Formula

X2 = (O-E) 2 E

Were,

O = Observed frequency

E = Expected frequency

Chi- square is used to test whether differences between observed andexpected

frequencies are significant or not.

4) ANOVA METHOD:

A statistical method for making simultaneous comparisons between two or

more means, a statistical method that yields values that can be tested to determine
whether asignificant relations exists between variables.
FORMUL
AS:
T= ∑X1 +∑X2+…..+∑n
Correlation factor
C.F=T²/N
Sum of squares
(SS)=∑X1²+∑X2²+ .........+∑Xn-T²/N
Sum of squares between samples
SSC=(∑X1)²/n+(∑X2)²/n+ ......... +(∑Xn)²-T²/N
Squares with sample
SSW=SS-SSC
Where,
T² = Square of sum of all
items.N = Number of all
items.
n = no of samples

41
 CHAPTER V
ANALYSIS AND INTERPRETATIONS
 CHAPTER - V
DATA ANALYSIS AND INTERPRETATION
5.1 Percentage Analysis

5.1.1 AGE GROUP OF RESPONDENTS:

TABLE NO: 5.1.1

CATEGORY FREQUENCY PERCENT

Upto 25 34 28%
25 – 30 42 34%
30 – 35 28 23%
35 – 40 14 12%
Above 40 4 3%
TOTAL 122 100%

INFERENCE:
From the table it is inferred that 28% of respondents are upto 25, 34% of respondents are between
25 – 30, 23% of respondents are between 30 – 35, 12% of respondents are between 35 – 40 and
3% ofrespondents are above 40 years of age.

CHART 5.1.1

Age
3%
12%
28%
Upto 25
23% 25 – 30
30 – 35
35 – 40

34% Above 40

42
5.1.2 MARITAL STATUS:

TABLE 5.1.2

CATEGORY FREQUENCY PERCENT

Married 66 54%

Unmarried 56 46%

TOTAL 122 100%

INFERENCE:
From the table it is inferred that 56% of respondents are Married and 46% of respondents are
Unmarried.

CHART 5.1.2

Marital Status

46%
54%

Married Unmarried

43
5.1.3 EDUCATIONAL QUALIFICATION:

TABLE 5.1.3

CATEGORY FREQUENCY PERCENT

School 2 2%
IT/Diploma 2 2%
UG 70 57%
PG 48 39%
TOTAL 122 100%

INFERENCE:
From this table it is inferred that 2% of respondents are School, 2% of respondents are IT/
Diploma,57% of respondents are UG, 39% of respondents are PG.

CHART 5.1.3

Educational Qualification
2%
2%

39%

57%

School IT/Diploma UG PG

44
5.1.4 ANNUAL INCOME:

TABLE 5.1.4

CATEGORY FREQUENCY PERCENT

Upto 3 Lakhs 26 21%
3 – 5 Lakhs 52 43%
5 – 7 Lakhs 29 24%
7 – 9 Lakhs 15 12%
Above 9 Lakhs 0 0%
TOTAL 122 100%

INFERENCE:
From this table it is inferred that 21% of respondents are Upto 3 lakhs, 43% of respondents are
3lakhs to 5 lakhs, 24% of respondents are 5 lakhs to 7 lakhs, 12% of respondents are 7lakhs to
9 lakhs.

CHART 5.1.4

Annual Income
12% 0%
21%

24%

43%

Upto 3 Lakhs 3 – 5 Lakhs 5 – 7 Lakhs 7 – 9 Lakhs Above 9 Lakhs

45
5.1.5 EXPERIENCE:

TABLE 5.1.5

CATEGORY FREQUENCY PERCENT

0 – 5 Years 42 34%
5 – 10 Years 48 39%
10 – 15 Years 12 10%
15 – 20 Years 19 16%
Above 20 1 1%
Years
TOTAL 122 100%

INFERENCE:
From the table it is inferred that 34% of respondents have experience of work between 0 – 5
years, 39% of respondents are between 5 – 10 years, 10% of respondents are between 10 – 15
years, 16%of respondents are between 15 – 20 years and 1% of respondents are above 20 years
of experience.

CHART 5.1.5

Experience in the company

1%
16%
34%
10%

39%

0 – 5 Years 5 – 10 Years 10 – 15 Years 15 – 20 Years Above 20 Years

46
5.1.6 TECHNIQUES OF JOB DESIGN:

TABLE 5.1.6

CATEGORY FREQUENCY PERCENT

Job Rotation 59 48%

Job Enlargement 29 24%
Job Enrichment 34 28%
TOTAL 122 100%

INFERENCE:
From the table it is inferred that, 48% of respondents have willingness in Job rotation, 24% of
respondents in Job enlargement and 28% of respondents in Job Enrichment.

CHART 5.1.6

Techniques of Job Design

28%

48%

24%

Job Rotation Job Enlargement Job Enrichment

47
 5.2 CHI-SQUARE TEST
ASSOCIATION BETWEEN EDUCATION QUALIFICATION AND ANNUAL INCOME

HYPOTHESIS:
NULL HYPOTHESIS:
There is no significant association between education qualification and annual income.
ALTERNATE HYPOTHESIS:
There is significant association between education qualification and annual income.

TABLE 5.2.1

Education qualification * annual income Crosstabulation

count
Annual income

upto 3 lakhs 3 to 5 lakhs 5 to 7 lakhs 7 to 9 lakhs Total

Education school 0 2 0 0 2
qualification
IT/ Diploma 1 0 0 1 2

UG 12 40 9 9 70

PG 13 10 20 5 48

Total 26 52 29 15 122

TABLE 5.2.2
Chi-Square Tests

Asymp. Sig. (2-

Value df sided)

Pearson Chi-Square 27.366a 9 .001

Likelihood Ratio 28.601 9 .001

Linear-by-Linear Association .564 1 .453

N of Valid Cases 122

48
INFERENCE:

Calculated value = 27.366

Degree of freedom = 9

Table value = 16.919

From the above SPSS output, the calculated value 27.366 which is greater than the table
value 16.919. Thus, there is significant association between Education qualification and Annual
income.
The obtained significant value is 0.001, which is less than 0.05. Hence, the null hypothesis
is rejected, while the alternative hypothesis is accepted.

49
 ASSOCIATION BETWEEN EDUCATIONAL QUALIFICATION AND AGE

HYPOTHESIS:
NULL HYPOTHESIS:
There is no significant association between education qualification and age of the employees.
ALTERNATE HYPOTHESIS:
There is significant association between education qualification and age of the employees.

TABLE 5.2.3

age * education qualification Crosstabulation

Education qualification

school IT/ Diploma UG PG Total

age upto 25 0 0 19 15 34

25 to 30 1 1 26 14 42

30 to 35 0 1 14 13 28

35 to 40 1 0 7 6 14

above 40 0 0 4 0 4

Total 2 2 70 48 122

TABLE 5.2.4
Chi-Square Tests

Asymp. Sig. (2-

Value df sided)

Pearson Chi-Square 9.826a 12 .631

Likelihood Ratio 11.728 12 .468

Linear-by-Linear Association .864 1 .353

N of Valid Cases 122

50
INFERENCE:

Calculated value = 9.826

Degree of freedom = 12

Table value = 21.026

From the above SPSS output, the calculated value 9.826 which is lesser than the table value
21.026. Thus, there is no significant association between Education qualification and age of
employees.
The obtained significant value is 0.631, which is greater than 0.05. Hence, the null
hypothesis is accepted, while the alternative hypothesis is rejected.

51
 5.3 CORRELATION
RELATIONSHIP BETWEEN EDUCATION QUALIFICATION AND SKILL
VARIETY
This shows correlation between Education Qualification and Skill variety of the employess at
work.
HYPOTHESIS:
NULL HYPOTHESIS:
There is no significant relationship between Education Qualification and Skill variety.
ALTERNATE HYPOTHESIS:
There is significant relationship between Education Qualification and Skill variety.

TABLE 5.3.1
Correlations

Education qualification Skill variety

Education Pearson Correlation 1 .361

qualification
Sig. (2-tailed) .003

N 122 122

Skill variety Pearson Correlation .361 1

Sig. (2-tailed) .003

N 122 122

INFERENCE:

Pearson correlation = 0.361

From the above SPSS output 0.361, indicating that there is a very weak positive
correlation exists between education qualification and skill variety of the employees.
The obtained significant value is 0.003, which is less than 0.05. Hence, the null
hypothesis is rejected, while the alternative hypothesis is accepted.

52
 RELATIONSHIP BETWEEN EDUCATION QUALIFICATION AND
AUONOMY OF EMPLOYEES TOWARDS THE WORK

This shows correlation between Education Qualification and Autonomy of the employess towards
the work.
HYPOTHESIS:
NULL HYPOTHESIS:
There is no significant relationship between Education Qualification and autonomy of employees
towards the work.
ALTERNATE HYPOTHESIS:
There is significant relationship between Education Qualification and autonomy.

TABLE 5.3.2
Correlations

Education qualification autonomy

Education Pearson Correlation 1 .688

qualification
Sig. (2-tailed) .000

N 122 122

autonomy Pearson Correlation .688 1

Sig. (2-tailed) .000

N 122 122

INFERENCE:

Pearson correlation = 0.688

From the above SPSS output 0.688, indicating that there is a very strong positive
correlation exists between education qualification and autonomy of employees towards work.
The obtained significant value is 0.000, which is less than 0.05. Hence, the null
hypothesis is rejected, while the alternative hypothesis is accepted.

53
 RELATIONSHIP BETWEEN EXPERIENCE AND ANNUAL INCOME

This shows correlation between Experience of employees and Annual income.

HYPOTHESIS:
NULL HYPOTHESIS:
There is no significant relationship between Experience of employees and Annual income.
ALTERNATE HYPOTHESIS:
There is significant relationship between Experience of employees and Annual income.

TABLE 5.3.3
Correlations

experience Annual income

experien Pearson Correlation 1 .207*

ce
Sig. (2-tailed) .022

N 122 122

Annual Pearson Correlation .207* 1

income Sig. (2-tailed) .022

N 122 122

*. Correlation is significant at the 0.05 level (2-tailed).

INFERENCE:

Pearson correlation = 0.207

From the above SPSS output 0.207, indicating that there is a very weak positive
correlation exists between experience and annual income of the employees.
The obtained significant value is 0.022, which is less than 0.05. Hence, the null
hypothesis is rejected, while the alternative hypothesis is accepted.

54
 5.4 ANOVA
GROUP DIFFERENCES BETWEEN AGE AND AUTONOMY

HYPOTHESIS:
NULL HYPOTHESIS:
There is no significant difference between the groups of Age and Autonomy.
ALTERNATE HYPOTHESIS:
There is significant difference between the groups of Age and Autonomy.

TABLE 5.4.1

ANOVA

age

Sum of Squares df Mean Square F Sig.

Between Groups 3.578 3 1.193 .999 .396

Within Groups 140.946 118 1.194

Total 144.525 121

INFERENCE:

The significant value obtained is 0.396 which is greater than 0.5. Hence, there is no significant
difference between the groups of Age and Autonomy. So, null hypothesis is accepted and alternate
hypothesis is rejected.

55
 5.5 MOTIVATING POTENTIAL SCORE
DIMENSIONS OF MPS:

TABLE 5.5.1

S. NO CORE MINIMUM MAXIMUM MEAN

CHARACTERISTICS
1 Skill Variety 3.30 3.63 3.47

2 Task Identity 3.44 3.81 3.64

3 Task Significance 3.41 3.80 3.53

4 Autonomy 3.50 3.96 3.82

5 Feedback 3.92 4.1 4.01

INFERENCE:
From the table it is clear that Mean of Feedback Characteristic is of highest with value of 4.01 and
the lowest mean of 3.47 to Skill Variety.

CHART 5.5.1

X - Axis - Core characteristics of job

Y - Axis - Standard mean

4.1

3.9

3.8

3.7

3.6

3.5

3.4

3.3

3.2
Skill Variety Task Identity Task Significance Autonomy Feedback

56
 MOTIVATING POTENTIAL SCORE

TABLE 5.5.2

CORE CHARACTERISTICS OF JOB AND THEIR STANDARD MEAN:

CORE DIMENSIONS STANDARD MEAN

SKILL VARIETY
3.470491
TASK IDENTITY
3.645491
TASK SIGNIFICANCE
3.534836
AUTONOMY
3.821721
FEEDBACK
4.012295

TABLE 5.5.3
LEVEL OF MOTIVATING POTENTIAL SCORE:

Level Motivating potential score

Low Below 50
Moderate 51 – 87
High 88 - 125

57
The MPS can be Calculated using the formula,

Mean of SV, TI and TS = (3.47 + 3.63 + 3.53) ÷ 3

= 10.63 ÷ 3

MEAN = 3.55

Therefore, from the formula

MPS = 3.55 × 3.82 × 4.01

MOTIVATING POTENTIAL SCORE = 54.32

INFERENCE:

Motivating Potential Score = 54.32 which can be expressed in Percentage as 44%. This shows that
the MPS value is of Moderate level in the organization.

58
 CHAPTER VI
FINDINGS OF THE STUDY
SUGGESTIONS
CONCLUSION
 CHAPTER VI

FINDINGS

 From the study it is found that majority 57% of the Employees belongs to under graduate.
 From the study it is found that majority 34% of the employees are between the age limit of
25-30 specifically, 60% of the total employees are below the age group of 30.
 From this study it is found that 54% of employees are married.
 From the study it is clear that majority 43% of employees receive annual income between 3-5
lakhs.
 From this study it is found that there is a good feedback mechanism between the Supervisor and
the Employee.
 From the study it is found that majority 48% of employees are interested in Job rotation technique
to improve job motivation.
 From the observation and study, it is clear that most of the jobs performed in the organisation
are highly skill-oriented jobs.
 The chi-square test shows that there is significant association between education qualification
and annual income.
 The correlation test shows that there is strong positive correlation between education
qualification and autonomy of employees towards work.
 From the study standard mean for various core dimensions are calculated as skill variety = 3.47,
task identity = 3.64, task significance = 3.53, autonomy= 3.82, feedback = 4.01.
 From the study it is also clear that the Standard mean of Skill Variety (3.47) is less when
compared to other core characteristics of Job.
 From this study it is evident that most of the employees have the required Authority and
Autonomy in performing their tasks.
 From JDS survey the MPS of the organisation calculated is 54.439 which is given as,
MPS % = 44%.

59
 SUGGESTIONS

 The organisation can consider for providing Skill oriented programme in order to develop the
skill levels of employees which can improve the skill variety characteristic.
 The MPS value calculated is only 44% so it should be considered during Job Re-Design
programs when conducted.
 From the study it is clear that feedback mechanism is good in the organization so, the feedbacks
can be used while designing and re designing the existing jobs.
 Job rotation technique as preferred by the respondents can be implemented in order to motivate
employees at the work place.

60
 CONCLUSION

This study is the outcome of the topic “A STUDY ON JOB DESIGN

TOWARDS EMPLOYEE MOTIVATION AT S&S POWER SWITCHGEAR EQUIPMENT
LTD, PUDUCHERRY”.Job design plays a vital role in determining the motivation and
satisfaction of employees at their work place. In this study, Hackman and Oldham's Job
Characteristics Model is carried out to determine the Motivating potential score (MPS) of the
organization. MPS directly shows the level of motivation employees possess while carrying out
their jobs in the organization. JCM is a theory based on the idea that a task/work itself is the key
to motivation to the employees and their perception is to be considered while designing jobs.
From this study, it is found that the MPS of the organisation is 54.32 (MPS) based on employee
responses which is of moderate level, and organisation can make considerable changes in job
design to increase the MPS and create an environment with highly satisfied and motivated
employees. It is to be noted that employees are one of the valuable asset to the organization in a
long run survival, so we can say that if the nature of jobs, tasks, and assignments matches with the
psychology of employee, the employee tends to be the more effective, productive and helpful for
the organization for achieving his/her own goals and organizational outcomes.

61