782 for every unit increase in reward and this coefficient
value is significant at 1% level. The coefficient of X3 is 1.008 represents the partial effect
of information on employee satisfaction, holding power, reward, knowledge, self esteem,
leadership as constant. The estimated positive sign implies that such effect is positive that
employee satisfaction would increase by 1.008 for every unit increase in information and
this coefficient value is significant at 1% level.
The coefficient of X4 is 0.451represents the partial effect of knowledge on
employee satisfaction, holding power, reward, information, self esteem, leadership as
constant. The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 1.008 for every unit increase in knowledge and this
coefficient value is not significant at 5% level. The coefficient of X5 is 1.576 represents the
partial effect of self esteem on employee satisfaction, holding power, information,
knowledge, reward, leadership as constant.
The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 1.576 for every unit increase in self esteem and this
coefficient value is significant at 1% level. The coefficient of X5 is 2.010represents the
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partial effect of leadership on employee satisfaction, holding power, information,
knowledge, reward, self esteem as constant. The estimated positive sign implies that such
effect is positive that employee satisfaction would increase by 2.010for every unit increase
in leadership and this coefficient value is significant at 1% level.
Based on standardized coefficient value, X5 (employee self esteem) is the most
important factor to improve employee satisfaction followed by X6 (employee leadership),
X1 (employee power), X2 (employee reward), X3 (information), X4 (knowledge).
The coefficient of power is 1.559 represents the partial effect of power towards
Employee empowerment on employee satisfaction and holding the other variables as
constant. The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 1.559 for every unit increase in power and this coefficient
value is significant at 1% level. The coefficient of reward is 2.146 represents the partial
effect of reward towards employee empowerment on employee satisfaction and holding the
other variables as constant. The estimated positive sign implies that such effect is positive
that employee satisfaction would increase by 2.146 for every unit increase in reward and
this coefficient value is significant at 1% level.
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represents the partial effect of leadership towards employee empowerment on employee
satisfaction and holding the other variables as constant.
The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 1.601 for every unit increase in leadership and this
coefficient value is significant at 1% level. The coefficient of employee empowerment is
5.202 represents the effect of employee empowerment and holding the other variables as
constant. The estimated positive sign implies that such effect is positive that employee
satisfaction would increase by 5.202 for every unit increase in employee empowerment
and this coefficient value is significant at 1% level.
5.3SUGGESTIONS
On the basis of findings of the present study, the following suggestions are made to
improve the empowerment and job satisfaction of employees in banking sector.
The banks have to provide clear goals, clear lines of authority and clear task
responsibilities. While the autonomy is present, employees are also aware of their
decision- making boundaries. Clear lines reduce the disabling uncertainty and ambiguity
that so often accompany empowerment efforts.
The information, which is assumed to be critical to empowerment efforts, is related
to mission and the employees performance. Information like vision, mission, goals,
financials, performance objectives, quality and productivity needs to be communicated to
employees at all levels. Such information becomes both a need and result of a participative
climate that is so essential to an empowerment process.
In a participative climate high value is placed on trust between different levels of
employees. Those who can achieve results are valued; specialists and experts are highly
trusted. Friendly relations are regarded as valuable. These two attributes require a clear
vision and challenge as well as openness and team work.
In addition to having the need to share information and a participative climate,
training and rewards are also important. Employees need relevant training and knowledge
to be able to take decisions on their own. They must learn how to work collaboratively.
They must also be taught the tools of problem solving and understanding bank
performance. Banks must make structured and continuous efforts to identify training gaps
and upgrade the skills of the employees.
138
Recognition of a job well done is essential to any empowerment programme.
Empowered employees take on increased responsibility and accountability and they need
to be compensated for the same.
A reward system should be perceived as fair and just by all the employees.
Standards against which performance has to e measured should be clearly defined. An
open discussion regarding performance needs to be incorporated in any reward policy.
The banks should facilitate an empowerment climate by changing structures,
policies,procedures and practices, with hopes of creating a non-threatening environment
that signals totheir employees that behaving in an empowered manner is encouraged and
desired.
The systematic leader communication training programmes should be developed to
build an effective hierarchical communication system as it represents a major building
block of internal communication. Since managers interact with their subordinates on a
daily basis, and their demonstrated leadership style influences employees overall
perceptions toward the banks, managers of different levels should be trained to
communicate accurately, clearly, and effectively with their subordinates. Public relations
professionals can help by providing training and coaching to develop effective leader
communication skills, crafting messages, evaluating leadership communication
effectiveness as well as rewarding leaders who do well in communication.
Banks should remove the barriers toself esteem and taking chance, letting
employeesselect choices for meeting his or her own needs.This leads to empowerment and
job satisfaction as wellas flourish and creativity and innovation in the banks.
Banks shouldprovide requirementsfor employees feeling meaningful to prevent
wastingof capacities. Respect and helping people in theirpersonal problems are required to
give a meaning totheir activities. This leads to their encouragementand empowerment,
being more innovate andefficient.Bank manager must support creative, innovative and
responsible work forces, leading to the employee'sempowerment.
The banks should adopt transformational leadership style which is strategic,
inspiring, interactive, empowering, democratic, and relational-orientednot only affects
employees motivation, productivity, and performance, but also shapes employees
favorable perception of the banks.
The banks should increase the meaning, self determination, competence and impact
dimensions of empowerment, if they want their employees to attain more satisfaction in
139
their jobs.Thus, to achieve higher performance and job satisfaction, it is suggested that
employee empowerment should be encouraged in banking sector of India.
The effect of psychological empowerment on job satisfaction and job related stress
among the bank employees may be alone examined in future research work.
140
The future study may be carried out to examine employee empowerment and
organizational effectiveness in foreign banks.
5.6CONCLUSION
Nearly half of the employees have moderate level of empowerment and nearly half
of the employees have moderate level of satisfaction. There is a significant difference
between gender anddimensions of employee empowerment except gender and rewards and
gender and information and there is a significant difference between types of bank
anddimensions of employee empowerment except types of bank and information.
There is a significant difference between age group and dimensions of employee
empowerment and there is a significant difference between educational qualification and
dimensions of employee empowerment. There is a significant difference between
designation and dimensions of employee empowerment and there is a significant
difference between experience and dimensions of employee empowerment except
experience and power, experience and information.
There is a significant difference between number of trainings attended and
dimensions of employee empowerment except number of trainings attended and power and
number of trainings attended and information and there is a significant difference between
monthly income and dimensions of employee empowerment except monthly income and
leadership.
There is a significant association between age group and level of employee
satisfaction, educational qualification and level of employee satisfaction, monthly income
and level of employee satisfaction and number of trainings attended and level of employee
satisfaction.
The dimensions of employee empowerment are positively and significantly
correlated with each other and the dimensions of employee empowerment are also
positively and significantly associated with employee satisfaction. Meanwhile, the
dimensions of employee empowerment are positively and significantly influence the
employee satisfaction. In addition, there is a structural relationship between dimensions of
employee empowerment and employee satisfaction.
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The study relates the relationship between employees satisfaction and various
dimensions of Empowerment practices. In this study, we considered six major factors
which represented most of the empowerment practices followed by banking sector. An
employee develops a sense of belonging and feels responsible for organizational
effectiveness. Thus empowerment benefits individual and organization.The study
contributes to employee empowerment literature by developing and validating a model to
improve the satisfaction of employees in the Banking industry. The findings provide useful
information to the policy makers, the human resource department of service sectors of
India and to all those who are concerned with the life of young professionals. In addition to
this, the findings of the present investigation can play a central role as planned change
efforts are designed and carried out in the Banking industry in the country in the recent
years. The employee empowerment and satisfaction questionnaire can be used to obtain
continuous feedback from employees regarding the conditions of the organization. Given
such information, the bank can decide on new organizational priorities and drop or
improve ineffective programs. The findings of the study give quantitative support for the
need of flexible work hours, work life balance, rests in between, providing effective
materials, special consideration for female work force, so that undesirable work
environments may not result. The results of the analysis of the data indicate that several
relationships exist between leadership styles of the managers/team leaders, employee
reward, employee power to their job, occupational self-esteemed feelings of the
employees, employee information in work related activities, employee knowledge about
their company, employee satisfaction. The manager is mainly responsible for creating good
work culture in the department and among the team members. A manager with high task
orientation and congenial relationship with staff creates open work culture while managers
with low task orientation and unfriendly or uncongenial relations with staff are responsible
for creating closed work culture in the organization.
Many management theorists believe that manager is a significant agent in
promoting or retarding change and organizational development. He holds a key position in
the improvement of his professional staff. He is the acknowledged and appointed status
leader. Whether the organization becomes a challenging professional enterprise or a dull
and dreary place for employees depends on the quality of the leadership he/she provides
for his employees. The function of the manager as a leader should be to help the individual
employee to obtain self actualization and the organization to fulfill its objectives.
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IMPACT OF EMPLOYEE EMPOWERMENT ON JOB
SATISFACTION IN BANKING SECTOR WITH REFERENCE TO
CHENNAI CITY
KokilaParthasarathy,
PhD Research Scholar- management stream,
Dr MGR University,
Dear Sir/Madam,
I am doing a research work on the above topic. I would request you to
kindly spare some time to fill up this questionnaire. Thank you very much for your
cooperation.
Dear sir/Madam,
1. Name :
3. Age in year :
(4) Others
6. Experience in year :
7. Name of Bank :
143
(3) 20,000-30,000 (4) 30,000-40,000
STRONGLY AGREE
NEITHER AGREE
NOR DISAGREE
Sl.
STRONGLY
Employee Empowerment
DISAGREE
DISAGREE
No.
AGREE
1 My bank operates quality circle which provides me an opportunity
for contributing my ideas to work related problem.
144
15 My bank regularly supplies information to employee about the
performance of our competitors.
145
34 When my team, committee, or bank fails to achieve an objective
my first assumption is that its some kind of leadership issue.
45 My job security
146
56 The way employees are informed about company policies
147
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LIST OF PUBLICATIONS
161
Published by Department of Management Studies, Dr.MGR Educational and
Research Institute University, Maduravoyal, Chennai.
Presented a paper titled Women Related Gender Issues, Health, Legal and
Educational Aspects in the National Conferences on ENTIME 2013- Women
Empowerment in Emerging New Trends in Managerial Excellence held at
Sathyabama University Chennai.
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