A project report on Employee creativity and organisational behaviour fro final term MBA

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A project report on Employee creativity and organisational behaviour fro final term MBA

© All Rights Reserved

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Contents

Page Number

Chapter 1: Introduction

1-3

4-8

2.2 - Rationale

2.3 - Statement of Problem

2.4 - Objectives of the Project

2.5 Scope of the Study

4-6

6

6-7

7

7-8

3.1 - Research Design

3.2 - Descriptive research design

3.3 - Nature and Source of Data

3.4 - Sample and Sampling Method

3.5 - Details of the Tools

3.5.1 Questionnaire used and its purpose

3.5.2 Reliability and Validity

3.5.3 Administration of tools and techniques

3.6 - Hypothesis

Chapter 4: Data Collection, Handling and Interpretation

4.1 - Data Collection

4.2 - Statistical tools used for Data Analysis

4.3 - Data Interpretation

Chapter 5: Findings, Conclusion & Limitation

9-16

9

9

9-10

10

10-11

10

11

11

12-16

17-50

17

17-18

19-50

51-53

5.1 - Findings

51

5.2 - Recommendations

51

52

52

Bibliography

Questionnaire

53

ACC Cements

CHAPTER-1

INTRODUCTION

Organisations are among the key units of the society. During their establishment and

development, a specific kind of organisational culture eventually appears. The purpose of

organisational culture is to improve solidarity and cohesion, and to stimulate employees

enthusiasm and creativity to improve the organisations economic efficiency. In addition,

organisational culture has a great influence on employees creativity.

Culture in an organisation is like a character of a human which forms his behaviours and help it

to lead the organisation to its mission. Moreover, creativity is an intention to create which is

potential in all people in all ages. In other words, creativity is a capacity of observing new

relationships, creating unusual thoughts and being far from traditional thoughts patterns.

Culture has been defined in many different ways and by many different theorists. According to

Geert et al (2010), It is the collective programming of the mind that distinguishes the

members of one group or category of people from others. Kotter and Heskett (1992) noted

that culture is A set of beliefs, values and behaviours commonly held by a society. Finally,

Deal and Kennedy defined culture in short as The way we do things around here. Similarly

while establishing and developing a company or other organisation, an internal culture will

develop step by step. The purpose of its existence is to improve solidarity and cohesion,

stimulate employees enthusiasm and creativity, and to improve its economic efficiency. Like

cultures in general, organisational cultures are complex and unique and are based on individual

history, leadership and workforce. Hence, in order to improve management and let an

organisational culture have the right effect on employees, it is important to understand how

organisational cultures affect employee creativity.

For an organisation, employees are its basic constituent units, and culture is the common value

and code of conduct shared by the employees. It can provide employees with a relaxed

working environment with harmonious interpersonal relationships in order to give full play to

their ability. A corporate culture allows employees to have a sense of mission and feel

responsibility, and work towards the overall goal of the company. The competitiveness of

enterprises is not only reflected in the technology, but also in their corporate culture. A positive

organisational culture can promote healthy development of an enterprise, and actively mobilize

the performance of employees, and make them work with more enthusiasm. Moreover, it may

improve production efficiency. In short, the benefits of a positive organisational culture are

self-evident. The priority of an enterprise is to increase the loyalty of its customer base. As a

good corporate image brings good economic returns and a good corporate image is dependent

on good organisational culture. As organisation are under pressure to continuously reinvent

their products and production processes. The employee contribution in this process of

continuous innovation is progressively acknowledged. Human resource manager in the field

still quickly turn to extrinsic, monetary reward policy in order to promote certain employee

behaviour. Due to the contemporary forces of globalisation, technological changes and

changing customers demands for better quality. To survive in this turbulent environment,

organisations have to be creative and responsive to the changing environment.

Research on employee creativity, the foundation of this research began in late 1980s through

the middle of the 1990s. Creative employees provide important raw material in shape of noble

and useful ideas which bring further development and improvement in the organisation.

Current organisational structure has been handed down from the industrial revolution and has

not changed much over the last 150 years. With the idea of showing up for daily grind, six days

per week, there are businesses however, trying to challenge their bureaucratic nature with very

interesting results.

Peter Hedges highlighted IBMs streamed company-wide conferences, which gather all

employees comments, suggestions and ideas into buckets to be sorted, categorised and acted

upon. He enthused that utilizing the entire breadth and depth of employees expertise provided

unexpected results, generating ideas that would never have been achieved in C-level executive

meetings. Clive Gold of EMC described how he believes the concept of an organisation and the

structures that we build a company on to be archaic. He feels that the value an individual

brings to a company should be measured by their potential to generate ideas rather than what

they know or what their job title is.

In the midst of change, organisations and leaders are trying to create an institutional framework

in which creativity and innovation are accepted as basic cultural norms. It has become clear

that The unwritten rules of the game (the norms of behaviour) and shared values influence

morale, performance and the application of creativity and innovation in many different ways.

Deal and Kennedy stated that openness and trust in the change process influence whether and

how change occurs. Senge, Kleiner, Roberts, Ross, Roth and Smith support this statement by

pointing out that openness (developing a genuine spirit of inquiry and trust) often plays a

critical role in profound change processes. Furthermore compelling new ideas help people

think and act in new ways. As companies become increasingly focused on innovation, the

performance hurdles for success have increased considerably. Escalating levels of commitment

to innovation are required simply to stay in the same place, much less improve competitive

position. However, managing the complex and risky process of innovation has been

problematic and fraught with difficulty. This study provides a framework for managers

showing that the process of innovation can be managed, systematised and replicated within

organisations.

Modern world is full of complexities which have confronted organizations with numerous

difficulties in the field of growth and development; and managers, as humankind planners,

organisers and leaders, are faced with plenty of challenges. In our society, due to specific

difficulties and restrictions, this problem is more visible. Current industry indicates low

strength of the organizations against organizational problems and difficulties. Here, the role of

appropriate creativity and organization structure, as two important influential factors on

efficiency and productivity, have importance and organization development, improvement of

product and service quality, success in competition, employee motivation increase, job

satisfaction, cost reduction, wastage of resources, product diversity, reduction of administrative

bureaucracy and sitting behind a desk, and is an incentive of pragmatism and needs further

studies and investigations. The target of organisational structure is coordination between

manpower and existing resources in order of increase in organization productivity and

efficiency. In fact organisational structure is a process which plays a major role in attaining

organisation targets. Organisation structure is a framework in which basic fields, basic

missions, basic managements, general mission, communication system and decision centre are

determined. Hence, this Project Study will pin point whether the organisation culture promote

creativity among employees or not?

CHAPTER-2

REVIEW OF LITRATURE

2.1 Literature Review

Kimberly (1981) assumes that mechanistic organizations were characterized as hierarchical,

highly structured organizations with well-defined, formal roles and positions relative to others

in the organization, with communication flowing primarily vertically. Organic organizations,

by contrast, were typified by their fluid organizational design, with departments and teams

forming and reforming to address new problems and opportunities, with communication

flowing primarily laterally. Burns and Stalkers environmental determinism view of

organizations led to the conclusion that organic organizations form to deal with

unpredictability and volatility in an organizations environment. Compared with a mechanistic

organization, an organic one facilitated greater creativity and innovation. This conclusion was

later challenged when Kimberly (1981) found that centralized decision making may enhance

an organizations ability to implement innovations, particularly in a more stable environment.

Wernerfelt (1984) suggested that

strategic management field over recent years is the resource-based view (RBV) of the firm.

RBV has been able to bring a more systematic approach to firm-level analysis by

characterising the firm as a collection of resources and capabilities, rather than a set of product

market positions.

Resource based View (RBV) assumes that performance differences across firms are due to

differences arising from valuable, rent-generating, firm specific resources and capabilities that

cannot be easily imitated or substituted (Amit & Schoemaker, 1993; Barney, 1986, 1991)

creativity traditionally refers to the creation of something absolutely new. IWB on the contrary

focuses on something new, for the relevant unit of adoption. Employees who take the initiative

to copy successful work habits from other departments, for example, are clearly staging

important innovative behaviour, while not at all engaging in workplace creativity. As already

stated, IWB makes an explicit reference to the distinct parts of the innovation process. A

problem is recognized, a idea for a solution is generated and developed, the idea is proposed,

defended and eventually implemented in the organization (Kanter, 1988).

Shalleys (1991) defines that once the judge that originally and usefulness rating were deemed

reliable and in agreement, originality

Hamel & Prahalad, (1994). Accordingly, firms do not compete on new products, but rather

on a deeper factorthe capacity to develop new products (Prahalad & Hamel, 1990).

Competitive advantage rested variously on mainstream variables like efficiency, quality,

customer responsiveness and speed. In the new millennium, control over the above variables

represents the minimum threshold to play the game. Each factor remains important, but is

unlikely of itself or as part of a group to provide a sustainable competitive advantage. Todays

organisations face an additional challenge the requirement to innovate, not just occasionally

but often, quickly and with a solid success rate. The sphere of organisational and managerial

attention has expanded to incorporate both mainstream variables and an innovation capability.

Tidd & Bssant (1997) assume that many models of innovation at the firm level have attempted

to improve research consistency. These models have occupied a variety of theoretical positions,

including institutional theory, cognitive theories, transaction cost economics, sociotechnical

approaches, market orientation (MO) and resource-based view. Each theory contributes a piece

of the innovation puzzle. None can paint a complete picture. An accepted comprehensive and

systematic framework guiding managers toward successful innovation does not yet exist. Many

firms and academics have suggested that innovation management may be sector or industry

specific, if not firm specific. Even so, evidence suggests that a number of core elements and

processes exist which aid effective innovation outcomes . Firm-level differences, such as

competitive environment, strategy, task complexity and management style means that the

importance of each innovation process may vary across firms. However, each innovation

process is considered likely to exist in varying degrees within all high-performing innovators.

Zhou (1998) used multiplicative approach used in Zhou andoldhamt. They appear to be

consistent with the definition of creativity.

Stern & Council on Competitiveness, (1999). The emergence of the knowledge economy,

intense global competition and considerable technological advance has seen innovation

become increasingly central to competitiveness. Innovation is the mechanism by which

organisations produce the new products, processes and systems required for adapting to

changing markets, technologies and modes of competition (DAveni, 1994; Dougherty &

Hardy, 1996; Utterback, 1994). As George (2001) says that were have four different rating

scales that have been used to have the supervisors rate level of creativity of their employees.

Melkas, and Harmaakorpi (2005) have offered an extended SECI-model. They empha-sized

the need to deepen the future orientation of the SECI model by adding two new knowledge

conversion modes into the model. The added modes focus on self-transcending knowledge, a

concept introduced by Scharmer (2001), who defined it as tacit knowledge prior to its

embodiment the ability to sense the presence of potential, to see what does not yet exist.

Two additional modes were named the visualization and potentialization modes.

Leonard, (1995). Carlile (2002, 2004) has shown how the creation of new knowledge is

facilitated when knowledge boundaries are crossed. Working across boundaries is a key

ingredient in competitive advantage and also explains why innovation is difficult to create and

maintain. The level of novelty will determine the complexity of the knowledge boundary. As

the level of novelty increases, the associated pathdependent nature of knowledge may have

negative effects, making knowledge sharing and creation difficult. Leonard (1995) considers

mechanisms for importing and absorbing knowledge, transferring knowledge across the

organization, and developing new knowledge bases. She also introduces the notion of creative

abrasion, where different knowledge bases are brought together through open discussion

between individuals with different perspectives. If the potential conflict is successfully

managed, it could lead to new, creative and exciting ideas. Companies become increasingly

focused on innovation and the performance hurdles for success have increased considerably.

Escalating levels of commitment to innovation are required simply to stay in the same place,

much less improve competitive position. However, managing the complex and risky process of

innovation has been problematic and fraught with difficulty (Kanter, 1989; Quinn, 1985).

2.2 Rationale

In the present competitive scenario in order to get ahead and sustain in the competition with

others, organisations needs to come up with naval and innovative ideas. As employee creativity

is affected by the leadership, ethics, organisation structure and employees characteristics,

therefore the study will pin point whether the organisation culture promote creativity among

employees or not.

2.3 Statement of Problem

For an organization, employee is its basic constituent units, and culture is the common value

and code of conduct shared by the employees. It can provide employees with a relaxed

working environment with harmonious interpersonal relationships in order to give full play to

their ability. A corporate culture allows employees to have a sense of mission and feel

responsibility, and work towards the overall goal of the company. Employee creativity, in

relation to organizational culture has received little attention a lot of the academic researchers

in this area have focused on employee performance in relation to organizational culture. Many

researchers concur on the fact that there is no agreement on the precise nature of the

relationship between organizational culture and employee creativity. Despite the plethora of

studies on organizational culture in the last few decades, there is no widely accepted causal

relationship between corporate culture and creativity.

Because of these contradictory results, the question of whether organisational culture improves

or worsens employee performance and creativity is still worthy of further research such as the

one which was undertaken in this study. Is there any relationship between organizational

culture and employee creativity? Is there a positive relationship between organisational culture

and employee performance/productivity? These are questions, which need further exploration.

And thus, this study sought to provide empirical answers to such questions.

2.4 Objectives of the Project

The primary objective of this study was to assess the impact of organisational culture on

employee performance and creativity as in context of ACC Cements. In line with this primary

objective, the secondary objectives are as follows: To study how the organisational culture of ACC cements affects employee performance

and productivity.

To study the relation between level of creativity and gender at ACC Cements.

2.5 Scope of the Study

Organisational culture is a group of fundamental hypotheses that employees discover and

develop them to be adapted to the environment and reaching to internal unity which affect all

organisational phenomenon like employees behaviour, group performance, organisation

performance, creativity and innovation level, employees commitment, job motivation and job

satisfaction. As a result, in the research, the researcher is studying the relationship between

organizational culture and their sorts with employees creativity in ACC Cements.

This study consists of five chapters. First, the organisational culture is introduced. In addition,

this section provides a contextual background and outlines some of the main aspects of

organizational cultures and behaviour. Chapter two presents a literature review, which

introduces previous studies about organizational culture, employee behaviour in organizations,

the statement of problems, objectives and scope of the study. Chapter three explores the

research approach adopted in this study, includes the research design, defines the research

method, and describes the research framework, and data collection and hypothesis assumed.

Chapter four introduces the data collection method and data analysis. Data will be collected

from questionnaires and observation. Chapter five presents the results of the data analysis,

findings and conclusion, outlines the limitations and introduces further direction for future

studies.

The economic benefits ACC Cements stands to gain from this study are enormous: Firstly, if it

is established (from this research) that there is a relationship between the organizational culture

of the company and the creativity of its employees, then management of ACC Cements will

have the impetus to adjust its culture accordingly in order to enhance creativity. Secondly,

improved creativity will then impact job performance greatly and thereby promoting efficiency

and effectiveness in the work environment.

CHAPTER-3

RESEARCH METHODOLOGY

Research comprises "creative work undertaken on a systematic basis in order to increase the stock

of knowledge, including knowledge of man, culture and society, and the use of this stock of

knowledge to devise new applications." It is used to establish or confirm facts, reaffirm the results

of previous work, solve new or existing problems, support theorems, or develop new theories.

The research design refers to the overall strategy that you choose to integrate the different

components of the study in a coherent and logical way, thereby, ensuring you will effectively

address the research problem; it constitutes the blueprint for the collection, measurement, and

analysis of data.

Descriptive research is a study designed to depict the participants in an accurate way. More simply

put, descriptive research is all about describing people who take part in the study. Under this, single

cross sectional descriptive design is taken. There are three ways a researcher can go about doing a

descriptive research project, and they are: Observational Case study Survey-

1. Primary data

Primary research consists of a collection of original primary data collected by the researcher. It is

often undertaken after the researcher has gained some insight into the issue by reviewing secondary

research or by analysing previously collected primary data. It can be accomplished through various

methods, including questionnaires and telephone interviews in market research, or experiments and

direct observations in the physical sciences, amongst others. The primary sources are discussion

with employees and data collected through questionnaire

2. Secondary Data

Secondary data is data collected by someone other than the user. Common sources of secondary

data for social science include censuses, organizational records and data collected through

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qualitative methodologies or qualitative research. Secondary data analysis saves time that would

otherwise be spent collecting data and, particularly in the case of quantitative data, provides larger

and higher-quality databases that would be unfeasible for any individual researcher to collect on

their own. In addition, analysts of social and economic change consider secondary data essential,

since it is impossible to conduct a new survey that can adequately capture past changes and/or

developments. The secondary data mainly consists of data and information collected from records,

company websites and also discussion with the management of the organization. Secondary data

was also collected from journals, magazines and books.

The study used the convenience sampling technique to select the ACC Cements as the sample

for the study. However, since the interviewees had to be experienced and knowledgeable in the

topic of the study, and offer a variety of perspectives, a sample size of 100 employees from

ACC Cements were chosen for this study. For the purpose of research, convenience sampling

technique has been used. On the basis of the convenience, eligible respondents have been

selected. Survey method has been used to collect data.

Sampling Method used to survey was questionnaires .The study sampling method is based on

the probability sampling which is the simple random sampling approach. In this method of

sampling, each individual has an equal chance of being selected. This samplings advantage is

its probability to produce a representative sample. Also, this method is easy to conduct as the

time is constraint for the research and less costly compare to other sampling methods.

3.5 Details of the Tools

3.5.1 Questionnaire used and its purpose

A well-defined questionnaire that is used effectively can gather information on both

overall performance of the test system as well as information on specific components of the

system. A defeated questionnaire was carefully prepared and specially numbered. The

questions were arranged in proper order, in accordance with the relevance. Questionnaire was

circulated among 100 employees (both male and female) and they were also interviewed

during the study. This helped us to better analyse the data as they had different perspective of

organizational culture and creativity. The questionnaire consists of 2 parts and the

demographics include age, gender and education. Part I includes 26 questions on various

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aspects related to the organisational culture and the responses have been taken on interval

scale. Part II is related to questions on Employee Creativity based on interval scale.

3.5.2 Reliability and Validity

It is important to consider the reliability and validity of tools used during the study. Joppe (2000)

defines reliability as follows:

The extent to which results are consistent over time and an accurate representation of the

total population under study is referred to as reliability and if the results of a study can be

reproduced under a similar methodology, then the research instrument is considered to be

reliable.

The reliability of this study is measured according to the interviews and questionnaire conducted

among the employees of ACC Cement. All the employees have different educational backgrounds

and work experience. In addition, employee behaviour was observed directly without any influence

on it. All of the data was analysed carefully; therefore, the study is reliable.

Validity in research declares how truthful the research results are. Golafashani (2003) defined

validity as it is measured for demonstrating whether the research is truly processed as it is intended

to be. In this study, the data were collected by interviews and observations. Although, considering

the researcher has worked in defence organisation, the process of data collection is quite fair

without any personal judgement. Furthermore, the research result strongly supported the

researcher assumption, and therefore the study is valid.

3.5.3 Administration of tools and techniques

Tools and techniques of research are survey, questionnaire, test, scale, rating or tool designed to

measure the variable(s), characteristic(s), or information of interest, often a behavioural or

psychological characteristic. In this study, the Organisational Culture and Employee Creativity

Questionnaire (Appendix A) was used to gather the information needed for this study.

Levenes Test for Equality of Variances and t test for equality of means were applied to test the

hypothesis and draw inferences during the course of the study.

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3.6 Hypothesis

The study includes the following hypothesis:

Part I - Organisation Culture on the basis of gender:

1. H0: There is no difference of opinion for getting the training to do the job well with respect

to gender.

H1: There is difference of opinion for getting the training to do the job well with respect to

gender.

2. H0: There is no difference of opinion for the awareness of training and development

activities with respect to gender.

H1: There is difference of opinion for the awareness of training and development activities

with respect to gender.

3. H0: There is no difference of opinion that training meet their need with respect to gender.

H1: There is difference of opinion that training meet their need with respect to gender.

4. H0: There is no difference of opinion about the job satisfaction with respect to gender.

H1: There is difference of opinion about the job satisfaction with respect to gender.

5. H0: There is no difference of opinion about the challenges with respect to gender.

H1: There is difference of opinion that about the challenges with respect to gender.

6. H0: There is no difference of opinion that employees are generally informed about the

changes that affect their work with respect to gender.

H1: There is difference of opinion that employees are generally informed about the changes

that affect their work with respect to gender.

7. H0: There is no difference of opinion about the important decisions/things which happen at

the organisation with respect to gender.

H1: There is difference of opinion about the important decisions/things which happen at the

organisation with respect to gender.

8.H0: There is no difference of opinion to see the link between their work with respect to

gender.

H1: There is difference of opinion to see the link between their work with respect to gender.

9. H0: There is no difference of opinion regarding working conditions with respect to gender.

H1: There is difference of opinion regarding working conditions with respect to gender.

10. H0: There is no difference of opinion that they believe there are variety of ways for them to

develop the career in that company with respect to gender.

H1: There is difference of opinion that they believe there are variety of ways for them to

develop the career in that company with respect to gender.

13

11. H0: There is no difference of opinion regarding promotions being fair and justified with

respect to gender.

H1: There is difference of opinion that regarding promotions being fair and justified with

respect to gender.

12. H0: There is no difference of opinion about the awareness of the promotional

opportunities/policies with respect to gender.

H1: There is difference of opinion about the awareness of the promotional opportunities

/policies with respect to gender.

13. H0: There is no difference of opinion that company innovates new ways of development to

serve the customers better with respect to the gender.

H1: There is difference of opinion that company innovates new ways of development to serve

the customers better with respect to the gender.

14. H0: There is no difference of opinion that their manager helps them to enhance their

professional knowledge/skills with respect to the gender.

H1: There is difference of opinion that their manager helps them to enhance their professional

knowledge/skills with respect to the gender.

15. H0: There is no difference of opinion related to the adequate feedback with respect to the

gender.

H1: There is difference of opinion related to the adequate feedback with respect to the gender.

16. H0: There is no difference of opinion that what are the expectations of employee from

his/her job with respect to the gender.

H1: There is difference of opinion that what are the expectations of employee from his/her job

with respect to the gender.

17. H0: There is no difference of opinion that doing hard work yields success with respect to

the gender.

H1: There is difference of opinion that doing hard work yields success with respect to the

gender.

18. H0: There is no difference of opinion that adequate recognition is received based on the

performance with respect to the gender.

H1: There is difference of opinion that adequate recognition is received based on the

performance with respect to the gender.

19. H0: There is no difference of opinion to recognition whenever they do the job with respect

to the gender.

H1: There is difference of opinion to recognition whenever they do the job with respect to the

gender.

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20. H0: There is no difference of opinion that manger helps them to get better job opportunities

with respect to the gender.

H1: There is difference of opinion that manger helps them to get better job opportunities with

respect to the gender.

21. H0: There is no difference of opinion that they feel due respect is given at their work place

with respect to the gender.

H1: There is difference of opinion that they feel due respect is given at their work place with

respect to the gender.

22. H0: There is no difference of opinion that they feel free to express their views with respect

to the gender.

H1: There is difference of opinion that they feel free to express their views with respect to the

gender.

23. H0: There is no difference of opinion that team looks for the ways to change processes to

improve performance with respect to the gender.

H1: There is difference of opinion that team looks for the ways to change processes to improve

performance with respect to the gender.

24. H0: There is no difference of opinion that people they work co-operate to get the work

done with respect to the gender.

H1: There is difference of opinion that people they work co-operate to get the work done with

respect to the gender.

25. H0: There is no difference of opinion that they believe that rewards are given fairly where

they work with respect to the gender.

H1: There is difference of opinion that they believe that rewards are given fairly where they

work with respect to the gender.

26. H0: There is no difference of opinion that they feel they have job security.

H1: There is difference of opinion that they feel they have job security with respect to the

gender.

Part II Employee Creativity comparison on the basis of gender:

27. H0: There is no difference of opinion that there is non-acceptance of idea with respect to

the gender.

H1: There is difference of opinion that there is non-acceptance of idea with respect to the

gender.

28. H0: There is no difference of opinion that it is good to be practical in the company with

respect to the gender.

H1: There is difference of opinion that it is good to be practical in the company with respect to

the gender.

15

29. H0: There is no difference of opinion on account of understanding for new people with

respect to the gender.

H1: There is difference of opinion on account of understanding for new people with respect to

the gender.

30. H0: There is no difference of opinion on account of cost with respect to the gender.

H1: There is difference of opinion on account of cost with respect to the gender.

31. H0: There is no difference of opinion on account of self-intuition with respect to the

gender.

H1: There is difference of opinion on the account of self-intuition with respect to the gender.

32. H0: There is no difference of opinion on account of other multiple projects with respect to

the gender.

H1: There is difference of opinion on account of other multiple projects with respect to the

gender.

33. H0: There is no difference of opinion on account of requirement of detail study with

respect to the gender.

H1: There is difference of opinion on account of detail study with respect to the gender.

34. H0: There is no difference of opinion on account of budget with respect to the gender.

H1: There is difference of opinion on account of budget with respect to the gender.

35. H0: There is no difference of opinion on account of goodness of idea with respect to the

gender.

H1: There is difference of opinion on account of goodness of idea with respect to the gender.

36. H0: There is no difference of opinion on account of further discussion with respect to the

gender.

H1: There is difference of opinion on account of further discussion with respect to the gender.

37. H0: There is no difference of opinion on account of survey with respect to the gender.

H1: There is difference of opinion on account of survey with respect to the gender.

38. H0: There is no difference of opinion on account of preparedness with respect to the

gender.

H1: There is difference of opinion on account of preparedness with respect to the gender.

39. H0: There is no difference of opinion on account of priorities with respect to the gender.

H1: There is difference of opinion on account of priorities with respect to the gender.

40. H0: There is no difference of opinion on account of difference in plan with respect to the

gender.

H1: There is difference of opinion on account of difference in the plan with respect to the

gender.

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41. H0: There is no difference of opinion on account of postponement with respect to the

gender.

H1: There is difference of opinion on account of postponement with respect to the gender.

42. H0: There is no difference of opinion on account of acceptability by superior with respect

to the gender.

H1: There is difference of opinion on account of acceptability by superior with respect to the

gender.

43. H0: There is no difference of opinion on account of long time with respect to the gender.

H1: There is difference of opinion on account of long time with respect to the gender.

44. H0: There is no difference of opinion on account of delay with respect to the gender.

H1: There is difference of opinion on account of delay with respect to the gender.

45. H0: There is no difference of opinion on account of other better option with respect to the

gender.

H1: There is difference of opinion on account of other better option with respect to the gender.

17

CHAPTER-4

DATA COLLECTION, HANDLING AND INTERPRETATION

4.1 Data Collection

This study is focused on identifying the factors in culture that affect employee behaviour.

Primary data was employed in this study. Thus questionnaire and observation are the primary

data collection method used in this study with the researcher acting as the data collection

instrument. The main tool of testing in the study is standard questionnaire with scale; (SAStrongly Agree, A- Agree, N- Neutral, D- Disagree and SD- Strongly Disagree) which were

administered to the respondents. The questionnaire has two parts wherein Part I has 26

questions and Part II has 19 questions. The questionnaire data offered an opportunity for

analysing the participants responses such that statistical procedures could be used for

quantitative data analysis in order to deduce the correlation between the alternative hypothesis

and null hypothesis.

4.2 Statistical tools used for Data analysis

For the purpose of research, Convenience Sampling technique has been used. Convenience

sampling (also known as availability sampling) is a specific type of non-probability

sampling method that relies on data collection from population members who are conveniently

available to participate in study. In other words it is a statistical method of drawing

representative data by selecting people because of the ease of their volunteering or selecting

units because of their availability or easy access. The advantages of this type of sampling are

the availability and the quickness with which data can be gathered.

Levene's test (Levene 1960) is used to test if k samples have equal variances. Equal variances

across samples are called homogeneity of variance. Some common statistical procedures

assume that variances of the populations from which different samples are drawn are equal.

Levene's test assesses this assumption. It tests the null hypothesis that the population variances

are equal (called homogeneity of variance). If the resulting p-value of Levene's test is less than

some significance level (typically 0.05), the obtained differences in sample variances are

unlikely to have occurred based on random sampling from a population with equal variances.

Thus, the null hypothesis of equal variances is rejected and it is concluded that there is a

difference between the variances in the population.

18

The independent t-test for equality of means, also called the two sample t-test is an

inferential statistical test that determines whether there is a statistically significant difference

between the means in two unrelated groups; Null and alternative hypotheses. It can be used to

determine if two sets of data are significantly different from each other. A t-test is most

commonly applied when the test statistic would follow a normal distribution if the value of

a scaling term in the test statistic were known. When the scaling term is unknown and is

replaced by an estimate based on the data, the test statistics (under certain conditions) follow a

Student's t distribution

The null hypothesis for the independent t-test is that the population means from the two

unrelated groups are equal: H0: u1 = u2. In most cases, we are looking to see if we can show

that we can reject the null hypothesis and accept the alternative hypothesis, which is that the

population means are not equal: H1: u1 u2. To do this, we need to set a significant value (also

called alpha) that allows us to either reject or accept the alternative hypothesis. Most

commonly, this value is set at 0.05.

4.3 Data Interpretation

Organisation Culture Comparison on the basis of Gender:

Statement 1: I get the training I need to do my job well.

H0: There is no difference of opinion for getting the training to do the job well with respect to

gender.

H1: There is difference of opinion for getting the training to do the job well with respect to

gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Sig.

Equal variances

assumed

Equal variances

not assumed

Mean

Sig.

Df

1.843

.177

1.680

118

.096

.270

1.783

62.033

.079

.270

Table 1.1

Std. Error

Lower

Upper

.161

-.048

.588

.151

-.033

.572

19

Table 1.1 shows that Significant value of Levenes test equality of variance is.177 which is

greater than .05 so we consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is.096 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

in context of getting the training required to do job well with respect to Gender.

H0: There is no difference of opinion for the awareness of training and development activities

with respect to gender.

H1: There is difference of opinion for the awareness of training and development activities

with respect to gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Mean

Std. Error

Sig.

Df

(2-tailed)

Difference

Difference

Lower

Upper

.283

.596

-.288

118

.774

-.043

.148

-.335

.250

-.303

60.925

.763

-.043

.140

-.323

.238

Table 1.2

Table 1.2 shows that Significant value of Levenes test equality of variance is .596 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .774 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis .it means there difference of opinion

awareness of available training and development activities with respect to Gender.

H0: There is no difference of opinion that training meet their need with respect to gender.

H1: There is difference of opinion that training meet their need with respect to gender.

20

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Mean

Std. Error

Difference Difference

Sig.

Df

Sig.

(2-tailed)

.276

.601

-.351

118

.726

-.097

-.358

57.109

.722

-.097

Equal variances

not assumed

Lower

Upper

.275

-.642

.448

.270

-.637

.444

Table 1.3

Table 1.3 shows that Significant value of Levenes test equality of variance is .601 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .726 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis .it means there difference of opinion

with respect to Gender.

Statement 4 : I am fully satisfied with my Job profile considering all parameters.

H0: There is no difference of opinion about the job satisfaction with respect to gender.

H1: There is difference of opinion about the job satisfaction with respect to gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

F

.

Equal variances

assumed

Equal variances

not assumed

Sig.

.010

.919

Sig.

(2-tailed)

df

Mean

Std. Error

Difference Difference

Lower

Upper

.455

118

.650

.114

.249

-.380

.608

.447

53.172

.657

.114

.254

-.396

.624

Table 1.4

Table 1.4 shows that Significant value of Levenes test equality of variance is .919 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .650 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

regarding job satisfaction of employees with respect to Gender.

21

H0: There is no difference of opinion about the challenges with respect to gender.

H1: There is difference of opinion that about the challenges with respect to gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Mean

Std. Error

(2-tailed) Difference Difference

Sig.

Df

.079

.779

-.242

118

.809

-.057

-.246

56.893

.806

-.057

Equal variances

not assumed

Lower

Upper

.235

-.522

.408

.231

-.519

.405

Table 1.5

Table 1.5 shows that Significant value of Levenes test equality of variance is .779 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row. It is .809 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

regarding challenges with respect to Gender.

Statement 6: I am generally informed about the changes that affect me within the organisation.

H0: There is no difference of opinion that employees are generally informed about the changes

that affect their work with respect to gender.

H1: There is difference of opinion that employees are generally informed about the changes

that affect their work with respect to gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

.594

.442

1.795

118

.075

.494

1.739

51.933

.088

.494

Table 1.6

Mean

Std. Error

Difference Difference

Lower

Upper

.275

-.051

1.040

.284

-.076

1.065

22

Table 1.6 shows that Significant value of Levenes test equality of variance is .442 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .075 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. There is difference of opinion that they

generally feel informed by the manager related to any change in their organisation which is

effected with respect to Gender.

Statement 7: Generally I am aware whenever any important things/decisions happen.

H0: There is no difference of opinion about the important decisions/things which happen at the

organisation with respect to gender.

H1: There is difference of opinion about the important decisions/things which happen at the

organisation with respect to gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

6.210

.014

1.909

118

.059

.438

1.677

44.539

.100

.438

Lower

Upper

.229

-.016

.891

.261

-.088

.963

Table 1.7

Table 1.7 shows that Significant value of Levenes test equality of variance is .014 which is

less than .05 so consider the equal variance is not assumed .we will take significant value of 2

tailed value of 2nd row .It is .100 which is greater than .05 that means there is rejection of

alternative hypothesis and acceptance of null hypothesis. It means there is no major difference

of opinion about the important decisions/things which happen at the organisation with respect

to Gender.

Statement 8: I can see the link between my work and companys objective.

23

H0: There is no difference of opinion to see the link between their work with respect to gender.

H1: There is difference of opinion to see the link between their work with respect to gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.204

.652

1.437

118

.153

.418

1.484

58.589

.143

.418

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.291

-.158

.993

.281

-.146

.981

Table 1.8

Table 1.8 shows that Significant value of Levenes test equality of variance is .652 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .153 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

about their works importance for the companys objective with respect to gender.

Statement 9: My working environment is good and motivating.

H0: There is no difference of opinion regarding working conditions with respect to gender.

H1: There is difference of opinion regarding working conditions with respect to gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.236

.628

1.704

118

.091

.423

1.685

53.909

.098

.423

Lower

Upper

.248

-.069

.915

.251

-.080

.927

Table 1.9

Table no.1.9 shows that Significant value of Levenes test equality of variance is .628 which is

greater than .05 so consider the equal variances assumed .We will take significant value of 2

tailed value of 1st row. It is .091 which is greater than .05; that means there is acceptance of

24

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

about working conditions with respect to Gender.

Statement 10: I believe there are a variety of ways for me to develop my career at company.

H0: There is no difference of opinion that they believe there are variety of ways for them to

develop the career in the company with respect to gender.

H1: There is difference of opinion that they believe there are variety of ways for them to

develop the career in the company with respect to gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

2.714

.102

1.900

118

.060

.545

1.772

48.748

.083

.545

Lower

Upper

.287

-.023

1.114

.308

-.073

1.164

Table 1.10

Table 1.10 shows that Significant value of Levenes test equality of variance is which greater

than .05 so consider the equal variances is assumed .we will take significant value of 2 tailed

value of 1st row. It is .774 which is greater than .05 that means there is acceptance of alternative

hypothesis and rejection of null hypothesis. It means there is difference of opinion regarding

various means of career development in the company with respect to Gender.

Statement 11: Promotions within the company are fair and justified.

H0: There is no difference of opinion regarding promotions being fair and justified with respect

to gender.

H1: There is difference of opinion that regarding promotions being fair and justified with

respect to gender.

25

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

df

Sig.

(2-tailed)

3.061

.083

1.671

118

.097

.460

1.560

48.817

.125

.460

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.275

-.085

1.006

.295

-.133

1.053

Table 1.11

Table 1.11 shows that Significant value of Levenes test equality of variance is .083 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .097 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

regarding promotions being fair and justified with respect to gender.

Statement 12: I am aware about the promotion opportunities/policies within the organisation.

H0: There is no difference of opinion about the awareness of the promotional

opportunities/policies with respect to gender.

H1: There is difference of opinion about the awareness of the promotional opportunities

/policies with respect to gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.304

.582

2.537

118

.012

.523

2.521

54.409

.015

.523

Lower

Upper

.206

.115

.931

.207

.107

.938

Table 1.12

Table 1.12 shows that Significant value of Levenes test equality of variance is .582 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .012 which is less than .05 that means there is acceptance of null

hypothesis and rejection of alternative hypothesis . It means there is no difference of opinion

regarding promotion opportunities/policies with respect to Gender.

26

Statement 13: Company is innovative in development of new ways to serve the customers.

H0: There is no difference of opinion that company innovates new ways of development to

serve the customers better with respect to the gender.

H1: There is difference of opinion that company innovates new ways of development to serve

the customers better with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Mean

Std. Error

(2-tailed) Difference Difference

Sig.

Df

2.994

.086

.076

118

.940

.020

.085

70.031

.932

.020

Equal variances

not assumed

Lower

Upper

.262

-.499

.539

.234

-.446

.486

Table 1.13 shows that Significant value of Levenes test equality of variance is .086 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row. It is .940 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

that company innovates new ways of development to serve the customers better with respect to

the gender.

Statement 14: My manager helps me in enhancing my professional knowledge/skills.

H0: There is no difference of opinion that their manager helps them to enhance their

professional knowledge/skills with respect to the gender.

H1: There is difference of opinion that their manager helps them to enhance their professional

knowledge/skills with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.079

.779

2.227

118

.028

.514

2.201

53.875

.032

.514

Lower

Upper

.231

.057

.971

.234

.046

.983

27

Table 1.14

Table 1.14 shows that significant value of Levenes test equality of variance is .779 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .028 which is less than .05; that means there is acceptance of null

hypothesis and rejection of alternative hypothesis. It means there exists no difference of

opinion that their manager helps them to enhance their professional knowledge/skills with

respect to the gender.

H0: There is no difference of opinion related to adequate feedback being given by manager

with respect to the gender.

H1: There is difference of opinion related to adequate feedback being given by manager with

respect to the gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.779

.379

.532

118

.596

.145

.562

61.344

.576

.145

Lower

Upper

.272

-.394

.684

.258

-.371

.660

Table 1.15

Table 1.15 shows that significant value of Levenes test of equality of variance is .379 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row .It is .596 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

related to adequate feedback being given by manager with respect to the gender.

28

H0: There is no difference of opinion that what are the expectations of employee from his/her

job with respect to the gender.

H1: There is difference of opinion that what are the expectations of employee from his/her job

with respect to the gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.002

.968

1.818

118

.072

.497

1.831

55.772

.072

.497

Lower

Upper

.273

-.044

1.039

.272

-.047

1.041

Table 1.16

Table 1.16 shows that significant value of Levenes test equality of variance is .968 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .072 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

related to the expectations of employee from his/her job with respect to the gender.

H0: There is no difference of opinion that doing hard work yields success with respect to the

gender.

H1: There is difference of opinion that doing hard work yields success with respect to the

gender.

29

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.541

.463

1.262

118

.210

.344

1.206

50.783

.233

.344

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.272

-.196

.883

.285

-.228

.916

Table 1.17

Table 1.17 shows that significant value of Levenes test equality of variance is .463 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .210 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

that doing hard work yields success with respect to the gender.

H0: There is no difference of opinion that adequate recognition is received based on the

performance with respect to the gender.

H1: There is difference of opinion that adequate recognition is received based on the

performance with respect to the gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

2.894

.092

-.554

118

.581

-.153

-.600

64.884

.551

-.153

Lower

Upper

.277

-.702

.395

.256

-.664

.357

Table 1.18

Table 1.18 shows that Significant value of Levenes test equality of variance is .092 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

30

tailed value of 1st row. It is.581 which is greater than .05; that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

that adequate recognition is received based on the performance with respect to the gender.

H0: There is no difference of opinion to recognition whenever they do good job with respect to

the gender.

H1: There is difference of opinion to recognition whenever they do good job with respect to the

gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

df

Sig.

(2-tailed)

.468

.495

-.076

118

.939

-.020

-.079

59.098

.937

-.020

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.261

-.536

.496

.251

-.523

.483

Table 1.19

Table 1.19 shows that significant value of Levenes test equality of variance is .468 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .939 which is greater than .05; that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there difference of opinion to

recognition whenever they do good job with respect to the gender.

H0: There is no difference of opinion that manger helps them to get better job opportunities

with respect to the gender.

H1: There is difference of opinion that manger helps them to get better job opportunities with

respect to the gender.

31

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.079

.779

2.227

118

.028

.514

2.201

53.875

.032

.514

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.231

.057

.971

.234

.046

.983

Table 1.20

Table 1.20 shows that significant value of Levenes test equality of variance is .779 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .028which is lesser than .05 that means there is acceptance of null

hypothesis and rejection of alternative hypothesis. It means there exists no difference of

opinion that their manger helps them to get better job opportunities with respect to the gender.

H0: There is no difference of opinion that they feel due respect is given at their work place

with respect to the gender.

H1: There is difference of opinion that they feel due respect is given at their work place with

respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.328

.568

1.554

118

.123

.384

1.502

51.740

.139

.384

Lower

Upper

.247

-.105

.872

.255

-.129

.896

Table 1.21

Table 1.2 1shows that Significant value of Levenes test equality of variance is .568 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .123 which is greater than .05 that means there is acceptance of

32

alternative hypothesis and rejection of null hypothesis . It means there is difference of opinion

that they feel due respect is given at their work place with respect to the gender.

Situation 22: I feel free to express my opinions without worrying about negative actions.

H0: There is no difference of opinion that they feel free to express their views without

worrying about subsequent actions with respect to the gender.

H1: There is difference of opinion that they feel free to express their views without worrying

about subsequent actions with respect to the gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.856

.357

.384

118

.702

.085

.402

60.302

.689

.085

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.222

-.354

.525

.212

-.339

.509

Table 1.22

Table 1.22 shows that Significant value of Levenes test equality of variance is .357 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .702 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

that they feel that they can express their feeling related to work without worrying about

subsequent actions with respect to gender.

Statement 23: My team looks for innovative ways to improve performance.

H0: There is no difference of opinion that team looks for innovative ways to improve

performance with respect to the gender.

H1: There is difference of opinion that team looks for innovative ways to improve performance

with respect to the gender.

33

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

4.243

.042

1.313

118

.192

.270

1.532

77.060

.130

.270

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.206

-.137

.677

.176

-.081

.621

Table 1.23

Table 1.23 shows that significant value of Levenes test equality of variance is .042 which is

lesser than .05 so consider the equal variances not assumed .we will take significant value of 2

tailed value of 2nd row It is .130 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

that team looks for innovative ways to improve performance with respect to the gender.

H0: There is no difference of opinion that colleagues co-operate with each other to get the

work done with respect to the gender.

H1: There is difference of opinion that colleagues co-operate with each other to get the work

done with respect to the gender.

34

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.022

.883

.430

118

.774

.097

.426

54.040

.688

.097

Lower

Upper

.225

-.348

.541

.227

-.358

.552

Table 1.24

Table 1.24 shows that significant value of Levenes test equality of variance is 0.883 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row .It is .774 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

that colleagues co-operate with each other to get the work done with respect to the gender.

H0: There is no difference of opinion that they are rewarded fairly in the company with respect

to the gender.

H1: There is difference of opinion that they are rewarded fairly in the company with respect to

the gender.

35

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.902

.344

.645

118

.520

.176

.618

50.989

.539

.176

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.273

-.365

.717

.285

-.396

.749

Table 1.25

Table 1.25 shows that significant value of Levenes test equality of variance is .344 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .520 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

that they are rewarded fairly in the company with respect to the gender.

H0: There is no difference of opinion that they feel they have job security with respect to the

gender.

H1: There is difference of opinion that they feel they have job security with respect to the

gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

.506

.478

1.966

118

.049

.497

1.950

54.203

.056

.497

Table 1.26

Mean

Std. Error

Difference Difference

Lower

Upper

.253

-.003

.998

.255

-.014

1.008

36

Table 1.26 shows that significant value of Levenes test equality of variance is .478 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .049 which is less than .05 that means there is acceptance of null

hypothesis and rejection of alternative hypothesis. It means there is no difference of opinion

regarding their job security with respect to Gender.

Part II Employee Creativity comparison on the basis of gender:

Statement 27: Whenever any idea is given by me, it is accepted/considered in the company.

H0: There is no difference of opinion that there is non acceptance of idea, whenever given with

respect to the gender.

H1: There is difference of opinion that there is non acceptance of idea, whenever given with

respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

2.554

.113

2.952

118

.004

.577

2.651

45.941

.011

.577

Lower

Upper

.195

.190

.964

.218

.139

1.015

Table 1.27

Table 1.27 shows that significant value of Levenes test equality of variance is .113 which is

greater than .05, so consider the equal variances assumed .We will take significant value of 2

tailed value of 1st row .It is .004 which is less than .05 that means there is acceptance of null

hypothesis and rejection of alternate hypothesis .It means there is no difference of opinion that

whenever any idea is given it is accepted/considered by their boss or manager with respect to

Gender.

37

H0: There is no difference of opinion that it is good to be practical in the company with respect

to the gender.

H1: There is difference of opinion that it is good to be practical in the company with respect to

the gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.417

.520

.356

118

.723

.276

.552

110.662

.582

.276

Lower

Upper

.775

-1.258

1.810

.499

-.714

1.265

Table 1.28

Table 1.28 shows that significant value of Levenes test equality of variance is .520 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .723 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on being practical in the company with respect to Gender.

Statement 29: New comers are generally not well understood in the company.

H0: There is no difference of opinion on account of understanding for new comers with respect

to the gender.

H1: There is difference of opinion on account of understanding for new comers with respect to

the gender.

38

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

df

Sig.

(2-tailed)

.319

.573

.426

118

.671

.099

.414

52.060

.681

.099

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.233

-.362

.561

.240

-.383

.582

Table 1.29

Table no.1.29 shows that Significant value of Levenes test equality of variance is .573 which

is greater than .05 so consider the equal variances assumed .We will take significant value of 2

tailed value of 1st row. It is .671 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on understanding of new comers in the company with respect to Gender.

H0: There is no difference of opinion on account of cost of the product with respect to the

gender.

H1: There is difference of opinion on account of cost of the product with respect to the gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.235

.629

.826

118

.410

.202

.815

53.686

.419

.202

Lower

Upper

.244

-.282

.685

.247

-.294

.698

Table 1.30

Table 1.30 shows that significant value of Levenes test equality of variance is .629 which is

greater than .05 so consider the equal variances assumed .We will take significant value of 2

39

tailed value of 1st row .It is .410 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of cost of the product with respect to the gender.

Statement 31: I know it wont work.

H0: There is no difference of opinion on account of self-intuition with respect to the gender.

H1: There is difference of opinion on the account of self-intuition with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

F

Equal variances

assumed

Equal variances

not assumed

Sig.

.539

.464

Sig.

(2-tailed)

Df

Mean

Std. Error

Difference Difference

Lower

Upper

1.689

118

.094

.432

.256

-.075

.938

1.641

52.225

.107

.432

.263

-.096

.960

Table 1.32

Table 1.32 shows that significant value of Levenes test equality of variance is .464 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .094 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on the account of self-intuition with respect to the gender.

H0: There is no difference of opinion on account of multiple projects being run in the company

with respect to the gender.

H1: There is difference of opinion on account of multiple projects being run in the company

with respect to the gender.

40

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Sig.

Equal variances

assumed

Mean

Sig.

Df

(2-tailed)

1.322

.253

-.170

118

.866

-.037

-.154

46.905

.878

-.037

Equal variances

not assumed

Std. Error

Difference Difference

Lower

Upper

.218

-.468

.395

.239

-.518

.445

Table 1.32

Table 1.32 shows that significant value of Levens test equality of variance is .253 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .866 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis .It means there is difference of opinion

on account of multiple projects being run in the company with respect to the gender.

H0: There is no difference of opinion on account of requirement of detailed study with respect

to the gender.

H1: There is difference of opinion on account of detailed study with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.507

.478

-.263

118

.793

-.068

-.272

58.610

.787

-.068

Lower

Upper

.259

-.581

.444

.251

-.570

.434

Table 1.33

Table no.1.33 shows that Significant value of Levenes test equality of variance is .478 which

is greater than .05 so consider the equal variances assumed .we will take significant value of 2

41

tailed value of 1st row. It is .793 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there difference of opinion on

account of detailed study with respect to the gender.

H0: There is no difference of opinion on account of budget with respect to the gender.

H1: There is difference of opinion on account of budget with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.026

.872

.685

118

.495

.170

.683

54.692

.498

.170

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.249

-.322

.663

.250

-.330

.671

Table 1.34

Table 1.34shows that Significant value of Levenes test equality of variance is .872 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .495 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

regarding budget of the company.

42

H0: There is no difference of opinion on account of goodness of idea with respect to the

gender.

H1: There is difference of opinion on account of goodness of idea with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Mean

Std. Error

(2-tailed) Difference Difference

Sig.

Df

1.395

.240

.731

118

.466

.176

.683

48.864

.498

.176

Equal variances

not assumed

Lower

Upper

.241

-.301

.653

.258

-.342

.694

Table 1.35

Table 1.35 shows that significant value of Levenes test equality of variance is .240 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .466 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of goodness of idea with respect to the gender.

H0: There is no difference of opinion on account of further discussion with respect to the

gender.

H1: There is difference of opinion on account of further discussion with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

4.777

.031

2.034

118

.044

.401

1.812

45.419

.077

.401

Lower

Upper

.197

.011

.791

.221

-.045

.846

43

Table 1.36 shows that significant value of Levenes test equality of variance is .031 which is

less than .05 so consider the equal variances not assumed. we will take significant value of 2

tailed value of 2nd row. It is.077 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of further discussion with respect to gender.

H0: There is no difference of opinion on account of survey with respect to the gender.

H1: There is difference of opinion on account of survey with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.686

.409

.789

118

.431

.327

1.068

109.186

.288

.327

Lower

Upper

.414

-.493

1.146

.306

-.279

.933

Table 1.37

Table no.1.37 shows that Significant value of Levenes test equality of variance is .409 which

is greater than .05 so consider the equal variances assumed .we will take significant value of

sig (2 tailed) value of 1st row. It is .431 which is greater than .05 that means there is acceptance

of alternative hypothesis and rejection of null hypothesis. It means there is difference of

opinion that survey is the most important with respect to Gender.

44

H0: There is no difference of opinion on account of preparedness with respect to the gender.

H1: There is difference of opinion on account of preparedness with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.426

.515

.045

118

.964

.011

.043

50.270

.966

.011

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.251

-.486

.508

.264

-.519

.542

Table 1.38

Table 1.38 shows that significant value of Levenes test equality of variance is .515 which is

greater than .05; so we consider the equal variances assumed. We will take significant value of

2-tailed value of 1st row. It is .964 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of preparedness with respect to the gender.

H0: There is no difference of opinion on account of priorities with respect to the gender.

H1: There is difference of opinion on account of priorities with respect to the gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

13.480

.000

.505

118

.615

.116

.651

98.878

.516

.116

Table 1.39

Mean

Std. Error

Difference Difference

Lower

Upper

.231

-.341

.574

.179

-.238

.471

45

Table 1.39 shows that significant value of Levenes test equality of variance is .000 which is

lesser than .05 so consider the equal variances not assumed. We will take significant value of 2

tailed value of 2nd row. It is .516 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of priorities with respect to the gender.

H0: There is no difference of opinion on account of difference in plan with respect to the

gender.

H1: There is difference of opinion on account of difference in the plan with respect to the

gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.021

.885

.867

118

.388

.219

.843

52.348

.403

.219

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.252

-.281

.719

.259

-.302

.739

Table 1.40

Table 1.40 shows that significant value of Levenes test equality of variance is .885 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .388 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of difference in plan with respect to the gender.

H0: There is no difference of opinion on account of postponement with respect to the gender.

H1: There is difference of opinion on account of postponement with respect to the gender.

46

Independent Samples Test

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

Df

Sig.

(2-tailed)

.006

.941

.414

118

.680

.108

.403

52.338

.689

.108

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.261

-.408

.624

.268

-.430

.646

Table 1.41

Table 1.41 shows that significant value of Levenes test equality of variance is .941 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row .It is .680 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of postponement with respect to the gender.

H0: There is no difference of opinion on account of acceptability by superior with respect to

the gender.

H1: There is difference of opinion on account of acceptability by superior with respect to the

gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

4.126

.044

-1.610

118

.110

-.440

-1.773

67.280

.081

-.440

Table 1.42

Mean

Std. Error

Difference Difference

Lower

Upper

.274

-.982

.101

.248

-.936

.055

47

Table 1.42 shows that significant value of Levenes test equality of variance is .044 which is

less than .05 so we consider the equal variances not assumed. We will take significant value of

2 tailed value of 2nd row. It is .081which is greater than .05; that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there difference of opinion on

account of acceptability by superior with respect to the gender.

H0: There is no difference of opinion on account of long time with respect to the gender.

H1: There is difference of opinion on account of long time with respect to the gender.

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.653

.421

-.599

118

.550

-.136

-.633

61.489

.529

-.136

Lower

Upper

.228

-.587

.314

.215

-.567

.294

Table 1.43

Table 1.43 shows that significant value of Levenes test equality of variance is .421 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .529 which is greater than .05; that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of long time with respect to the gender.

H0: There is no difference of opinion on account of delay with respect to the gender.

H1: There is difference of opinion on account of delay with respect to the gender.

48

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Sig.

df

Sig.

(2-tailed)

.951

.332

.941

118

.349

.244

.995

61.572

.323

.244

Equal variances

not assumed

Mean

Std. Error

Difference Difference

Lower

Upper

.260

-.270

.758

.245

-.246

.735

Table 1.44

Table 1.44 shows that significant value of Levenes test equality of variance is .332 which is

greater than .05 so consider the equal variances assumed. We will take significant value of 2

tailed value of 1st row. It is .349 which is greater than .05 that means there is acceptance of

alternative hypothesis and rejection of null hypothesis. It means there is difference of opinion

on account of delay with respect to the gender.

H0: There is no difference of opinion on account of better options with respect to the gender.

H1: There is difference of opinion on account of better options with respect to the gender.

Independent Samples Test

Levene's Test for

Equality of Variances

95% Confidence

Interval of the

Difference

Equal variances

assumed

Equal variances

not assumed

Sig.

Df

Sig.

(2-tailed)

Mean

Std. Error

Difference Difference

.287

.593

1.979

118

.049

.526

1.927

52.424

.059

.526

Lower

Upper

.266

.000

1.051

.273

-.022

1.073

Table 1.45

Table 1.45 shows that significant value of Levenes test equality of variance is .593 which is

greater than .05 so consider the equal variances assumed .we will take significant value of 2

tailed value of 1st row .It is .049 which is less than .05 that means there is acceptance of null

hypothesis and rejection of alternative hypothesis. It means there is no difference of opinion on

account of other better options with respect to the gender.

49

50

CHAPTER -5

FINDINGS, CONCLUSION & LIMITATIONS

5.1 Findings

The study was conducted among the employees of the ACC Cements in which majority of the

respondents fall in the age bracket of 35-40 years. It was observed that participation of male

respondents was more as compared to female employees. Number of B Com/ BA/ BCA

graduates is more than other field of specializations. The questionnaire is filled by foremen of

the company followed by a survey. After applying independence sample t-test, we find mean

and standard deviation. With independent sample T test, it has found that there is the

significant value which is greater than .05 then there is assumed variance so we looks at 1st

row of the sig(t-tailed) there if the value is less than .05, then null hypothesis(h 0) is accepted

and alternative hypothesis (h1)is accepted in case value of sig is greater than .05.

The results of the study indicate that the organisational culture in ACC Cements was very open

to employee creativity. However female employees have a difference of opinion on the

organisational culture vs employee creativity. Furthermore, whilst team work is very good for

organisational development, team identity or team culture should not be allowed to

overshadow the organisational culture as pertains in ACC Cements. Secondly there is a positive

relationship between the Organisational culture of ACC Cements and employee creativity.

Timely promotions and recognitions, as a reward (for creative work) was shown to impact

employee creativity positively. And finally, it is noticed that employee creativity is also related

to employee performance in the organisation.

5.2 Recommendations

The following recommendations are made to the management of ACC Cements to modify their

culture in order to improve their employees creativity and job performance.

1.

First and foremost management must generate a supportive culture of creativity with

2.

Secondly in order to promote creativity across all staff levels within the company,

management must pay attention towards autonomy, workload, recognition and financial

rewards.

51

By the data interpretation on the basis of gender we examine the significant value and sig (2

tailed) and we decide where null hypothesis is accepted and alternative hypotheses is rejected

and vice versa.

I conclude that in any company there is need of training for improving the performance.

Employees should be intimated about the opportunities/policies for enhancing their

professional skills within the company. They should be told about the latest training and

development activities being run in the company. Company should make an endeavour to

know whether its employees are satisfied or not by regular interaction/feedback. Employees

must be given adequate exposure about independent work challenges and what is expected out

of each of them from their job profile towards achieving company goals/objectives. This whole

data is about the employees that what they think about their role, performance and future in the

company. For the development and improvement of the employees good working

environment/ conditions should be provided. Fair treatment of all employees should be done.

They should be rewarded for their work and promoted well in time as it will act as a source of

motivation in the company and will encourage them to work with zeal and enthusiasm.

Last but not the least; it is evident from the study that Organisational Culture and Employee

creativity has an appreciable positive relationship.

5.4 Limitations of the Project

There are bunch of limitations that affect the scope of this study. Each limitation gives rise to

fruitful areas for additional inquiry. The findings of the study must be viewed in light of

following limitations:

1. Study was conducted on a small sample.

2. Time and resources being limited in nature, does not permit to undertake the research in a

large scale.

3. This survey was based on self-reporting, just like it may be based on subjective perception.

4. It might be possible that participants did not give accurate data although I assured them of

confidentiality of data.

52

The studies correlated with the cultures that have influenced on peoples creativity within an

organisation could be further investigated. The numbers of interviews may be limited due to

constraint time and resources; the questions in interviews may not cover all aspects of the

organisational culture. Therefore, further studies on culture could pay more attention in

identifying all aspects of organisational culture. Moreover, further studies could also take other

factors into account, such as personalities and ethnic culture.

53

BIBLIOGRAPHY

Hendon, William S, James and Alice James MacD, 1980. Economic policy of the arts.

Cambridge.

Reich Robert, 1991. The Work Of Nations: preparing ourselves with 21 st century capitalism.

New York.

Porter, Alenl and William H., 1998. The information Revolution. Greenwhich. Allex

publishing.

Heartfield James, 2000. Great Expectations: The creative imdustry in new economy, design

agenda.

Heilbrum, James and Charles, 2001. The Economy of art and culture. New York. Cambridge

University.

Castell, Manual, 2001. The Internet Galaxy: reflections on the internet, banking and society.

New Yorl. Oxford University Press..

Cowen Taylor, 2001. Creative Destruction: how globalisation is changing the worlds culture.

Princton. NJ: Princeton University Press

Hawkins john, 2001. The Creative Economy: how people make money from ideas. London.

Allen lane.

Boumal, (2002). The Free Market Information Machine. Analyzing the growth miracle of

capitalism. Pricenss NI university.

Florida Richard, 2002. The Rise Of The Creative Class. New York. Basic Books.

Desmond, 2002. The cultural industry: Thousand Oaks.

54

QUESTIONNAIRE

I am ___________________________________

and Employee Creativity at ACC Cements. Kindly fill the questionnaire for the successful

completion of my project the data will be used for academic purpose only.

Respondent Detail:

Name

__________________

Mobile no.__________________

Age: __________

Gender: Male/Female

Education_____________

S.A. = Strongly Agree, A = Agree, N=Neutral, D=Disagree, S.D.=Strongly Disagree

S.NO

.

Statements

1.

2.

3.

activities.

My training meets my need for my current job

4.

profile.

I am fully satisfied with my Job profile

considering all parameters.

5.

6.

affect me within the organisation.

7.

things/decisions happen.

8.

companys objective.

9.

10.

develop my career at company.

(S.A

(A

(N

(D

(S.D

55

S.NO

.

11.

Statements

Promotions within the company are fair and

justified.

12.

opportunities/policies within the organisation.

13.

ways to serve the customers.

14.

My manager helps me in

professional knowledge/skills.

15.

16.

17.

18.

in the organisation.

19.

20.

opportunities.

21.

22.

worrying about negative actions.

23.

performance.

24.

25.

company.

26.

enhancing

my

(S.A

(A

(N

(D

(S.D

56

PART-II

Q.2. Kindly give your comments for any novel and different idea that you feel happens with you

S.NO

.

1.

2.

3.

Statements

(S.A

)

accepted/considered in the company

It is good to be practical in the company.

4.

the company.

Companys product costs too much.

5.

6.

7.

8.

9.

10.

Lets discuss it

11.

12.

13.

14.

15.

16.

17.

18.

Too late

19.

(A)

(N

)

(D)

(S.D

)

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