A

RESEARCH PROJECT REPORT

ON

Affect of Organizational Culture on Employee Commitment in

Academic Institute with specific reference to NCR
Submitted to

Dr.A.P.J Abdul Kalam Technical University, Lucknow

In the partial fulfillment of the requirement for the award of the degree of
MASTER OF BUSINESS ADMINISTRATION
(2015-2017)

Under the guidance of: Submitted By:

Dr. Vibhuti Pallavi Narendra
Professor M.B.A- 4th Sem.
Roll No. 1503370052

Raj Kumar Goel Institute of Technology

Department of Management Studies
(ISO: 9001: 2008 Certified)
5th KM. STONE, DELHI-MEERUT ROAD, GHAZIABAD (U.P)-201003

1
 Raj Kumar Goel Institute of Technology
Department of Management Studies
(ISO: 9001: 2008 Certified)
5th KM. STONE, DELHI-MEERUT ROAD, GHAZIABAD (U.P)-201003

Date: .

TO WHOM SOEVER IT MAY CONCER

This is to certify that Ms Pallavi Narendra is a bonafide student of MBA 2 nd year of this institute for

the session 2015-2016 and she has prepared Research Project Report titled Affect of

Organizational Culture on Employee Commitment in Academic Institution with specific

reference on NCR under institute guidance, for partial fulfillment of Master of Business

Administration (MBA) affiliated to Dr.A.P.J Abdul Kalam Technical University, Lucknow.

I wish her all the best for her future endeavors.

Faculty Name: Dr. Vibhuti Dr. Arvind Singh

Professor Principal

2
 Declaration

I Pallavi Narendra D/o Mr.Narendra Shanker Srivastav am pursuing Master of

Business Administration (MBA) 2nd year from Raj Kumar Goel Institute of
Technology , Ghaziabad in the session 2015-16. I hereby declare that this
Research Project Report Affect of Organizational Culture on Employee
Commitment in Academic Institute with specific reference to NCR is the
outcome of my own effort, under the guidance of Dr. Vibhuti, Professor. The
same report has not been submitted earlier to any Institute/ University for
awarding any degree/ diploma of MBA or any other professional course. If there
will be any violation of IPR, I will be solely responsible to that and Institute/
University has right to cancel my degree.

Pallavi Narendra
Date: Sign with Full Name

Place: RKGIT, Ghaziabad Roll. No: 1503370052

3
 ACKNOWLEDGEMENT

Research Project is a bridge connecting the educational qualification and professional use. It
is the path leading to success by shouldering responsibilities under the careful guidance of
seniors and experienced personnel without fear and failure.

It gives me immense pleasure to take the opportunity to remember and thanks the
personalities who have involved with this project work. I express my sincere thanks and deep
gratitude who are directly and indirectly associated in completion of this project.

I would like to thank to Dr. Vibhuti, Professor for assigning an extremely challenging project,
Affect of Organizational Culture on Employee Commitment in Academic Institute
with specific reference to NCR without her help the project would have not added enough
value. I am extremely grateful for the time she spent from her busy schedule.

Pallavi Narendra

(Student Name)

4
 TABLE OF CONTENT
Part I:

I. Certification from Institution

II. Declarations
III. Acknowledgement
IV. Executive Summary
V. Index/ Table of Content

Topic Page Number

Part II: Study of Industry

History of Industry
Achievements
Key Players
SWOT Analysis .

Part III: Research Work

1. Objective ..
2. Discussion of Problems
3. Hypothesis
4. Research Methodology .
5. Limitations
6. Data Findings
7. Data Analysis
8. Suggestions & Recommendations .....
9. Conclusion .
10. Bibliography

Part IV: Annexure

1. Questionnaire ..
2. Codebook ....

5
 Part II:
Study of Industry

6
 Introduction of Industry

Academic institution is an educational institution dedicated to education and research, which

grants academic degrees.

India's higher education system is the third largest in the world, next to the United
States and China. The main governing body at the tertiary level is the University Grants
Commission, which enforces its standards, advises the government, and helps coordinate
between the centre and the state. Accreditation for higher learning is overseen by 12
autonomous institutions established by the University Grants Commission.

Indian higher education system has expanded at a fast pace by adding nearly 20,000 colleges
and more than 8 million students in a decade from 2000-01 to 2010-11. As of 2016, India has
799 universities, with a break up of 44 central universities, 540 state universities, 122 deemed
universities, 90 private universities, 5 institutions established and functioning under the State
Act, and 75 Institutes of National Importance which include AIIMS, IIT's and NIT's among
others. Other institutions include 39,071 colleges as Government Degree Colleges and
Private Degree Colleges, including 1800 exclusive women's colleges, functioning under these
universities and institutions as reported by the UGC in 2016. Colleges may be Autonomous,
i.e. empowered to examine their own degrees, up to PhD level in some cases, or non-
autonomous, in which case their examinations are under the supervision of the university to
which they are affiliated; in either case, however, degrees are awarded in the name of the
university rather than the college.

The emphasis in the tertiary level of education lies on science and technology. Indian
educational institutions by 2004 consisted of a large number of technology institutes.

7
Types of academic institutions

Primary schools - (from French cole primaire) institutions where children receive the first
stage of compulsory education known as primary or elementary education. Primary school is
the preferred term in the United Kingdom and many Commonwealth Nations, and in most
publications of the United Nations Educational, Scientific, and Cultural Organization
(UNESCO). In some countries, and especially in North America, the term elementary
school is preferred. Children generally attend primary school from around the age of four or
five until the age of eleven or twelve.

Secondary schools - institutions where the final stage of compulsory schooling, known
as secondary education, takes place. It follows on from primary or elementary education.
There are many different types of secondary school and the terminology used varies around
the world. Children usually transfer to secondary school between the ages of 11 and 14, and
finish between the ages of 16 and 18, though there is considerable variation from country to
country. In North America the term high school is often used as a synonym for secondary
school.

Advanced educational institutions, also known as tertiary schools or schools of higher

education - Tertiary education, also referred to as third stage, third level, and post-secondary
education, is the educational level following the completion of a school providing
a secondary education, such as a high school, secondary school, or gymnasium. Higher
education is normally taken to include undergraduate and postgraduate education,
while vocational education and training beyond secondary education is known as further
education.

These types of institutions can be further broken down by the type of education they offer and
the form of funding they use.

8
Funding types

Private schools- Private schools, or independent schools, are schools not administered by
local, state, or national government, which retain the right to select their student body and are
funded in whole or in part by charging their students tuition rather than with public (state)
funds. In the United Kingdom and some other Commonwealth countries the use of the term is
generally restricted to primary and secondary educational levels: it is almost never used
of universities or other tertiary institutions.

Parochial schools - A parochial school (also known as a faith school or a sect school) is a
type of school which engages in religious education in addition to conventional education.
Parochial schools are typically grammar schools or high schools run
by churches, diocese or parishes. Tertiary education that may not require study in a particular
religious doctrine may also be in the tradition or directly supported by a religious
organization, and may or may not receive primary funding from that or any other religious
organization, are not usually referred to as "parochial."

Public schools - In some countries, a public school is financed and operated by an agency of
government which does not charge tuition fees; instead, financing is obtained through taxes
or other government-collected revenues. This is in contrast to a private school (also known as
an independent school). Here, the word "public" is used in the same sense as in "public
library", that is, provided for the public at public expense. These public schools range in
classes from kindergarten to four years of high school or secondary school, normally taking
pupils up to the age of seventeen or eighteen.

9
Education provided

College - This term, from (Latin collegium) is most often used today to denote
an educational institution. More broadly, it can be the name of any group of colleagues (see,
for example electoral college, College of Arms, College of Cardinals). Originally, it meant a
group of persons living together under a common set of rules (con- = "together" + leg- =
"law" or lego = "I choose"); indeed, some colleges call their members "fellows". The precise
usage of the term varies among English-speaking countries.

University - A university is an institution of higher education and research, which

grants academic degrees at all levels (bachelor, master, and doctorate) in a variety of subjects.
A university provides both undergraduate education and postgraduate education. The
word university is derived from the Latin universitas magistrorum et scholarium, roughly
meaning "community of teachers and scholars".

Technical schools - Technical school is a general term used for two-year college which
provide mostly employment-preparation skills for trained labor, such as welding, culinary
arts and office management.

Vocational/trade schools - A vocational school, providing vocational education and also as

referred to as a trade school or career college, and school is operated for the express purpose
of giving its students the skills needed to perform a certain job or jobs. Traditionally,
vocational schools have not existed to further education in the sense of liberal arts, but rather
to teach only job-specific skills, and as such have been better considered to be institutions
devoted to training, not education.

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Professional schools

Medical school - A medical school or faculty of medicine is a tertiary educational institution

or part of such an institution that teaches medicine. In addition to fulfilling a major
requirement to become a medical doctor, some medical schools offer master's degree
programs, PhD (Doctor of Philosophy) programs, and other educational programs. Medical
schools can also employ medical researchers, and operate hospitals or other programs.

Law school - Law schools provide a legal education. Legal education is the education of
individuals who intend to become legal professionals or those who simply intend to use their
law degree to some end, either related to law (such as politics or academic) or business.

Veterinary school - A veterinary school is a tertiary educational institution, or part of such an

institution, which is involved in the education of future veterinary practitioners
(veterinarians). The entry criteria, structure, teaching methodology and nature of veterinary
programs offered at veterinary schools vary considerably around the world.

Pharmacy school - The requirements of pharmacy education, pharmacist licensure and post-
graduate continuing education vary from country to country and between regions/localities
within countries. In most countries, prospective pharmacists study pharmacy at a pharmacy
school or related institution. Upon graduation, they are licensed either nationally or by region
to dispense medication of various types in the settings for which they have been trained.

Academic administration is a branch of university or college employees responsible for the

maintenance and supervision of the institution and separate from the faculty or academics,
although some personnel may have joint responsibilities. Some type of separate
administrative structure exists at almost all academic institutions, as fewer and fewer schools
are governed by employees who are also involved in academic or scholarly work. Many
senior administrators are academics who have advanced degrees and no longer teach or
conduct research actively.

11
 Key responsibilities

Key broad administrative responsibilities (and thus administrative units) in academic

institutions include:

Admissions

Supervision of academic affairs such as hiring, promotion, tenure, and evaluation (with
faculty input where appropriate);

Maintenance of official records (typically supervised by a registrar in the US - In the UK

not all institutions have a Registrar, who would have varying responsibilities for non
academic matters depending on the organization);

Maintenance and audit of financial flows and records;

Maintenance and construction of campus buildings (the physical plant);

Maintenance of the campus grounds; Safety and security of people and property on the
campus (often organized as an office of public safety or campus police);

Maintenance and construction

Supervision and support of campus computers and network (information technology).

Fundraising from private individuals and foundations ("development" or "advancement")

Research administration (including grants and contract administration, and institutional

compliance with federal and state regulations)

Public affairs (including relations with the media, the community, and local, state, and federal
governments)

Student services such as disability services, career counseling and library staff.

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Administrative titles

The chief executive, the administrative and educational head of a university, depending on
tradition and location, may be termed the university president, the provost, the chancellor (the
United States), the vice-chancellor (many Commonwealth countries), principal (Scotland and
Canada), or rector (Europe, Russia, Asia and the Middle East).

An administrative executive in charge of a university department or of some schools, may be

termed a dean or some variation, such as dean emeritus. The chief executive of academic
establishments other than universities, may be termed headmaster or head teacher (schools),
director (used to reflect various positions ranging from the head of an institution to the head
of a program), or principal, as used in primary education.

Distance learning and open education is also a feature of the Indian higher education
system, and is looked after by the Distance Education Council. Indira Gandhi National
Open University is the largest university in the world by number of students, having
approximately 3.5 million students across the globe.

Some institutions of India, such as the Anna University, Indian Institutes of

Technology (IITs), National Institute of Technology (NITs), Indian Institutes of
InformationTechnology (IIITs), Indian Institutes of Management (IIMs), International
Institute of Information Technology (IIIT), University of Mumbai and Jawaharlal Nehru
University have been globally acclaimed for their standard of education. The IITs enroll
about 8000 students annually and the alumni have contributed to both the growth of the
private sector and the public sectors of India. However, India still lacks internationally
behind prestigious universities such as Harvard, Cambridge, and Oxford.

Indian higher education is in need of radical reforms. A focus on enforcing higher standards
of transparency, strengthening of the vocational and doctoral education pipeline, and
professionalization of the sector through stronger institutional responsibility would help in
reprioritizing efforts and working around the complexities. The rise of IT sector and
engineering education in India has boxed students into linear path without giving them a

13
chance to explore and discover their passions. Concerted and collaborative efforts are
needed in broaden student choices through liberal arts education.

Universities in India have evolved in divergent streams with each stream monitored by an
apex body, indirectly controlled by the Ministry of Human Resource Development and funded
jointly by the state governments. There are Most universities are administered by the States,
however, there are 18 important universities called Central Universities, which are
maintained by the Union Government. The increased funding of the central universities give
them an advantage over their state competitors.

Apart from the several hundred state universities, there is a network of research institutions
that provide opportunities for advanced learning and research leading up to a PhD in
branches of science, technology and agriculture. Several have won international recognition.
25 of these institutions come under the umbrella of the CSIR - Council of Scientific and
Industrial Research and over 60 fall under the ICAR - Indian Council of Agricultural
Research. In addition, the DAE - Department of Atomic Energy, and other ministries support
various research laboratories.

The National Institute of Technology (NITs), Indian Institutes of Information

Technology (IIITs), Indian Institutes of Technology are among the most prestigious
institutions within the technology sciences. Indian Institute of Science is the premier research
institute in the field of science and engineering. Anna University offers higher education in
Engineering, Technology and allied Sciences relevant to the current and projected needs of
the society. It is the most reputed university in south India. There are several thousand
colleges (affiliated to different universities) that provide undergraduate science, agriculture,
commerce and humanities courses in India. Amongst these, the best also offer post graduate
courses while some also offer facilities for research and PhD studies.

Technical education has grown rapidly in recent years. Of 27.3 million students enrolled in
undergraduate studies, about 4.5 million are in engineering fields. With recent capacity
additions, it now appears that the nation has the capability to graduate over 500,000 engineers
(with 4-yr undergraduate degrees) annually, and there is also a corresponding increase in the
graduation of computer scientists (roughly 50,000 with post-graduate degree). In addition, the
nation graduates over 1.2 million scientists. Furthermore, each year, the nation is enrolling at
least 350,000 in its engineering diploma programs (with plans to increase this by about

14
50,000). Thus, India's annual enrollment of scientists, engineers and technicians now exceeds
2 million.

2008 data from Maharashtra's Higher Secondary Board reveals that .87 million passed the
school leaving exam and enrolled in college for undergraduate studies. Adding enrolment in
polytechnic programs and graduates from other boards puts Maharashtra's total at close to a
million and its college enrolment ratio at roughly 39%. States like Tamil Nadu, Haryana and
Kerala also have comparably high tertiary enrollment ratios. In Andhra Pradesh, the tertiary
enrolment rate is now approaching 25%.

Across the country, tertiary enrollment rates have increased at a compound annual growth
rate of 3.5% in the 5 years preceding 2016. Current enrollment stands at 34.58 million, over
15% more than the 29.2 million enrolled in 2011.

International league tables produced in 2006 by the London-based Times Higher Education
Supplement(THES) confirmed Jawaharlal Nehru University (JNU)'s place among the world's
top 200 universities. Likewise, THES 2006 ranked JNU's School of Social Sciences at the
57th position among the world's top 100 institutes for social sciences. In 2017, THES ranked
the Indian Institute of Science as the eighth best "small university" in the world. A small
university was defined as one with less than 5000 students. In 2015, the institute also became
the first Indian institute to make it to the top hundred in the THES list of engineering
institutes. It was ranked 99

The Anna University ,which is of the affiliated type is a member of the Association of Indian
Universities, the Association of Commonwealth Universities and Partner of UNESCO
International Center for Engineering Education (UICEE). UGC have accredited Anna
University with Five Star Status in 2002 which is the highest rating. With proven capabilities
both in academic and research areas, Anna University was able to receive this honor for a
period of five years for excellence in Technical Education.

The University of Calcutta was the first multi-disciplinary university of modern India.
According to The Times Higher Education Supplement's survey of the world's top arts and
humanities universities, dated November 10, 2005, this university, ranked 39, was the only
Indian university to make it to the top 50 list in that year. Other research institutes are
the Saha Institute of Nuclear Physics, the Asiatic Society, and the Indian Statistical Institute.

The National Law School of India University is highly regarded, with some of its students
being awarded Rhodes Scholarships to Oxford University, and the All India Institute of

15
Medical Sciences is consistently rated the top medical school in the country. Indian Institutes
of Management (IIMs) are the top management institutes in India.

The private sector is strong in Indian higher education. This has been partly as a result of the
decision by the Government to divert spending to the goal of universalization of elementary
education. Within a decade different state assemblies has passed bills for private universities,
including Birla Institute of Technology and Science, Amity University, Xavier Labor
Relations Institute, O. P. Jindal Global University and many more.

India is also the leading source of international students around the world. More than
200,000 Indian students are studying abroad. They are likely to be enrolled in master's
programs with engineering focus which provide them opportunities to enhance career
potential.

Accreditation

Indian law requires that universities be accredited unless created through an act of
Parliament. Without accreditation, the government notes, "These fake institutions have no
legal entity to call themselves as University / Vishwvidyalaya and to award degree which
are not treated as valid for academic/employment purposes. The University Grants
Commission Act 1956 explains,

"the right of conferring or granting degrees shall be exercised only by a University

established or incorporated by or under a Central Act carlo bon tempo, or a State Act, or an
Institution deemed to be University or an institution specially empowered by an Act of the
Parliament to confer or grant degrees. Thus, any institution which has not been created by an
enactment of Parliament or a State Legislature or has not been granted the status of a Deemed
to be University is not entitled to award a degree.

Accreditation for higher learning is overseen by autonomous institutions established by

the University Grants Commission:

All India Council for Technical Education (AICTE)

Distance Education Council (DEC)

Indian Council of Agricultural Research (ICAR)

Bar Council of India (BCI)

16
 National Assessment and Accreditation Council (NAAC)

National Council for Teacher Education (NCTE)

Rehabilitation Council of India (RCI)

Medical Council of India (MCI)

Pharmacy Council of India (PCI)

Indian Nursing Council (INC)

Dental Council of India (DCI)

Central Council of Homeopathy (CCH)

Central Council of Indian Medicine (CCIM)

Veterinary Council of India (VCI)

The issue of assessing and assuring quality of Indian higher education is a challenge. Instead
of aiming for 'world-class' universities through rankings, policy framework must improve the
processes enable accountability through data collection and reporting on parameters of
institutional quality. The government should leverage this tool to improve quality of the
overall system.

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Graduation market

This is a chart of India as per Census 2001.

Degree Holders

Total 37,670,147

Post-graduate degree other than technical degree 6,949,707

Graduate degree other than technical degree 25,666,044

Engineering and technology 2,588,405

Teaching 1,547,671

Medicine 768,964****

Agriculture and dairying 100,126

Veterinary 99,999

Other 22,588

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 History of Industry

India

The systematic provision of learning techniques to most children, such as literacy, has been a
development of the last 150 or 200 years, or even last 50 years in some countries. Schools for
the young have historically been supplemented with advanced training for priests, bureaucrats
and specialists.

In ancient India, during the Vedic period from about 1500 BC to 600 BC, most education was
based on the Veda (hymns, formulas, and incantations, recited or chanted by priests of a pre-
Hindu tradition) and later Hindu texts and scriptures.

Vedic education included: proper pronunciation and recitation of the Veda, the rules of
sacrifice, grammar and derivation, composition, versification and meter, understanding of
secrets of nature, reasoning including logic, the sciences, and the skills necessary for an
occupation. Some medical knowledge existed and was taught. There is mention in the Veda of
herbal medicines for various conditions or diseases, including fever, cough, baldness, snake
bite and others.

Education, at first freely available in Vedic society, became over time more rigid and
restricted as the social systems dictated that only those of meritorious lineage be allowed to
study the scriptures, originally based on occupation, evolved, with the Brahman (priests)
being the most privileged of the castes, followed by Kshatriya who could also wear the sacred
thread and gain access to Vedic education. The Brahmans were given priority even over
Kshatriya as they would dedicate their whole lives to such studies.

19
The oldest of the Upanishads - another part of Hindu scriptures - date from around 500 BC.
These texts encouraged an exploratory learning process where teachers and students were co-
travelers in a search for truth. The teaching methods used reasoning and questioning. Nothing
was labeled as the final answer.

The Gurukul system of education supported traditional Hindu residential schools of learning;
typically the teacher's house or a monastery. Education was free, but students from well-to-do
families paid "Gurudakshina," a voluntary contribution after the completion of their studies.

At the Gurukuls, the teacher imparted knowledge of Religion,

Scriptures, Philosophy, Literature, Warfare, Statecraft, Medicine, Astrology and History. The
corpus of Sanskrit literature encompasses a rich tradition of poetry and drama as well as
technical scientific, philosophical and generally Hindu religious texts, though many central
texts of Buddhism and Jainism have also been composed in Sanskrit.

Two epic poems formed part of ancient Indian education. The Mahabharata, part of which
may date back to the 8th century BC, discusses human goals (purpose, pleasure, duty, and
liberation), attempting to explain the relationship of the individual to society and the world
(the nature of the 'Self') and the workings of karma. The other epic poem, Ramayana, is
shorter, although it has 24,000 verses. It is thought to have been compiled between about 400
BC and 200 AD. The epic explores themes of human existence and the concept of dharma.

An early center of learning in India dating back to the 5th century BC was Taxila (also known
as Takshashila), which taught the three Vedas and the eighteen accomplishments. It was an
important Vedic/Hindu and Buddhist centre of learning from the 6th century BC to the 5th
century AD.

The first millennium and the few centuries preceding it saw the flourishing of higher
education at Nalanda, Takshashila University, Ujjain, & Vikramshila Universities. Amongst
the subjects taught were Art, Architecture, Painting, Logic, mathematics, Grammar,
Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics &
Politics), Law, and Medicine. Each university specialized in a particular field of study.
Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy.
Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to
10,000 students at its peak.

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Vikramashila Mahavihara, another important center of Buddhist learning in India, was
established by King Dharmapala (783 to 820) in response to a supposed decline in the quality
of scholarship at Nland.

Indigenous education was widespread in India in the 18th century, with a school for every
temple, mosque or village in most regions of the country. The subjects taught included
Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical
Science and Religion. The schools were attended by students representative of all classes of
society.

Taxila or Takshashila, in ancient India, modern-day Pakistan, was an early Buddhist centre of
learning, near present-day Islamabad in the city of Taxila. It is considered as one of the
ancient universities of the world. According to scattered references which were only fixed a
millennium later it may have dated back to at least the 5th century BC. Some scholars date
Takshashila's existence back to the 6th century BC. The school consisted of several
monasteries without large dormitories or lecture halls where the religious instruction was
most likely still provided on an individualistic basis. [4] Takshashila is described in some detail
in later Jtaka tales, written in Sri Lanka around the 5th century AD.

It became a noted centre of learning at least several centuries BC, and continued to attract
students until the destruction of the city in the 5th century AD. Takshashila is perhaps best
known because of its association with Chanakya. The
famous treatise Arthashastra (Sanskrit for The knowledge of Economics) by Chanakya, is
said to have been composed in Takshashila itself. Chanakya (or Kautilya),
the Maurya Emperor Chandragupta and the Ayurvedic healer Charaka studied at Taxila.

Generally, a student entered Takshashila at the age of sixteen. The Vedas and the Eighteen
Arts, which included skills such as archery, hunting, and elephant lore, were taught, in
addition to its law school, medical school, and school of military science.[8]

21
Nalanda, ancient center of higher learning in Bihar, India from 427 to 1197

Nalanda was established in the 5th century AD in Bihar, India. It was founded in 427 in
northeastern India, not far from what is today the southern border of Nepal. It survived until
1197 when it was set upon, destroyed and burnt by the marauding forces of Ikhtiyar Uddin
Muhammad bin Bakhtiyar Khilji. It was devoted to Buddhist studies, but it also trained
students in fine arts, medicine, mathematics, astronomy, politics and the art of war.

The center had eight separate compounds, 10 temples, meditation halls, classrooms, lakes and
parks. It had a nine-story library where monks meticulously copied books and documents so
that individual scholars could have their own collections. It had dormitories for students,
perhaps a first for an educational institution, housing 10,000 students in the universitys
heyday and providing accommodation for 2,000 professors. Nalanda University attracted
pupils and scholars from Korea, Japan, China, Tibet, Indonesia, Persia and Turkey.

22
 Achievements

Academic achievement or (academic) performance is the extent to which a student, teacher

or institution has achieved their short or long-term educational goals. Cumulative GPA and
completion of educational degrees such as High School and Bachelor's degrees represent
academic achievement.

Academic achievement is commonly measured through examinations or continuous

assessments but there is no general agreement on how it is best evaluated or which aspects
are most important procedural knowledge such as skills or declarative knowledge such
as facts. Furthermore, there are inconclusive results over which individual factors
successfully predict academic performance, elements such as test anxiety, environment,
motivation, and emotions require consideration when developing models of school
achievement.

23
The achievement of academic is measured by the Academic Performance Index.

SWOT Analysis

Driven by market opportunities and entrepreneurial zeal, many institutions are taking
advantage of the lax regulatory environment to offer 'degrees' not approved by Indian
authorities, and many institutions are functioning as pseudo non-profit organizations,
developing sophisticated financial methods to siphon off the 'profits'. Regulatory authorities
like UGC and AICTE have been trying to extirpate private universities that run courses with
no affiliation or recognition. Students from rural and semi urban background often fall prey
to these institutes and colleges. One of the fundamental weaknesses of the system is lack of
transparency and recommendations have been made to mandate high standards of data
disclosures by institutions on performance. Other problem was on the excessive obsession of
having Indian universities among top global College and University rankings, at times
originating from government's inconsistent priorities, indicating a showcasing mentality of
Indian higher education in the world stage while pathetic ignorance towards primary and
secondary educations continued. The argument has been that the whole model of ignoring
primary and secondary education, while focusing on ranking of a few universities and
institutes, is not a sustainable model for the nation.

24
 Part III:
Research Work

25
 OBJECTIVE

Research Objectives

The objectives of the research are as follows:

Primary Objectives:

To assess the impact of Organizational culture on employee commitment in academic

institution.

Secondary Objectives:

26
1. To identify the various dimensions of Organizational Culture in Academic Institution.

2. To analysis the concept of Employee Commitment in Academic Institution.

3. To identify the Affect of Organizational Culture dimensions on Employee Commitment.

Discussion of Problems:

Organizational Culture:
The values and behaviors that contribute to the unique social and psychological environment
of an organization.
Organizational culture includes an organization's expectations, experiences, philosophy, and
values that hold it together, and is expressed in its self-image, inner workings, interactions
with the outside world, and future expectations. It is based on shared attitudes, beliefs,
customs, and written and unwritten rules that have been developed over time and are
considered valid. Also called corporate culture, it's shown in
(1) the ways the organization conducts its business, treats its employees, customers, and the
wider community,
(2) the extent to which freedom is allowed in decision making, developing new ideas, and
personal expression,
(3) how power and information flow through its hierarchy, and
(4) how committed employees are towards collective objectives.
It affects the organization's productivity and performance, and provides guidelines on

27
customer care and service, product quality and safety, attendance and punctuality, and
concern for the environment.

Employee Commitment:
The feeling of loyalty that employees have towards the organization that they work for, which
largely depends on the extent to which they believe in the values and aims of the organization
and feel personally involved in the task of making the organization successful.

The commitment and loyalty of employee is directly affected by various

dimension of organization culture. Therefore it is necessary to identify the impact of these
dimensions on employee commitment.
The project is taken to identify the various dimensions of organizational
culture in academic institutions and their impact on employee commitment.

Literature Review:

Many researchers, in their respective studies have found that Organizational Culture was
linked to Employees' Commitment to their Organization.

In the same vein, Lau and Idris (2001) found that organizational commitment is influenced by
corporate culture because it reflects the relative strength of employees attachment or
involvement with their organization.

28
Boonand Arumugam (2006) also found out that significant relationship exists between
corporate culture and the commitment of employees. They concluded that both organizational
culture and organizational commitment when implemented successfully will bring about
change initiatives in an organization.

Drenth, Thierry and Wolf (1988) observed in their research that a positive relationship exists
between a high level of employees organizational commitment and organizational culture.

Nystron (1993) in his study also observed that a significant correlation exists between
organizational culture and employees organizational commitment. Some studies have also
found that significant relationship exist in some instances between employees organizational
commitments with some demographic factors such as gender, age and length of service.

Olanrewaju and Kanisola (2010) and Irving et al (1997) observed that employees
organizational commitment is influenced by sex and concluded that female employees exhibit
greater organizational commitment to their job when compared to the male employees.

Akinbayo (2010), however, found that male respondents show higher level of organizational
commitment than the female respondents. In relation to the relationship between age and
organizational commitment, Irving et al (1997) in their studies found that age was not a
significant predictor of organizational commitment.

It appears from the above review that the relationship between Organizational Culture and
Employees' Commitment on one side and the differences in the level of commitment of
employees of different sex, age and length of service to their organization on the other hand
has been a subject of controversy by researchers. It is based on this background that this
study was set out to examine critically the relationship between Organizational Culture and
Employees' Commitment in the Academic Institute in NCR.

29
Meaning of Organizational Culture:

It is an organizational climate where all members perceive the same things as good or bad,
that is, they share common values. The members can have different values as individuals, as
groups and as members of society. The organizations also have values that work for the
benefit of all those who are in contact with them, like customers, suppliers, creditors etc.

30
When individuals and organizations share values and direct their efforts towards a common
goal, that is, accomplishment of organizational objectives and through it, their personal
objectives, they are said to be working in a system of shared values and beliefs. This is
known as corporate culture. E.B. Taylor defines culture as that complex whole which
includes knowledge, belief, art, morals, law, custom, and other capabilities and habits
acquired by man as a member of society.

Culture means refinement or civilization. Organization culture defines how refined or

civilized an organization is. It is a set of values that defines what the organization stands for,
how it works and what things or activities it considers important. It provides foundation to
organizations internal environment and shapes the behavior of managers.

Organization culture differentiates one organization from the other. White shirt and black
trousers signify one organization while sky blue shirts and navy blue trousers signify another
organization. A cap with uniform can indicate production department and a tie can indicate
sales department in the same organization.

When we enter a Government office, we can make out the difference than when we enter a
private office. What highlights this image of an organization? It is the culture of an
organization. Organization culture provides a feel about the organization to those who deal
with it. It represents common perception held by its members.

People at different levels in different departments hold common opinion about the
organization. They define organization culture in similar terms. It is a force that determines
effectiveness and long-term success of the organization.

Organization culture is personality of the organization that differentiates it from other

organizations. Organization culture refers to a system of shared meaning held by members
that distinguishes the organization from other organizations. What makes Airtel different
from Vodafone and Reliance though all of them deal in the same product. It is the
organization culture of these companies.

Companies with strong culture (Proctor and Gamble, Reliance Industries) are more effective
than those with weak culture. Strong cultures have greater impact on motivation, behavior

31
and productivity. There is high degree of agreement amongst members about the
organizational purpose, goals, norms, values and activities. This increases their loyalty and
commitment towards the organization and reduces the rate of labor turnover and absenteeism.

Features of Organizational Culture:

Organization culture has the following features:

1. Shared meaning:
It represents common understanding, opinions and perceptions held by organizational
members developed over a period of time depending upon what people have observed and
experienced in the organization. It arises out of implicit understanding of organizations
values and beliefs. These beliefs or meanings are not written in any rule book nor are
available anywhere else in black and white.

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2. Values and norms:
All the members have clear understanding of values and norms of the organization. Everyone
knows what is to be done, when is it to be done and where is it to be done. These values arise
through repeated behaviors practiced over a long time period. They become the guide for
individual behavior and people associate themselves with these value systems. They accept it
as part of their professional personality and take pride in associating themselves with it.

3. Behavioral consistency:
It promotes behavioral consistency amongst members. All behave in the same manner
reducing interpersonal conflicts and tensions.

4. Descriptive:
It describes how employees perceive an organization and view it as an independent identity,
whether they like it or not.

5. Organizational philosophy:
It clearly defines organizational philosophy in terms of policies regarding how to deal with
customers, employees and other parties.

6. Clear guidelines:
Guidelines that govern organizational functioning are clearly laid as rules which must be
uniformly followed by all the members.

7. Sense of belongingness:
Organization culture creates the sense of oneness and belongingness amongst members.
Members view themselves as part of the organization and organization as their part. They
fully agree with organizational way of functioning (plans, rules, policies, procedures etc.

Factors Determining Organizational Culture:

The following factors determine the organization culture:

33
1. Organizations founder:
To begin with, organization culture develops through its founders. Whatever impression
founders create about the organization continues and develops for a long period of time. If the
founders believe in treating employees at par with managers, this value system permeates all
over the organization for all times to come. If employees are called associates in a company
to develop a feeling of partnership amongst them, they will always be called associates by all
for all times to come.

2. Corporate success and shared experiences:

Corporate success for a long period develops a strong culture about its name and way of
working. Its members share common experiences about its success which remains embedded
in their minds for long times to come.

3. Innovation and risk-taking:

Organization culture is determined by the degree to which its employees are innovative and
have the ability to take risks. Innovative and risk-taking employees develop a strong culture.

4. Outcomes rather than techniques:

When managers focus on outcomes or results rather than ways or techniques of achieving the
outcomes, it develops a strong organization culture.

5. People and team orientation:

When managers take into account the effect of their decisions or outcomes on people as
individuals and teams, it develops a strong organization culture.

34
6. Competitiveness:
Organizations whose employees are competitive are culturally stronger than those whose
employees are easygoing or non-competitive.

7. Shared interpretations:
Organizations whose members have common perceptions and thinking about organizational
values, norms and ways of functioning have a strong culture.

8. Market standing:
Organization culture is determined by the way it develops its market standing. Some
companies are known for quality while others for their price. People do not mind paying high
price for quality or compromise with quality for a suitable price. Tupper ware, for example, is
known for quality. Customers are ready to pay high price for its quality. The corporate culture
develops through the way it has developed its market standing (quality).

Functions of Organizational Culture:

Organization culture is a force that strengthens the organization (though some organizations
are known for their weak culture also).

It performs the following functions:

1. It distinguishes one organization from the other. It creates brand name for the organization.

2. It develops a sense of identity amongst members. The members associate themselves with
the organization. Employees of Earnest & Young feel proud to be part of the company
because of its strong culture.

35
3. It promotes commitment amongst employees to achieve organizational goals. Employees
subordinate individual interests for the larger corporate results.

4. It develops appropriate standards for employees and holds them together to achieve those
standards.

5. It provides a control mechanism for shaping the attitude and behavior of employees. It
gives direction to organizational activities and ensures that everyone moves in the same
direction.

Culture, thus, creates an image through which the organization is known, for example, IBM,
Hewlett-Packard, Proctor & Gamble etc.

Types of Organization Culture:

1. Normative Culture:

In such a culture, the norms and procedures of the organization are predefined and the
rules and regulations are set as per the existing guidelines. The employees behave in
an ideal way and strictly adhere to the policies of the organization. No employee dares
to break the rules and sticks to the already laid policies.

2. Pragmatic Culture:

36
 In a pragmatic culture, more emphasis is placed on the clients and the external
parties. Customer satisfaction is the main motive of the employees in a pragmatic
culture. Such organizations treat their clients as Gods and do not follow any set rules.
Every employee strives hard to satisfy his clients to expect maximum business from
their side.

3. Academy Culture:

Organizations following academy culture hire skilled individuals. The roles and
responsibilities are delegated according to the back ground, educational qualification
and work experience of the employees. Organizations following academy culture are
very particular about training the existing employees. They ensure that various
training program are being conducted at the workplace to hone the skills of the
employees. The management makes sincere efforts to upgrade the knowledge of the
employees to improve their professional competence. The employees in an academy
culture stick to the organization for a longer duration and also grow within it.
Educational institutions, universities, hospitals practice such a culture.

4. Baseball team Culture:

A baseball team culture considers the employees as the most treasured possession of
the organization. The employees are the true assets of the organization who have a
major role in its successful functioning. In such a culture, the individuals always have
an upper edge and they do not bother much about their organization. Advertising
agencies, event management companies, financial institutions follow such a culture.

5. Club Culture:

Organizations following a club culture are very particular about the employees they
recruit. The individuals are hired as per their specialization, educational qualification
and interests. Each one does what he is best at. The high potential employees are
promoted suitably and appraisals are a regular feature of such a culture.

6. Fortress Culture:

37
 There are certain organizations where the employees are not very sure about their
career and longevity. Such organizations follow fortress culture. The employees are
terminated if the organization is not performing well. Individuals suffer the most
when the organization is at a loss. Stock broking industries follow such a culture.

7. Tough Guy Culture:

In a tough guy culture, feedbacks are essential. The performance of the employees is
reviewed from time to time and their work is thoroughly monitored. Team managers
are appointed to discuss queries with the team members and guide them whenever
required. The employees are under constant watch in such a culture.

8. Bet your company Culture:

Organizations which follow bet your company culture take decisions which involve a
huge amount of risk and the consequences are also unforeseen. The principles and
policies of such an organization are formulated to address sensitive issues and it takes
time to get the results.

9. Process Culture:

As the name suggests the employees in such a culture adhere to the processes and
procedures of the organization. Feedbacks and performance reviews do not matter
much in such organizations. The employees abide by the rules and regulations and
work according to the ideologies of the workplace. All government organizations
follow such a culture.

38
 Dimensions of Organizational Culture

Openness: A spontaneous expression of feelings and thoughts, and the sharing of these

39
without defensiveness. Openness is in both directions, receiving and giving. Both these may
relate to ideas (including suggestions), feedback (including criticism),
and feelings.

Confrontation: Facing rather than shying away from problems. It also implies deeper
analysis of interpersonal problems. All this involves taking up challenges. The term
confrontation is being used with some reservation and means putting up a front
as contrasted with putting ones back (escaping) to the problem.

Trust: Trust is not used in the moral sense. It is reflected in maintaining confidentiality of
information shared by others, and in not misusing it. It is also reflected in a sense of
assurance that others will help, when such help is needed and will honor mutual
commitments and obligations.

Authenticity: Congruence between what one feels, says, and does. It is reflected in owning
up ones mistakes, and in unreserved sharing of feelings. Authenticity is closer to openness.
The outcome of authenticity in an organization is reduced distortion in communication. It is
the willingness of a person to acknowledge the feelings he/she has, and accept himself f
/herself as well as others who relate to him/her as persons. Authenticity is reflected in the
narrowest gap between the stated values and the actual behavior. This value is important for
the development of a culture of mutuality.

Proaction: Taking initiative, pre-planning and taking preventive action, and calculating the
payoffs of an alternative course before taking action. In contrast to reaction, in which action
is in response to (and in the pattern of) an act from some source, in proaction, the action is
taken independent of the source.

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Employee commitment

Commitment means the employees dedication towards achieving a particular task effectively
and efficiency. It is a some sort of a responsibility to the wellbeing of the organization as a
whole. This can be a responsibility to the company, his/her product, facility or department.

The success of the company depends on the level of employee commitment towards the
organization to achieve the specific goals. Employee commitment is build up with his interest

41
towards a particular task. Therefore, it is the duty and the responsibility of his interest
towards a particular task. Therefore, it is the duty and the responsibility of the managers to
create a friendly and safe environment within in the organization for its employees.

Employee commitment is viewed as being a key prerequisite for the effective execution of
projects, operational processes and the successful implementation of organizational change
program. It has particular significance for the successful accomplishment of all types of
projects.

Reichheld (1996) stated: Loyalty is by no means dead. It remains one of the great engines of
business success. A committed employee is an individual:

Who supports the organization through good and bad times;

Attends work on a regular basis;

Defends the organization;

Contributes a full days effort and more;

Is supportive of the organizations goals and objectives.

In other words, committed employees are loyal and devoted to the project team and
organization they work for. Commitment is generally viewed as the employees emotional
attachment and identification with the organization, and their strong desire to maintain
membership with the organization. Research suggests that employee commitment has a
favorable impact on job performance by lowering absenteeism, lateness and turnover. Hence,
having committed employees assigned to a project team has potentially positive
consequences for project and organizational performance.

However, there may be a negative aspect to commitment as well. For example, having
employees committed to the organization solely due to financial reasons. Such commitment
normally grows fainter and diminishes completely during adverse or declining economic
conditions. Equally risky is to have passive or blind commitment, where employees remain
silent and do not provide their feedback. In other words, their level of participation is low or

42
non-existent. Such an environment could stifle creativity and result in an organization trailing
behind in the innovative process. It is therefore essential for management to identify and
develop the proper type of employee commitment.

Employees must therefore be encouraged to participate in the formulation of decisions and in

decision taking. An appropriate level of employee participation fosters their understanding of
the projects being undertaken and will influence them to increase their commitment to both
the projects and the organization in general.

Concepts of Employee Work Commitment

Commitment is viewed as an attitude towards the organization that links the identity of the
individual to the entity. According to Meyer and Allen (1991) commitment is a psychological
state that characterizes the employees relationship with the organization and has implications
for the decision to continue membership in the organization. Meyer and Allen
(1997) extended the meaning of commitment as referring to the employees emotional
attachment to, identification with, and involvement in the organization, and the employees

43
feeling of obligation to remain with the organization taking into consideration the costs that
the employee associates with leaving it.

Although there seems to be little consensus as to the precise meaning of commitment, Meyer
and Allen (1997) contend that the various definitions reflect three broad propositions. These
propositions indicate that commitment may be viewed as:

Reflecting an affective orientation toward the organization;

Recognition of the costs associated with leaving the organization;

Reflecting a moral obligation to remain with the organization.

The various definitions of commitment share a common proposition, in that commitment is

considered to be a bond or linking of the individual to the organization. The definitions differ
in terms of how this bond is considered to have developed. For example, some researchers
refer to attitudinal commitment. This is defined as the relative strength of a persons
identification with and involvement in a particular organization. Conceptually, these
researchers characterized commitment by at least three factors:

Strong belief in and acceptance of the organizations goals and values;

Willingness to exert considerable effort on behalf of the organization;

Strong desire to maintain membership in the organization.

A second form of commitment is referred to as calculative commitment. Calculative

commitment is defined as a structural event that occurs as a result of individual
organizational transactions and alternatives in side-bets over time. Through calculative
commitment, individuals become bonded to an organization because they have invested in the
organization (for example, a pension plan) and cannot afford to separate themselves from it.

44
Other types of commitment have emerged, including normative commitment that describes a
process whereby organizational actions, such as selection, socialization and procedures, as
well as individual predispositions, such as loyalty attitudes, lead to the development of
commitment.

According to OReilly and Chatman (1986) the psychological bond between an employee and
an organization can take three distinct forms, termed as compliance, identification, and
internalization. They contend that compliance occurs when attitudes and behaviors are
adopted not because of shared beliefs but simply to gain specific rewards. Identification
occurs when an individual accepts influence to establish or maintain a satisfying relationship.
For instance, an individual may feel proud to be a part of a project team, respecting its values
and accomplishments without adopting these values as his or her own. Internalization occurs
when influence is accepted because the induced attitudes and behavior are congruent with
ones own values, that is, the values of the individual, project team or organization are the
same.

Meyer and Allen (1991) developed an integrated approach, utilizing the concepts put forward
by various researchers and have defined commitment as consisting of three components:

1. An affective component. This refers to the employees emotional attachment to,

identification with and involvement in the organization. Those with strong affective
commitment continue employment with the project team or the organization because
they genuinely want to do so. They see the organization or project team as being part
of themselves.

2. A continuance component. This refers to commitment based on the costs that the
employee associates with leaving the project team or organization. Employees whose
primary link to the entity is based on continuance commitment remain with a project
team or an organization because they need to do so and have no other viable
alternative.

3. A normative component. This refers to the employees feeling of obligation to

remain with the organization. Employees with high level of normative commitment

45
 feel that they ought to remain with the project team or organization because they are
grateful to it.

Research findings indicate that employee commitment is very fluid in the early period of
employment but quickly begins to stabilize with the passage of time. Moreover, management
behavior can influence an employees commitment type, in terms of whether an employee is
more affectively committed. Employee work commitment is an important issue for all types
of organizations, particularly for organizations that undertake projects or are undergoing
organizational change program. Some of the contributing factors that make employee work
commitment imperative include:

The trend to organizational downsizing;

Employment mobility;

Job satisfaction;

The economic environment.

Employment Mobility

Workers who become less committed to an organization will route their commitment in other
directions (Meyer and Allen, 1997). These employees may start to evaluate their skills and
experience in terms of their marketability outside the organization, rather than by their
implications for their current or future jobs in the organization. Management must invest in
employees who want to remain members of the organization and participate in its projects. It
should be noted that employee turnover rates in projects, particularly of specialist staff, affect
the eventual success of the project in terms of delivering the defined scope on time, to cost
and quality level.

Consequences of Organizational Commitment

Commitment depends on a number of factors, such as the employees personal

characteristics, level of role conflict and ambiguity, job attributes, relationship between the
employees and their supervisor, and the employees perception of how well an organization is

46
being managed. Moreover, an outcome of commitment is work motivation. However, the
level of work motivation will depend on the degree that individuals integrate with their
organization and identify themselves with the organizations objectives. Finally, the intensity
of the employees integration with the organization and the magnitude of the work motivation
will determine the level of the achieved performance gain.

Research suggests that affective, continuance and normative commitment are all related to
employee retention, but in different ways. Given that an employee with strong affective and
normative commitment feels an emotional attachment to, identification with and involvement
in the organization, and has a feeling of obligation to remain with the organization, then this
individual is likely to have a higher motivation level to contribute meaningfully to the project
or organization than would an employee with weak affective and normative commitment.

Therefore, it is reasonable to suggest that those employees with strong affective and
normative commitment are more likely to be absent less often and motivated to give a higher
performance. This is in contrast to individuals who have strong continuance commitment.

47
These individuals appear to become bound to an organization because they have invested in
the organization and cannot afford to separate themselves from it. Thus, employees with
strong continuance commitment are likely to make a decision to remain with the organization
based on the costs that they associate with leaving the organization. Hence, these individuals
are likely to abandon the project team or organization if they find an opportunity elsewhere
that pays them more.

In practice, management wants more from committed employees than simply membership to
the project team or the organization. Various research findings suggest that employees with
strong affective and normative commitment are more valuable. When commitment reflects an
emotional link to the project team, the project team may benefit through reduced turnover,
increased productivity and higher job satisfaction among employees. However, when the
commitment by the employee is based primarily upon financial aspects (costs associated with
leaving) then the project team and organization may experience higher employee retention at
the expense of reduced job satisfaction and self-esteem, and higher employee stress.

It is therefore suggested that organizations should implement Human Resource (HR) policies
to develop the right type of commitment. For example, strategies such as rapid promotions
and the development of departmental specific skills all tend to increase continuance
commitment that may eventually work against the organization. Although continuance
commitment measures may contribute to ensuring that an employee stays with the project
team or organization, they may not encourage them to contribute to the project teams or
organizations benefit. Instead, some employees may want to quit, but may not be able to
afford to do so. Some employees may be motivated to do just enough to maintain their jobs.

On the other hand, affective commitment is harder to achieve. However, research has shown
that it is strongly related to the results that organizations value, such as high job satisfaction
and a strong motive to contribute to the organizations effectiveness.

Employee Participation

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Employee participation reflects a participative style of leadership and encompasses a wide
variety of activities that are aimed at:

Increasing the employees understanding of the organization and projects undertaken;

Using the employees abilities and talents;

Giving employees the opportunity to influence decisions;

Nurturing the employees commitment to the established project and organizational

goals.

Employee participation is closely linked to the organizations communication process. It is

important to recognize that communication is a two-way process. Employees want guiding
principles from their manager and management desire feedback from the team members. This
two-way interactive process is likely to encourage employee participation. Most
organizations have little difficulty passing information downwards. However, their difficulty
stems from obtaining an upwards information flow, since it is viewed as being more
demanding.

A lack of employee participation (input) may lead to negative outcomes for the organization
and the projects being undertaken, such as missed opportunities, failed initiatives, neglected
performance improvement and project delays. Research suggests that benefits generated by
employee participation include:

Improved efficiency and closer collaboration;

49
 Enhanced quality and competitiveness;

Increased job satisfaction and work motivation;

Better employeeleadership relationship.

Management must strive to develop a quality interactive process between the management
team and employees through employee participation. There are basically two major methods
of encouraging employee participation:

1. Indirect involvement where employees are represented by a delegate or an

association, as in collective bargaining or joint consultation;

2. Direct involvement where employees actively participate in making decisions about

work practices.

The focus of this section is related to direct employee involvement. There are four basic
elements that promote direct employee involvement:

1. Communicating the needs;

2. Skill and knowledge sharing;

3. Creating a communication culture;

4. Creating an employee empowering environment.

Difference between employee engagement and commitment

Employee Engagement vs Employee Commitment:

50
Having a clear idea on the difference between employee engagement and commitment is
important for those in the field of human resource management as employee engagement and
commitment are often confused terms. Employees who are engaged in particular activities
must be committed to completing the tasks effectively. If so, it will gain competitive
advantage for the company within the industry. Organizational success heavily depends on
the employees contribution. Therefore, employee engagement and commitment are
important concepts to every organizational. This article analyzes the difference between
employee engagement and commitment.

What is the difference between employee engagement and commitment?

Employee commitment refers to the level of employee dedication towards completing a

particular task or a particular task or an activity, employee engagement involves the
employees contribution towards the attainment of organizational goals.

Employee commitment is build with the satisfaction level of the employees to work in the
organization. An engaged employees are those who are emotionally attached to the
organization and are always trying to give their maximum contribution for its betterment.

Conclusion

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Employee commitment has implications for the decision of an employee to continue
membership in the organization. A committed employee supports the organization through
trouble-free and difficult times, attends work on a regular basis, defends the organization at
all times, contributes a full days effort and is supportive of the organizations goals and
objectives. Employee commitment has a positive impact on job performance and is likely to
decrease absenteeism, lateness and turnover. However, having blind commitment is risky.
Blind commitment stifles innovation and vision. It is therefore essential to develop the proper
type of employee commitment. According to Meyer and Allen (1997) commitment consists
of three components:

1. Affective component. Those with strong affective commitment continue with the
project team or organization because they genuinely want to do so.

2. Continuance component. Employees whose primary link is based on financial

aspects remain with a project team because they need to and have no other viable
alternative.

3. Normative component. Those with a high level of normative commitment feel that
they ought to remain with the project team or organization because they are grateful to
it.

Employee commitment reflects an emotional link to the project team and organization, thus
the project may benefit through reduced turnover, increased productivity and higher job
satisfaction among employees. When employee commitment is based on financial aspects
then the entity may undergo higher employee retention at the expense of reduced job
satisfaction and self-worth, and higher employee stress. On the other hand, affective
commitment is advantageous to both the individual and the organization. Project teams by
their very nature are receptive to the development of affective commitment, if adequate care
is taken. Affective commitment may be nurtured by project managers through the following
actions:

Treating employees with respect and consideration;

Showing employees that they are valued and appreciated;

52
 Providing a clear signal that quality and customer service are a priority;

Clearly defining the employees job and responsibilities;

Giving employees an opportunity to use their aptitudes, knowledge, judgement and

offering them job enrichment;

Communicating quality information to employees regarding project plans and

activities;

Controlling costs and increasing productivity rather than having organizations or

projects that are loosely managed.

Other measures that encourage affective commitment include:

When recruiting project team members, provide practical job previews that describe
both the positive and negative aspects of the assignment;

Reinforce the employees sense of self-worth and providing a supportive

environment;

Promoting from within conveys a commitment on behalf of the organization to the

development of employees careers;

Ensuring fairness in the assessment and promotion process;

Ensuring that compensation packages place emphasis on the non-financial aspects,

even though the end result may be an increase in the employees financial position.

Furthermore, measures to foster affective commitment during times of major organizational

change include:

Employees made redundant due to downsizing should be given adequate support,

such as adequate termination pay or aid to relocating inside or outside the
organization;

53
 Selection of employees to be made redundant or relocated must be perceived to be fair
and is a measure intended to increase the job security of those remaining;

Convince employees that change will lead to greater job enrichment and satisfaction;

Lower uncertainty amongst employees by having a comprehensive communication

strategy prior, during and after the change is to take place.

The above suggest that having committed employees is important to improving

organizational and individual performance. However, employee commitment must not be
passive. Active employee commitment is achieved through employee participation. Similarly,
employee participation reflects a participative style of leadership and is closely linked to the
organizations communication process.

Employees want guiding principles from their manager and management desire feedback
from the team members. This two-way interactive process is likely to encourage employee
participation. The benefits generated by employee participation include improved efficiency
and closer collaboration; enhanced quality and competitiveness; increased job satisfaction
and work motivation; and better employeeleadership relationship.

To attain direct employee participation management must communicate the project and
organizational needs by encouraging employees to inform management of their concerns and
how these concerns may, in their view, be mitigated by management. Management, on the
other hand must repeatedly reinforce the project and organizational vision and show how the
current objectives contribute to this vision.

Additionally, employees are to share their skills and knowledge. This may be achieved by
encouraging employees to impart their advice regarding specific situations and utilizing their
experience to reach a particular conclusion. Management must also create a communication
culture. The extent of management input in keeping employees informed is a major
contributing factor in motivating employees to provide feedback and making suggestions for
improvements, thus fostering employee participation.

Employee participation is thus facilitated when management create an empowering

environment. Empowerment results when management consciously and actively provide their

54
employees with the knowledge, skills, information and resources, together with the authority
to use these elements without always having to seek approval. Employee participation
motivates employees to identify themselves with the project team and seek to remain
members of that project team.

Finally, employee participation helps to motivate employees to directly contribute to the

projects success. Moreover, it should be emphasized that having a participative and
committed workforce is likely to make it easier for organizations to obtain cooperation during
difficult times.

HYPOTHESIS

Research Hypotheses

The study had eight broad hypotheses which proposed the impact of organizational culture
and employee commitment in the academic institution. The null hypothesis H1 and H8o
were based on theoretical construct, influence and relationship between the dimension of
organizational culture and employee commitment.

In view of the above research questions, the following null hypotheses were formulated:

All eight dimension of organizational culture have significance on employee commitment

H1o: Openness dimension of organizational culture has significant influence on employee

commitment

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H2o: Confrontation dimension of organizational culture has significant influence on
employee commitment

H3o: Trust dimension of organizational culture has significant influence on employee

commitment

H4o: Authenticity dimension of organizational culture has significant influence on employee

commitment

H5o: Proaction dimension of organizational culture has significant influence on employee

commitment

H6o: Autonomy dimension of organizational culture has significant influence on employee

commitment

H7o: Collaboration dimension of organizational culture has significant influence on

employee commitment

H8o: Experimentation dimension of organizational culture has significant influence on

employee commitment.

RESEARCH METHODOLOGY

A research process consists of stages or steps that guide the project from its conception
through the final analysis, recommendations and ultimate actions. The research process
provides a systematic, planned approach to the research project and ensures that all aspects of
the research project is consistent with each other. Research studies evolve through a series of
steps, each representing the answer to a key question.

This chapter aims to understand the research methodology establishing a framework of

evolution and revaluation of primary and secondary research. The techniques and concepts
used during primary research in order to arrive at findings, which are also dealt with and lead
to a logical deduction towards the analysis and result.

56
Research Design: Descriptive Research

In the proposed study is the title as affect of Organization Culture on Employee Commitment
in Academic Institution with specific in NCR. The research design will be descriptive
research category. The researcher thoroughly the examined the dimensions of the
organizational culture on employee commitment.

Sample Design:

Pie Chart and bar chart with descriptive research according to the data.

Sources of secondary data:

The study being empirical in nature relied both on primary and secondary data.

Primary data:

Questionnaires

Discussions with academics employees

Secondary data:

Journals

Magazines

57
 Reports

Websites of the respective academic institutions.

Data was collected from 100 employees in 10 academic institutions specific in NCR

Sampling Plan:

A sampling plan is a term widely used in research studies that provide an outline on the
basis of which research is conducted. It tells which category is to be surveyed, what should
be the sample size and how the respondents should be chosen out of the population.

Sampling plan is a base from which the research starts and includes the following three
major decisions:

Define Population & Sample

Total employees of 10 academic institutions of NCR.

o A population is all the individuals or units of interest; typically, there is not

available data for almost all individuals in a population.

o A sample is a subset of the individuals in a population; there is typically data

available for individuals in samples.

58
 Examples:

In the cow data set:

The sample is the 50 cows;

The population is cows of the same breed on dairy farms.

In the plantation example:

The sample is the three sites where data was collected;

The population is all plantations in Costa Rica where one might consider
restoration to native forest.

In the older women gender example:

The sample is the 827 women included in the study;

The population is American women aged 18+

Sampling Method:

The method we are using here survey methods.

Sample Size:

We are taking 40 employees sample.

The size selection is dependent on convenience of researcher as well as

consideration of normal distribution.

Sampling Area:

We are conducting in the academic institute specific in NCR.

Data Collection Method:

The choice of method is influenced by the data collection strategy, the type of variable, the
accuracy required, the collection point and the skill of the enumerator. The main data
collection methods are:

59
Registration: registers and licenses are particularly valuable for complete enumeration, but
are limited to variables that change slowly, such as numbers of fishing vessels and their
characteristics.

Questionnaires: forms which are completed and returned by respondents. An inexpensive

method that is useful where literacy rates are high and respondents are co-operative.

Interviews: forms which are completed through an interview with the respondent. More
expensive than questionnaires, but they are better for more complex questions, low literacy or
less co-operation.

Direct observations: making direct measurements is the most accurate method for many
variables, such as catch, but is often expensive. Many methods, such as observer program,
are limited to industrial fisheries.

Reporting: the main alternative to making direct measurements is to require fishers and
others to report their activities. Reporting requires literacy and co-operation, but can be
backed up by a legal requirement and direct measurements.

Data Collection Tool:

The researcher framed a set of self administered questionnaire and it consists of factors like
various variables of organizational culture and employee commitment.

Questionnaire was personalities distributes to the selected respondents.

Data Analysis Tools:

60
 DATA ANALYSIS

Statistics

Experience Gender Age Freedom to Express feeling Superior support

express in front of in problems
superior

Valid 40 40 40 40 40 40
N
Missing 0 0 0 0 0 0

Statistics

61
 Ready to face Superior admires Superior support Feel like a family Superior
challenges behavior in all field with superior and expectation in all
coworker field

Valid 40 40 40 40 40
N
Missing 0 0 0 0 0

Statistics

Increase No gap between Superior admire Behavior of Ready to take

efficiency of actual and state as per value coworker initiative
superior value
expectation

Valid 40 40 40 40 40
N
Missing 0 0 0 0 0

Statistics

Appropriate act Commitment Ready to take Superior give Appreciate

by superior responsibility power determination by
coworker

Valid 40 40 40 40 40
N
Missing 0 0 0 0 0

Statistics

Believe in Superior work in Take partnership Receive feed Improve

teamwork team by coworker back by superior efficiency

62
 Valid 40 40 40 40 40
N
Missing 0 0 0 0 0

Statistics

Superior counsel

Valid 40
N
Missing 0

Frequency Table

Experience

Frequency Percent Valid Percent Cumulative

Percent

1-5 27 67.5 67.5 67.5

6-10 10 25.0 25.0 92.5

Valid 11-15 2 5.0 5.0 97.5

16-20 1 2.5 2.5 100.0

Total 40 100.0 100.0

63
 Gender

Frequency Percent Valid Percent Cumulative

Percent

male 20 50.0 50.0 50.0

Valid female 20 50.0 50.0 100.0

Total 40 100.0 100.0

64
 Age

Frequency Percent Valid Percent Cumulative

Percent

<25 9 22.5 22.5 22.5

25-35 22 55.0 55.0 77.5

Valid 36-45 8 20.0 20.0 97.5

<46 1 2.5 2.5 100.0

Total 40 100.0 100.0

65
66
 Q.1

Freedom to Express

Frequency Percent Valid Percent Cumulative

Percent

disagree 8 20.0 20.0 20.0

Neutral 10 25.0 25.0 45.0

Valid strongly agree 10 25.0 25.0 70.0

agree 12 30.0 30.0 100.0

Total 40 100.0 100.0

67
Interpretation

Express feeling in front of superior

Frequency Percent Valid Percent Cumulative

Percent

strongly disagree 3 7.5 7.5 7.5

Disagree 5 12.5 12.5 20.0

Neutral 9 22.5 22.5 42.5

Valid
strongly agree 17 42.5 42.5 85.0

Agree 6 15.0 15.0 100.0

Total 40 100.0 100.0

68
 Superior support in problems

Frequency Percent Valid Percent Cumulative

Percent

strongly disagree 3 7.5 7.5 7.5

disagree 4 10.0 10.0 17.5

neutral 14 35.0 35.0 52.5

Valid
strongly agree 12 30.0 30.0 82.5

agree 7 17.5 17.5 100.0

Total 40 100.0 100.0

69
1.gfuhfirejutotkiyupto

Ready to face challenges

Frequency Percent Valid Percent Cumulative

Percent

strongly disagree 2 5.0 5.0 5.0

disagree 10 25.0 25.0 30.0

neutral 9 22.5 22.5 52.5

Valid
strongly agree 11 27.5 27.5 80.0

agree 8 20.0 20.0 100.0

Total 40 100.0 100.0

70
71
 Frequency Percent Valid Percent Cumulative
Percent

disagree 3 7.5 7.5 7.5

neutral 16 40.0 40.0 47.5

Valid strongly agree 14 35.0 35.0 82.5

agree 7 17.5 17.5 100.0

Total 40 100.0 100.0

72
73
 Frequency Percent Valid Percent Cumulative
Percent

strongly disagree 3 7.5 7.5 7.5

disagree 2 5.0 5.0 12.5

neutral 15 37.5 37.5 50.0

Valid
stongly agree 9 22.5 22.5 72.5

agree 11 27.5 27.5 100.0

Total 40 100.0 100.0

74
75
 Frequency Percent Valid Percent Cumulative
Percent

strongly disagree 3 7.5 7.5 7.5

neutral 16 40.0 40.0 47.5

Valid strongly agree 13 32.5 32.5 80.0

agree 8 20.0 20.0 100.0

Total 40 100.0 100.0

76
 Superior expectation in all field

Frequency Percent Valid Percent Cumulative

Percent

Valid strongly disagree 2 5.0 5.0 5.0

disagree 4 10.0 10.0 15.0

neutral 16 40.0 40.0 55.0

strongly agree 16 40.0 40.0 95.0

77
 agree 2 5.0 5.0 100.0

Total 40 100.0 100.0

Increase efficiency of superior expectation

Frequency Percent Valid Percent Cumulative

Percent

Valid strongly disagree 1 2.5 2.5 2.5

disagree 2 5.0 5.0 7.5

78
 neutral 11 27.5 27.5 35.0

strongly agree 15 37.5 37.5 72.5

agree 11 27.5 27.5 100.0

Total 40 100.0 100.0

No gap between actual and state value

Frequency Percent Valid Percent Cumulative

Percent

Valid strongly disagree 7 17.5 17.5 17.5

disagree 10 25.0 25.0 42.5

neutral 8 20.0 20.0 62.5

strongly agree 10 25.0 25.0 87.5

79
 agree 5 12.5 12.5 100.0

Total 40 100.0 100.0

Superior admire as per value

Frequency Percent Valid Percent Cumulative

Percent

Valid strongly disagree 1 2.5 2.5 2.5

disagree 3 7.5 7.5 10.0

neutral 17 42.5 42.5 52.5

strongly agree 11 27.5 27.5 80.0

agree 8 20.0 20.0 100.0

80
 Total 40 100.0 100.0

Behavior of coworker

Frequency Percent Valid Percent Cumulative

Percent

strongly disagree 1 2.5 2.5 2.5

disagree 3 7.5 7.5 10.0

neutral 7 17.5 17.5 27.5

Valid
strongly agree 19 47.5 47.5 75.0

agree 10 25.0 25.0 100.0

Total 40 100.0 100.0

81
 Ready to take initiative

Frequency Percent Valid Percent Cumulative

Percent

strongly disagree 4 10.0 10.0 10.0

disagree 4 10.0 10.0 20.0

neutral 15 37.5 37.5 57.5

Valid
strongly agree 11 27.5 27.5 85.0

agree 6 15.0 15.0 100.0

Total 40 100.0 100.0

82
 Appropriate act by superior

Frequency Percent Valid Percent Cumulative

Percent

stongly disagree 2 5.0 5.0 5.0

disagree 6 15.0 15.0 20.0

neutral 12 30.0 30.0 50.0

Valid
strongly agree 15 37.5 37.5 87.5

agree 5 12.5 12.5 100.0

Total 40 100.0 100.0

83
 Commitment

Frequency Percent Valid Percent Cumulative

Percent

strongly disagree 1 2.5 2.5 2.5

disagree 2 5.0 5.0 7.5

neutral 9 22.5 22.5 30.0

Valid
stronly agree 13 32.5 32.5 62.5

agree 15 37.5 37.5 100.0

Total 40 100.0 100.0

84
 Ready to take responsibility

Frequency Percent Valid Percent Cumulative

Percent

Valid strongly disagree 4 10.0 10.0 10.0

disagree 6 15.0 15.0 25.0

neutral 10 25.0 25.0 50.0

strongly agree 10 25.0 25.0 75.0

agree 10 25.0 25.0 100.0

85
 Total 40 100.0 100.0

Superior give power

Frequency Percent Valid Percent Cumulative

Percent

Valid strongly disagree 1 2.5 2.5 2.5

disagree 5 12.5 12.5 15.0

86
 neutral 15 37.5 37.5 52.5

strongly agree 13 32.5 32.5 85.0

agree 6 15.0 15.0 100.0

Total 40 100.0 100.0

Appreciate determination by coworker

Frequency Percent Valid Percent Cumulative

Percent

Valid strongly disagree 4 10.0 10.0 10.0

disagree 4 10.0 10.0 20.0

87
neutral 8 20.0 20.0 40.0

strongly agree 10 25.0 25.0 65.0

agree 14 35.0 35.0 100.0

Total 40 100.0 100.0

Believe in teamwork

Frequency Percent Valid Percent Cumulative

Percent

88
 strongly disagree 3 7.5 7.5 7.5

disagree 3 7.5 7.5 15.0

neutral 12 30.0 30.0 45.0

Valid
strongly agree 9 22.5 22.5 67.5

agree 13 32.5 32.5 100.0

Total 40 100.0 100.0

89
 Superior work in team

Frequency Percent Valid Percent Cumulative

Percent

disagree 5 12.5 12.5 12.5

neutral 11 27.5 27.5 40.0

Valid strongly agree 19 47.5 47.5 87.5

agree 5 12.5 12.5 100.0

Total 40 100.0 100.0

90
 Take partnership by coworker

Frequency Percent Valid Percent Cumulative

Percent

Valid disagree 5 12.5 12.5 12.5

neutral 9 22.5 22.5 35.0

strongly agree 13 32.5 32.5 67.5

agree 13 32.5 32.5 100.0

91
Total 40 100.0 100.0

92
Receive feedback by superior

93
 Frequency Percent Valid Percent Cumulative
Percent

strongly disagree 4 10.0 10.0 10.0

Disagree 8 20.0 20.0 30.0

Neutral 10 25.0 25.0 55.0

Valid
strongly agree 15 37.5 37.5 92.5

Agree 3 7.5 7.5 100.0

Total 40 100.0 100.0

94
95
 Frequency Percent Valid Percent Cumulative
Percent

disagree 1 2.5 2.5 2.5

neutral 11 27.5 27.5 30.0

Valid strongly agree 19 47.5 47.5 77.5

agree 9 22.5 22.5 100.0

Total 40 100.0 100.0

Superior counsel

96
 Frequency Percent Valid Percent Cumulative
Percent

strongly disagree 2 5.0 5.0 5.0

disagree 3 7.5 7.5 12.5

neutral 6 15.0 15.0 27.5

Valid
strongly agree 13 32.5 32.5 60.0

agree 16 40.0 40.0 100.0

Total 40 100.0 100.0

97
SUGGESTIONS

98
CONCLUSION

99
 BIBLIOGRAPHY
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 Salancik, G. (1977). Commitment and the control of organizational
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102
 Questionnaire

Affect of Organizational Culture on Employee Commitment:

Instruction for filling in the questionnaire:

Please do not leave any question unanswered.

I Pallavi Narendra, student of RKGIT, GZB is conducting a research on the topic A study on
effect of organizational culture on employee commitment as a part of my Research Project
Report . I would be grateful to you for providing valuable responses. The data will be used
exclusively for academic purpose only, without disclosing your identity.

Personal Details
Name of Respondent
Designation
Years of Experience
Gender Male Female
Age <25 25-35 36-45 > 46

Please circle (0) the correct response according to your preferences on the scale 1 5
1.Strongly Disagree 2.Disagree 3. Neutral 4.Strongly Agree 5.Agree

103
 1 Freedom/Openness
1.1 My co workers give me freedom to express myself. 1 2 3 4 5
1.2 I always express my feelings in front of my superiors. 1 2 3 4 5
1.3 My superior always support me when I am in problem. 1 2 3 4 5

104
 2 Protest/Confrontation
2.1 I am always ready to face the challenges. 1 2 3 4 5
2.2 My superior admires my behavior of taking challenges. 1 2 3 4 5
2.3 My superior support me in all fields when I take challenges. 1 2 3 4 5

3 Expectation/Trust
3.1 I feel like a family with my supervisor and co workers. 1 2 3 4 5
3.2 My supervisor keeps expectation on me in all fields. 1 2 3 4 5
3.3 My supervisors expectation increases my efficiency. 1 2 3 4 5

4 Reliability/Authenticity
4.1 There is no gap between my actual behavior and stated values. 1 2 3 4 5
4.2 My supervisor admires working as per values. 1 2 3 4 5
4.3 Behavior of my coworkers changes with the situation. 1 2 3 4 5
5 Initiative/Proaction
5.1 I am always ready to take initiative. 1 2 3 4 5
5.2 My supervisor always appreciates my act of taking initiative. 1 2 3 4 5
5.3 I get more committed when I get a chance of taking initiative. 1 2 3 4 5

6 Self determination/Autonomy
6.1 I am always ready to take responsibility. 1 2 3 4 5
6.2 My supervisor gives me freedom to use power without fear. 1 2 3 4 5
6.3 My co workers always appreciate my determination. 1 2 3 4 5

7 Teamwork/Collaboration
7.1 I believe in team work. 1 2 3 4 5
7.2 My superior works in a team. 1 2 3 4 5
7.3 My co workers take partnership in work. 1 2 3 4 5

8 Observation/Experimenting
8.1 I always receive feedback from my supervisor. 1 2 3 4 5
8.2 I always try to improve my efficiency on the basis of feedback. 1 2 3 4 5
8.3 My superior tries to counsel me on the basis of my feedback. 1 2 3 4 5

Thank you for your valuable time

105
Pallavi Narendra

Student of RKGIT

MBA 2nd years

106
107
 Questionnaire

Affect of Organizational Culture on Employee Commitment:

Instruction for filling in the questionnaire:

Please do not leave any question unanswered.

For statement given in the following format.

I Pallavi Narendra, student of RKGIT, GZB is conducting a research on the topic A study on
effect of organizational culture on employee commitment as a part of my Research Project

108
 Report . I would be grateful to you for providing valuable responses. The data will be used
exclusively for academic purpose only, without disclosing your identity.

Personal Details
Name of Respondent
Designation
Years of Experience
Gender Male Female
Age <25 25-35 36-45 > 46

St D N Str A
Please circle (0) the correct response according to your preferences ro is e on gr
on the scale 1 5 n
gl
a
gr
u
t
gly
Ag
ee

y ee r ree
D a
is l
a
gr
ee

109
 1 Freedom/Openness
1.1 My co workers give me freedom to express myself. 1 2 3 4 5
1.2 I always express my feelings in front of my superiors. 1 2 3 4 5
1.3 My superior always support me when I am in problem. 1 2 3 4 5

2 Protest/Confrontation
2.1 I am always ready to face the challenges. 1 2 3 4 5
2.2 My superior admires my behavior of taking challenges. 1 2 3 4 5
2.3 My superior support me in all fields when I take challenges. 1 2 3 4 5

3 Expectation/Trust
3.1 I feel like a family with my supervisor and co workers. 1 2 3 4 5
3.2 My supervisor keeps expectation on me in all fields. 1 2 3 4 5
3.3 My supervisors expectation increases my efficiency. 1 2 3 4 5

4 Reliability/Authenticity

110
4.1 There is no gap between my actual behavior and stated values. 1 2 3 4 5
4.2 My supervisor admires working as per values. 1 2 3 4 5
4.3 Behavior of my coworkers changes with the situation. 1 2 3 4 5
5 Initiative/Proaction
5.1 I am always ready to take initiative. 1 2 3 4 5
5.2 My supervisor always appreciates my act of taking initiative. 1 2 3 4 5
5.3 I get more committed when I get a chance of taking initiative. 1 2 3 4 5

6 Self determination/Autonomy
6.1 I am always ready to take responsibility. 1 2 3 4 5
6.2 My supervisor gives me freedom to use power without fear. 1 2 3 4 5
6.3 My co workers always appreciate my determination. 1 2 3 4 5

7 Teamwork/Collaboration
7.1 I believe in team work. 1 2 3 4 5
7.2 My superior works in a team. 1 2 3 4 5
7.3 My co workers take partnership in work. 1 2 3 4 5

8 Observation/Experimenting
8.1 I always receive feedback from my supervisor. 1 2 3 4 5
8.2 I always try to improve my efficiency on the basis of feedback. 1 2 3 4 5
8.3 My superior tries to counsel me on the basis of my feedback. 1 2 3 4 5

Thank you for your valuable time

Pallavi Narendra

Student of RKGIT

MBA 2nd years

111