PERCEPTION OF FACULTIES TOWARDS HUMAN RESOURCE DEVELOPMENT CLIMATE

2
CHAPTER 1
ABOUT THE INDUSTRY

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1.1 HISTORY OF EDUCATION IN INDIA
 What is Education
Education in its broadest, general sense is the means through which the aims
and habits of a group of people lives on from one generation to the next.
Generally, it occurs through any experience that has a formative effect on the
way one thinks, feels, or acts. In its narrow, technical sense, education is the formal
process by which society deliberately transmits its accumulated knowledge, skills,
customs and values from one generation to another.
1. Education in Ancient India
The history of education in ancient India is fascinating and is recorded and can
be tracked to the ancient era. Education in ancient India began around the 3rd century
B.C with elements of religious training and impart of traditional knowledge. Sages and
scholars imparted education orally .Palm leaves and barks of trees were used for
writing.
 Gurukula System
• Education in ancient India was more identified with the Gurukula system .
• These ancient Hindu schools in India were residential in nature with the sishyas
or students living in the same house with the Guru or the teacher.
• The students lived together irrespective of their social standing.
 Brahmacharyam
• Ancient Indians allotted a period of time for the boys exclusively for education.

4
• Through Upanyana, a student was initiated in to Brahmacharyam .During this
period he was under complete self discipline and self control .All sorts of luxuries
and pleasures were to be avoided
• This period was called as Brahmacharyam where the students concentrated on
learning various subjects.
 Subjects taught
• In ancient India, during the Vedic period from about 1500 BC to 600 BC, most
education was based on the Veda and later Hindu texts and scriptures.
• Vedic education included: proper pronunciation and recitation of the Veda, the
rules of sacrifice, grammar, understanding the secrets of nature, reasoning
including logic, the sciences, and the skills necessary for an occupation.
• There is mention in the Veda of herbal medicines for various conditions or
diseases, including fever, cough, baldness, snake bite and others.
• 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-travellers in a search for truth.
• The teaching methods used reasoning and questioning.
• The teacher imparted knowledge of 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.
2. Education in the Medieval Period
The first millennium and the few centuries preceding it saw the flourishing
of higher education at Nalanda, Takshila, Ujjain, &Vikramshila Universities. Art,
Architecture, Painting, Logic, Grammar, Philosophy, Astronomy, Literature,
Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine.

5
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.
• Education in medieval India expressed a new perspective in the 11thcentury .
• The muslim established the elementary and secondary schools .
• This further let to the commencement of universities like Delhi, Lucknow and
Allahabad
• There was a fresh interaction between Indian and Islamic traditions in the fields
of knowledge like theology ,religion , philosophy ,fine arts ,painting ,architecture,
mathematics ,medicine and astronomy .
• Muslim rulers promoted urban education by building libraries and literary
societies .primary schools called maktabs were established and reading writing
and basic Islamic prayers were taught.
• Secondary schools called Madrasas taught advanced language skills .
• These were setup by sultans nobles and other influential ladies.
• A scholars from Madrasa would be eligible for civil service and to become a
judge.
3. Education in the post Independence era
Education in India falls under the control of both the Union Government
and the states, with some responsibilities lying with the Union and the states
having autonomy for others.

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1.2 HIGHER EDUCATION OF INDIA
The higher education system in India includes both
1. Private and
2. Public universities.
Public universities are supported by the Government of India and
the state governments, while private universities are mostly supported by various
bodies and societies.
The types of universities include:
1. Central universities, or Union universities are established by an Act of Parliament
and are under the purview of the Department of Higher Education in the Union
Human Resource Development Ministry. The UGC lists 42 central universities.
2. State universities are run by the state government of each of the states and
territories of India, and are usually established by a local legislative assembly act.
As of 30 November 2011, the UGC lists 285 state universities. The oldest
establishment date listed by the UGC is 1857, shared by the University of Mumbai,
the University of Madras and the University of Calcutta. Note that most State
Universities are "affiliating universities" in that they administer a large number of
"affiliated colleges" (many located in very small towns) that typically offer a range of
undergraduate courses, but may also offer post-graduate courses. More established
colleges might even offer PhD programs in some departments with the approval of
the affiliating university.
3. Deemed university, or "Deemed to be University", is a status of autonomy granted
by the Department of Higher Education on the advice of the UGC, under Section 3
of the UGC Act. The UGC list from 23 June 2008 lists 130 deemed
universities. According to this list, the first institute to be granted deemed university
status was Indian Institute of Science which was granted this status on 12 May

7
1958. Note that in many cases, the same listing by the UGC covers several
institutes. For example, the listing for Homi Bhabha National Institute covers
the Institute of Mathematical Sciences, the Sam Higginbottom Institute of
Agriculture, Technology and Sciences and other institutes.
4. Private universities are approved by the UGC. They can grant degrees but they
are not allowed to have off-campus affiliated colleges. The UGC list of private
universities from 7 June 2012 lists 112 private universities.
As of 22 June 2012, the total number of universities in India is 567. There are
universities of some kind in each and every of the 28 states of India as well as three of
the union territories, Chandigarh, Delhi and Pondicherry. The state with the most
universities is Tamil Nadu with 55 universities. It is also the state with the most deemed
universities, numbering 29.Andhra Pradesh has the most state universities
(32), Rajasthan the most private universities (25), while Delhi and Uttar Pradesh have
four central universities each, the largest number of all the states and territories.
Apart from the above universities, other institutions are granted the permission to
autonomously award degrees. However, they do not affiliate colleges and are not
officially called "universities" but "autonomous organizations" or "autonomous institutes".
They fall under the administrative control of the Department of Higher Education. These
organizations include the Indian Institutes of Technology, the National Institutes of
Technology, the Indian Institutes of Science Education and Research, the Indian
Institutes of Management (though these award diplomas, not degrees) and other
autonomous institutes. These institutes are not listed below. Also not listed are institutes
which are under the control of the professional councils, without approval of the UGC,
State Central
universities
State
universities
Deemed
universities
Private
universities
Total
Andhra Pradesh 3 33 7 0 43
Arunachal Pradesh 1 0 1 1 3
Assam 2 4 0 2 8
Bihar 1 15 2 0 18
Chandigarh 0 1 1 0 2
Chhattisgarh 1 10 0 4 15
Delhi 4 5 11 0 20
Goa 0 1 0 0 1
Gujarat 1 18 2 11 32
Haryana 1 10 5 6 22

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Himachal Pradesh 1 4 0 12 17
Jammu and Kashmir 2 6 0 0 8
Jharkhand 1 7 2 1 11
Karnataka 1 22 15 2 40
Kerala 1 11 2 0 14
Madhya Pradesh 2 15 3 7 27
Maharashtra 1 19 21 0 41
Manipur 2 0 0 0 2
Meghalaya 1 0 1 8 10
Mizoram 1 0 0 1 2
Nagaland 1 0 0 2 3
Odisha 1 12 2 3 18
Puducherry 1 0 1 0 2
Punjab 1 7 2 3 13
Rajasthan 1 14 8 25 48
Sikkim 1 0 0 4 5
Tamil Nadu 2 24 29 0 55
Tripura 1 0 0 1 2
Uttar Pradesh 4 23 10 16 53
Uttarakhand 1 9 4 10 24
West Bengal 1 20 1 1 23
Total 42 286 129 115 572
1.3 GROWTH OF HIGHER EDUCATION IN INDIA
The 21st century is the age of knowledge-based economy, and the center-stage
of change. Higher education has not escaped the impact and is in the process of
challenge, thereby challenging the traditional system of education. The disparity in
wealth and quality of life between the developed and developing world has been
attracting the attention of the world. The exponential growth of population in the
developing countries is matched by the exponential growth of knowledge in the
developed world1.
All developing countries the efforts are being made by the respective
Government to promote higher education. Central Government and state Governments
are trying to nurture talent through focusing on the number of Universities and Colleges
for expansion of higher educations. In the Year 1950-59 , there were 30 universities and
695 colleges. This number has increased to 564 Universities and 33023 colleges up to
December 2011. The following table reveals the growth of higher education in India.

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Year No. of universities No. of colleges
1950-59 30 695
1960-69 55 1542
1970-79 103 3604
1980-89 133 4722
1990-99 190 7346
2000-2010 256 12806
2011 564 33023
30
55
103
133
190
256
564
0
100
200
300
400
500
600
no of universities
no of universities

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1.4 EXPENDITURE ON HIGHER EDUCATION IN INDIA
Year Expenditure % of GDP
2006-07 1.14
2007-08 1.09
2008-09 1.23
2009-10 1.25
Source: Economic Survey of India, Ministry of Finance, New Delhi
The above table indicates percentage of GDP in expenditure on higher education
in the year 2006-07 was 1.14 which increased to 1.25 in the year 2009-10. It means
there is increasing expenditure on higher education by the central Government. Due to
this increasing expenditure there is growth in the institutions which is providing higher
education to the masses. Though there is increasing expenditure by the central
Government in India but comparatively it is less than the developed countries.
0
5000
10000
15000
20000
25000
30000
35000
695
1542 3604 4722
7346
12806
33023
no of colleges
no of colleges

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1.5 HIGHER EDUCATION OF GUJARAT
Gujarat is a lovely place located on the western coast and it is one of the fastest
growing states in the country. In Gujarat, there are about 29 universities located across
the state. Students from different parts of the country opt for Universities in Gujarat for
higher education and research programs.
Gujarat has both private and public universities, many of which are supported by
the Government of India and the state government . Apart from these there are private
universities supported by various bodies and societies and also there are many
research organizations in Gujarat.
In order to increase the knowledge of the students in their subject area the
universities in Gujarat conducts events, seminars, conferences, symposium, and paper
presentation. Some of the universities also arrange for campus interview and students
can find a suitable job for them before getting the degree.
Gujarat also houses some of the best universities providing education on par with
the international standard of education. Indian Institute of Management (IIM),
Ahmadabad is one of the top colleges for the management studies. Some of the
programs are fellow program in management, post graduate program in agribusiness
management & public management and policy and one year post-graduate program in
management for executives.
Universities
in Gujarat
Central State Private Deemed
Others
(autonomous
university0
Research
institute

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State universities
Sr no. University Location
1 Bhavnagar university Bhavnagar
2 Centre for environmental and planning technology
university(CEPT)
Ahmedabad
3 Dharamsinhdesai university Nadiad
4 Dr. babasahebambedkar open university (BAOU) Ahmedabad
5 Gujarat ayurved university Jamnagar
6 Gujarat forensic science university (GFSU) Gandhinagar
7 Gujarat national law university Gandhinagar
8 Gujarat technological university Ahmedabad
9 Gujarat university Ahmedabad
10 Hemchandracharya north Gujarat university (NGU) Patan
11 Krantigurushyamji Krishna vermakachchh university Bhuj
12 Maharaja sayajirao university (MS) Vadodra
13 Sardarpatel university Vallabhvidhyanagar
14 Sardarkrushinagardantiwada agricultural university Palanpur
15 Saurashtra university Rajkot
16 Shree somnath Sanskrit university Veraval
17 Veer narmad south Gujarat university Surat
18 Children’s university Gujarat Gandhinagar
19 Rakshasakti university Jamnagar
20 Kamdhenu university
21 Anand agricultural university Anand
22 Navsari agricultural university Navsari
23 Sardarkrushinagardantiwada agricultural university Dantiwada
24 Junagadh agricultural university Junagadh
Private universities
Sr no University Location
1 R.K. university Rajkot
2 Ahmedabad university Ahmedabad
3 Rai university Ahmedabad
4 Auro university of hospitality and management Surat
5 Calrox teacher’s university Ahmedabad
6 Charotar university of science and technology Changa
7 Dhirubhai ambani institute of information and
communication technology (DA-IICT)
Gandhinagar
8 Ganpat university Mehsana
9 Kadisarva vishwa vidyalaya Gandhinagar
10 Indus university Ahmedabad
11 Nirma university of science and technology Ahmedabad

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12 Panditdeendayal petroleum university (PDPU) Gandhinagar
13 Navrachana university Vadodra
14 UKA tarsadia university Bardoli
15 Institute of advanced research Gandhinagar
Deemed university
1 Gujarat vidyapith Ahmedabad
2 Sardarvallabh national institute of technology, surat Surat
3 Auro university Surat
4 Sumandeep university Waghodilia, vadodra
1 Central university of Gujarat Gandhinagar
Autonomous institute
1 Auro university of hospitality and management Surat
2 Academy for decision science Ahmedabad Ahmedabad
3 Entrepreneurship development institute of India Gandhinagar
4 Indian institute of management Ahmedabad
5 Institute of rural management Anand
6 National institute of design. Gandhnagar
7 Bhaskaracharya institute for space applications and
geo-informatics.
Gandhnagar
8 National institute of co-operative management Gandhnagar
9 Sardar vallabhbhai national institute of technology Surat
10 Indian institute of planning and management. Ahmedabad
11 Indian institute of technology Gandhinagar

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1.6 COMPANY OVERVIEW
 Education in valsad district
Introduction
When Gujarat state was formed on 1st may 1960 Valsad district was part of
Surat district on bifurcation of Surat district since 1st June 1964 Valsad district came
into existence. However Valsad district was bifurcated into Valsad and Navsari districts
on 2nd October 1997 from talukas viz. Umargam, Pardi, Dharampur and Valsad were
included in Valsad district. Then on bifurcation of Dharampur taluka, Kaparada taluka
came into existence thus, there are five talukas in Valsad district at present. District
Panchayat Education Committee, Valsad manages all 993 primary schools situated in
five talukas.
Valsad district is one of the 26 districts in the Western Indian state of Gujarat. It
is bound by Navsari district to the north, Nashik district of Maharashtra state to the east,
and Dadra and Nagar Haveli union territory and Thane district of Maharashtra to the
south. The Arabian Sea lies west of the district. The coastal Daman enclave of Daman
and Diu union territory is bounded by Valsad district on the north, east, and south. The
district's administrative capital is Valsad. The district's largest city is Vapi.
The district covers 5,244 square kilometres and is divided into
five talukas: Valsad, Pardi, Umargam, Kaparada and Dharampur. According to the 2001
India census,"Census of India 2001: Data from the 2001 Census, including cities,
villages and towns (Provisional)". Census Commission of India. Archived from the
original on 2004-06-16.Retrieved 2008-11-01. the total population of the district was
1,410,553, with 27.02% of its residents living in urban areas.
Divisions
Talukas – 6 (Valsad, Pardi, Vapi, Dharampur, Kaprada, Umbergaon)
Major cities – 2 (Vapi, Valsad)

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CHAPTER 2:-
INTRODUCTION OF STUDY

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2.1 INTRODUCTION TO TOPIC
Introduction
Human resource
Human resource means employees in an organization who strive for increasing its
profit
Development :
Development is the acquisition of capabilities that are needed to execute the
present job or the future expected job.
Climate:
Climate is an overall feeling that is conveyed by the physical layout, the way
employees interact and the way members of the organization conduct themselves with
outsiders
Definitions
HRD (Human Resources Development) has been defined by various scholars in
various ways. Some of the important definitions of HRD (Human Resources
Development) are as follows:
 According to Leonard Nadler, "Human resource development is a series of
organized activities, conducted within a specialized time and designed to
produce behavioral changes."
 In the words of Prof. T.V. Rao, "HRD is a process by which the employees of an
organization are helped in a continuous and planned way to (i) acquire or
sharpen capabilities required to perform various functions associated with their
present or expected future roles; (ii) develop their journal capabilities as
individual and discover and exploit their own inner potential for their own and /or
organizational development purposes; (iii) develop an organizational culture in
which superior-subordinate relationship, team work and collaboration among
sub-units are strong and contribute to the professional well being, motivation and
pride of employees." .

17
 According to M.M. Khan, "Human resource development is the across of
increasing knowledge, capabilities and positive work attitudes of all people
working at all levels in a business undertaking."
The concept of human resource development
Human resource development in the organization context is a process by which
the employees of an organization are helped, in a continuous and planned way to:
1. Acquire or sharpen capabilities required to perform various functions associated
with their present or expected future roles;
2. Develop their general capabilities as individuals and discover and exploit their
own inner potentials for their own and/or organizational development purposes;
and
3. Develop an organizational culture in which supervisor-subordinate relationships,
teamwork and collaboration among sub-units are strong and contribute to the
professional well being, motivation and pride of employees.
Developing HRD climate in an organization
1. Top to bottom efforts.
An organization is considered to be a complete organization after including the
top authority to the bottom line of workers. And whenever we talk about development at
organization level, effort is needed from top to bottom level. the top authority should not
think that their task is to only take decisions, but they should also emphasize on proper
implementation of the decisions by adopting various controlling techniques. bottom level
workers should have loyal mind set towards their organization, should work with
dedication, and should develop a sense of belongingness towards the organization.
2. Motivator role of manager and supervisor.
To prepare a good HRD climate, the managers and the supervisors are the key
players. managers and supervisors have to develop the competencies of the employees
by updating themselves and sharing their expertise and experiences with the
employees.
3.Faith in employees.
In the process of developing good HRD climate, the employer should have faith
in employees capabilities -amount invested should be bases on the development of

18
employees. top management should trust that the employees will work for the well being
of the organization and society.
4. Free expression of feeling.
Clear communication from the top management to the employees and vice versa
should exist in the organization. clear communication helps to establish a good HRD
climate.
5. Feedback.
Regular feedback is a must to know the drawbacks in the system. this also helps
to gain the confidences of the employees who develop trust in the management and
express their opinion freely. feedback will remove weaknesses and establishes a good
HRD climate.
6. Helpful nature of employees.
Employees should help the management and their colleagues. They should
always to be ready to help the customers too.
7. Supportive personnel management.
Personnel policies of the organization should motivate employees to contribute
more on their part. top managements philosophy should be clear towards human
resource and its well being to encourage the employees.
8. Motivating employees.
Employees should be motivated to take decisions. this concept is risky but
gradually brings expertise in the employees to handle similar situation in future. it also
develops confidence in the employees. the organization can utilize and develop
employees more by assigning risky task.
9. Discouraging stereotypes and favoritism.
The management need to avoid those practices which lead to favoritism .
management and managers need to give equal importance to all. those who perform
well need to be appreciated and those who do not perform well need to be guided. any
kind of partiality does not aid in the establishment of good HRD climate.
10. Team spirit.
There must be a feeling of belongingness among the employees, and also
willingness to work as a team.
Components
The organizational climate consist of following components.

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1. Organizational structure
An organization structure is actually a snapshot of a work process frozen in times
so that it can be viewed. the structure enables the peoples energy to be focused
towards process and goal achievement. an employee must have a clear definition of not
only the work structure but also his role in organizing the work. ambiguity in the
structure and role does not help in establishing a good HRD climate.
2. Organizational culture.
Organization culture is a pattern of belief, knowledge, attitude, and customs that
exist within an organization. organizational culture may result in part from senior
management beliefs or form the beliefs of employees.
Organizational culture can be supportive or unsupportive, positive or negative. It
can affect the ability or willingness of employees to adopt or perform well within the
organization.
3. HR processes
The HR system of an organization should be comprehensive enough to take care
of employees from the time they join till the time they leave. there demand must not be
ignored, but a feeling of belongingness should be created. the process should be very
clear and impartial so that employees have faith in the organization. from recruitment to
retirement, the whole process should be according to employees expectations and
ability of the employer.
Goals
The goals of HRD system are to develop are as follows.
1. The capabilities of each employee as an individual.
2. The capabilities of each individual in relation to his/her present role.
3. The capabilities of each employee i relation to his/her expected future roles.
4. The dyadic relationship between each employee and his/her supervisor.
5. The team spirit and functioning in every organizational unit.
6. Collaboration among different units of the organization.
7. The organizational overall health and self renewing capabilities which in turn increase
the enabling capabilities of individuals, dyads, teams and the entire organization.

20
Benefits.
1. HRD makes people more competent, HRD develops new skill, knowledge and
attitude of the people in the concerned organization.
2. With appropriate HRD programmed people become more committed to their jobs.
people are assessed on the basis of their performance by having an acceptable
performance appraisal system.
3. An environment of trust and respect can be created with the help of HRD.
4. Acceptability towards the change can be created with the help of HRD, employees
found themselves better equipped with problem solving capabilities.
5. It improves the all round growth of employees and improves team spirit in the
organization. they become more open in the organization, thus new values can be
generated.
6. It also help to create the efficiency culture in the organization. it leads to greater
organizational effectiveness. resources are properly utilized and goals are achieved in
better way.
7. It improves the participation of workers in the organization. it improves the role of
workers and workers feel a sense of pride and achievement while performing their jobs.
8. It also helps to collect useful and objective data on employees programmed and
policy which further facilitate better human resource planning.
9. Hence it can be conducted that HRD provides a lot of benefits in every organization.
10. So, that importance of concept of HRD should be recognized and given a place of
eminence, to face the present and future challenges in the organization.

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2.2 LITERATURE REVIEW
1. 1978
Shaikh T.S (1978) in his Ph.D. Thesis “Personnel Policies and Administration in
Urban Banks” reported that for getting good personnel to Banks all vacancies should be
advertised, selection committee should add with expert in it, all interviews must be
formally arranged, and proper induction program should be arranged for new
employees. He further stated that there should be a separate Human Resource
department, planned training programs, clarified promotion criteria known to all,
scientific performance appraisal system.
2. 1986
Rao and Abraham found that general HRD climate in the organizations appears
to be at a general level.
3. 1987.
Kolekar B.D. (1987) in his PhD thesis “A Study Of HRD In Selected Public
Sector Undertakings In Maharashtra And Goa” suggested to imparting long term
training, appointing a director (T&D) as concrete step towards H.R.D., valid and reliable
performance evaluation system, and issuing appreciation letters to outstanding
employees. Researcher had considered only recruitment, selection, training and
development and performance appraisal. He focuses on employee counseling etc. and
use of computer in functioning of HRD effectively.
4.1992
Dashawant B.R. (1992) in his M.Phil Dissertation “Workers Participation in
Management with Special Reference to a Cooperative Sugar Factory” reported that,
management should create an atmosphere conductive for industrial democracy in the
factory, workers should be made shareholders of the factory, management should
formulate different shop councils and a joint management council and worker’s director
should be elected from among the employees. Workers Participation in Management is
one of the activities of Human Resource Development.

22
5. 1997
krishna and Rao carried out a comprehensive empirical study in BHEL,
Hyderabad and found that the HRD climate in the organization encouraged middle and
senior managers.
6. 1998
Nair R.N. (1998) in his Ph.D. Thesis “A study Of Effectiveness Of Executive
Development Programs In Urban Co-Operative Banks With Reference To Konkan
Region, Maharashtra” studied existing executive training and development program of
33Banks and evaluated newly developed system to confirm it’s utility. He advised
Banks that, training need should be properly identified, training should be time bound
and restructured as per the need, the schedule of training and infrastructure should be
prepared, pre and post training appraisal program should be conducted and cost benefit
favorableness of training program should be prepared.
7. 2000
Alphonsa V.K. (2000) has published his study conducted in a large private
hospital in Hyderabad under the title “HRD Climate in a Private Hospital in Hyderabad
An Empirical Study” This study has attempted to analyze HRD climate, as perceived by
the supervisors, and suggest that top management of the hospital may further advance
the hospital policy in enhancing the physical, mental and emotional capabilities of the
individuals, in order to create and maintain a productive HRD climate.
8. 2000
Suresh Kumar,Rongala (2000) in his Ph.D.Thesis “Management And Executive
Training Programs And Their Impact On Productivity In Selected Industrial Units In
Maharashtra” reported that improvement need to be made in training methods,
organizations training courses and in training skills. He expressed need for accurate
and systematic record system of training and performance appraisal results.
Researcher had covered only training, performance appraisal and career planning sub
systems of HRD.
9. 2002
Mishra Padmakali Ramakrishna and BharadwajGopa (2002), had given an
account under the title “HRD Climate: An Empirical Study among Private Sector
Managers” and the study results revealed that the overall HRD climate in the
organization covered under study was good. Significant differences were also observed
among three levels of management with respect to different dimensions of HRD climate
as well as overall HRD climate.
10. 2005

23
Sampath and kalpana conducted a study and found that too a large extend
organization where knowledge workers work, enjoy a good HRD climate. the strength of
the HRD climate emerged from the organizations belief that the human factors is a
critical factor and needs commitment to development, team spirit, helpfulness and
providing trainings on skills and knowledge. results indicated the presence of
psychological climate conducive for development.
11. 2006
Mufeed examined the HRD climate in major hospitals. The result indicated
existence of poor HRD climate in hospitals.
12. 2007
Srimannarayana conducted a survey in local bank of Dubai and found that good
HRD climate was prevalent in the organization. he found out the differences in the
perception of employees regarding the HRD climate on the basis of demographic
variables.
13. 2008
Purang Pooja (2008) in the article titled as “Dimensions of HRD Climate
Enhancing Organizational Commitment in Indian Organizations” measures the HRD
climate in terms of various dimensions like participation, succession planning, training,
performance appraisal and job enrichment and its relationship between the ten
dimensions of HRD climate and organizational commitment. The study propounds that
the positive perception which further enhances the performance of manage.
14. 2009
Mr. S. Sundararajam (2009), in “Emerging Trends of HRD Practices in
Cooperative Sector- Perspective Approach” has observed on the basis of survey of
employees working in a few cooperative organizations located in the south west part of
Tamilnadu, that overall HRD climate in the cooperative sector organizations appeared
to be neither good nor bad. The senior employees perceived that the HRD climate
should be improved in the present competitive environment. In general, the employees
showed unfavorable attitude towards, HRD policies and practices. The author gives
overall conclusion of his study that the development of human is a specialized operative
function of personnel department. Lastly he says that we cannot prepare the future for
the next generation, but we can prepare the next generation for the future.
2.3 OBJECTIVES OF THE STUDY.
The study includes following objectives.
1. To study the HRD climate of under graduate and post graduate institutes.
2. To study the differences in the perception of faculties on the basis of "Gender".

24
3. To study the differences in the perception of faculties on the basis of "Age".
4. To study the differences in the perception of faculties on the basis of "Experience".
5. To study the differences in the perception of faculties on the basis of "Qualification".
6. To study the differences in the perception of faculties on the basis of "endorsement of
concerned university”.
7. To study the factor analysis regarding perception of faculties towards Human
Resource Development Climate.
2.4 HYPOTHESIS
hypothesis 1
h0: the perception of faculties towards HRD climate of an institute is independent of
gender.
h1: the perception of faculties towards HRD climate of an institute is dependent of
gender.
hypothesis 2:
Age.
h1: the perception of faculties towards HRD climate of an institute is dependent of Age.
hypothesis 3:
Qualification.
Qualification.
hypothesis 4:
Experience.
Experience.
hypothesis 5:
their endorsement of concerned university.
h1: the perception of faculties towards HRD climate of an institute is dependent of their
endorsement of concerned university.

25
CHAPTER 3
RESEARCH
METHODOLOGY

26
Research design Descriptive
Source of data Primary:- survey
Secondary
 Articles, journals.
 Websites.
Data collection method. Survey method and approach is through personal
Data collection instrument/tool Questionnaire
Type of questionnaire Structured
Type of questions  closed ended
 likert 5 point scale(not at all true, rarely true,
sometimes true, mostly true and always true.
where 1.0 indicates extremely poor HRD
climate and 5.0 indicates extraordinarily good
HRD climate)
Population size and sample size Colleges in valsad district (25)
Sample size 213
Sampling method Convenience
Data analysis tool Chi square and factor analysis.

27
CHAPTER 4
DATA ANALYSIS AND
INTERPRETATION

28
DEMOGRAPHICS OF THE RESPONDENTS
GENDER OF RESPONDENTS
Number of respondents
Male 116
Female 97
Total 213
AGE OF RESPONDENTS
21-25 54
26-30 93
31-35 36
36-40 28
41 & above 2
Total 213
EXPERIENCE OF THE RESPONDENTS
“Less than 1 & equal to 1” 26
“More than 1 less than & equal to 3” 65
15 & above 4
Total 213
QUALIFICATION OF THE REPONDENTS
Graduates 22
Post graduates 171
ph.D 20
Total 213
ENDORSEMENT BY CONCERNED UNIVERSITY.
Yes 110
No 103
Total 213

29
Sr no. Not at all
true
Rarely
true
Sometimes
true
Mostly
true
Almost
true
Total
1 14 28 63 55 53 213
2 2 32 50 78 51 213
3 2 0 10 201 0 213
4 5 15 45 70 78 213
5 9 24 59 68 53 213
6 10 25 33 90 55 213
7 8 8 39 73 85 213
8 28 15 53 45 72 213
9 22 32 48 57 54 213
10 15 21 48 63 66 213
11 21 27 52 57 56 213
12 26 37 50 46 54 213
13 6 26 53 52 76 213
14 3 14 47 84 65 213
15 11 14 62 63 63 213
16 2 21 43 102 45 213
17 5 10 39 84 75 213
18 7 31 31 81 63 213
19 28 35 46 50 54 213
Sr no. Factors Average mean
1 Nature of work 3.75939
2 Organization climate 3.669484
3 Performance management 3.628169
4 Employee development 3.716432

30
HYPOTHESIS 1
gender.
gender.
Sub hypothesis 1
ho:- the perception of faculties towards nature of the work of an institute is independent
of gender.
h1:- the perception of faculties towards nature of the work of an institute is dependent of
gender.
1. Support * gender
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 3.619a 4 .460
Likelihood Ratio 3.643 4 .456
Linear-by-Linear Association .315 1 .575
N of Valid Cases 160
2. Encourage * gender
Value df
Asymp. Sig. (2-
sided)

31
3. Resources * gender
Value df
Asymp. Sig. (2-
sided)
4. New methods * gender
Value df
Asymp. Sig. (2-
sided)
Interpretation
Nature of work
1 0.460 > 0.05 H0 is rejected
2 0.055 > 0.05 H0 is rejected
3 0.147 >0.05 H0 is rejected
4 0.440 >0.05 H0 is rejected

32
Sub hypothesis 2.
ho:- the perception of faculties towards organizational climate of an institute is
independent of gender.
h1:- the perception of faculties towards organizational climate of an institute is
dependent of gender.
5. Climate * gender
Value df
Asymp. Sig. (2-
sided)
6. Trustees * gender
Value df
Asymp. Sig. (2-
sided)

33
7. Senior * gender
Value df
Asymp. Sig. (2-
sided)
8. Hesitate * gender
Value df
Asymp. Sig. (2-
sided)
9. Problem * gender
Value df
Asymp. Sig. (2-
sided)

34
Interpretation
Sub hypothesis 3.
ho:- the perception of faculties towards performance management of an institute is
h1:- the perception of faculties towards organizational climate of an institute is
10.Appreciate * gender
Value df
Asymp. Sig. (2-
sided)
Organizational climate
5 0.571 > 0.05 H0 is rejected
6 0.507 > 0.05 H0 is rejected
7 0.389 >0.05 H0 is rejected
8 0.377 >0.05 H0 is rejected
9 0.140 >0.05 H0 is rejected

35
11. Promotion * gender
Value df
Asymp. Sig. (2-
sided)
12. Rewards * gender
Value df
Asymp. Sig. (2-
sided)
Linear-by-Linear Association 1.746 1 .186
13. Feedback gender
Value df
Asymp. Sig. (2-
sided)

36
14. Performance * gender
Value df
Asymp. Sig. (2-
sided)
Interpretation:
Performance management
10 0.204 > 0.05 H0 is rejected
11 0.285 > 0.05 H0 is rejected
12 0.174 >0.05 H0 is rejected
13 0.698 >0.05 H0 is rejected
14 0.284 >0.05 H0 is rejected
10 0.204 > 0.05 H0 is rejected
11 0.285 > 0.05 H0 is rejected
12 0.174 >0.05 H0 is rejected
13 0.698 >0.05 H0 is rejected
14 0.284 >0.05 H0 is rejected

37
Sub hypothesis 4
ho:- the perception of faculties towards employee development of an institute is
h1:- the perception of faculties towards employee development of an institute is
15. Opportunities * gender
Value df
Asymp. Sig. (2-
sided)
16. Sponsored * gender
Value df
Asymp. Sig. (2-
sided)

38
17. Training program * gender
Value df
Asymp. Sig. (2-
sided)
18. Career opportunity * gender
Value df
Asymp. Sig. (2-
sided)
19. Personnel policies * gender
Value df
Asymp. Sig. (2-
sided)

39
Interpretation:
Employee development
15 0.397 > 0.05 H0 is rejected
16 0.119 > 0.05 H0 is rejected
17 0.005 >0.05 H0 is accepted
18 0.366 >0.05 H0 is rejected
19 0.798 >0.05 H0 is rejected
hypothesis 2:
Age.
h1: the perception of faculties towards HRD climate of an institute is dependent of Age.
Sub hypothesis 1 :-
h0: the perception of faculties towards nature of work of an institute is independent of
Age.
h1: the perception of faculties towards nature of work of an institute is dependent of
Age.
1. Support * age
Value df
Asymp. Sig. (2-
sided)

40
2. Encourage * age
Value df
Asymp. Sig. (2-
sided)
3. Resources * age
Value df
Asymp. Sig. (2-
sided)
4. New methods * age
Value df Asymp. Sig. (2-sided)

41
Interpretation
Nature of work
1 0.009 < 0.05 H0 is accepted
2 0.244 > 0.05 H0 is rejected
3 0.015 < 0.05 H0 is accepted
4 0.561 >0.05 H0 is rejected
Sub hypothesis 2 :-
h0: the perception of faculties towards organizational climate of an institute is
independent of Age.
dependent of Age.
5. Climate * age
Value df
Asymp. Sig. (2-
sided)
6. Trustees * age
Value df
Asymp. Sig. (2-
sided)

42
7. Senior * age
Value df
Asymp. Sig. (2-
sided)
8. Hesitate * age
Value df
Asymp. Sig. (2-
sided)
9. Problem * age
Value Df
Asymp. Sig. (2-
sided)

43
Interpretation
Organizational climate
5 0.011 < 0.05 H0 is accepted
6 0.196 > 0.05 H0 is rejected
7 0.647 > 0.05 H0 is rejected
8 0.001 < 0.05 H0 is accepted
9 0.175 > 0.05 H0 is rejected
Sub hypothesis3 :-
h0: the perception of faculties towards performance management of an institute is
independent of Age.
dependent of Age
10. Appreciate * age
Value df
Asymp. Sig. (2-
sided)
11. Promotion * age
Value df
Asymp. Sig. (2-
sided)

44
12. Rewards * age
Value df
Asymp. Sig. (2-
sided)
13. Feedback * age
Value df
Asymp. Sig. (2-
sided)
14. Performance * age
Value df
Asymp. Sig. (2-
sided)

45
Interpretation
10 0.343 > 0.05 H0 is rejected
11 0.012 < 0.05 H0 is accepted
12 0.030 < 0.05 H0 is accepted
13 0.055 > 0.05 H0 is rejected
14 0.175 > 0.05 H0 is rejected
Sub hypothesis 4
h0: the perception of faculties towards employee development of an institute is
independent of Age.
dependent of Age
15. Opportunities * age
Value df
Asymp. Sig. (2-
sided)
16. Sponsored * age
Value df
Asymp. Sig. (2-
sided)

46
17. Training program * age
Value df
Asymp. Sig. (2-
sided)
18. Career opportunity * age
Value df
Asymp. Sig. (2-
sided)
19. Personnel policies * age
Value df
Asymp. Sig. (2-
sided)

47
Interpretation:
15 0.016 < 0.05 H0 is accepted
16 0.033 < 0.05 H0 is accepted
17 0.163> 0.05 H0 is rejected
18 0.102 > 0.05 H0 is rejected
19 0.721 > 0.05 H0 is rejected
HYPOTHESIS 3:
Experience.
Experience
sub hypothesis1:
experience.
experience
1. Support * experience
Value df
Asymp. Sig. (2-
sided)

48
2. Encourage * experience
Value df
Asymp. Sig. (2-
sided)
3. Resources * experience
Value df
Asymp. Sig. (2-
sided)
4. New methods * experience
Value df
Asymp. Sig. (2-
sided)

49
Interpretation
Nature of work
1 0.001 < 0.05 H0 is accepted
2 0.356 > 0.05 H0 is rejected
3 0.002< 0.05 H0 is accepted
4 0.033 < 0.05 H0 is accepted
sub hypothesis2 :
h0: the perception of faculties towards organization climate of an institute is
independent of experience.
h1: the perception of faculties towards organization climate of an institute is dependent
of experience
5. Climate * experience
Value df
Asymp. Sig. (2-
sided)
6. Trustees * experience
Value df
Asymp. Sig. (2-
sided)

50
7. Senior * experience.
Value df
Asymp. Sig. (2-
sided)
8. Hesitate * experience
Value df
Asymp. Sig. (2-
sided)
9. Problem * experience
Value df
Asymp. Sig. (2-
sided)

51
Interpretation:-
Organization climate
5 0.138 > 0.05 H0 is rejected
6 0.337 > 0.05 H0 is rejected
7 0.508> 0.05 H0 is rejected
8 0.007 < 0.05 H0 is accepted
9 0.000 < 0.05 H0 is accepted
sub hypothesis 3:
dependent of experience
10. Appreciate * experience
Value Df
Asymp. Sig. (2-
sided)

52
11. Promotion * experience
Value df
Asymp. Sig. (2-
sided)
12. Rewards * experience
Value df
Asymp. Sig. (2-
sided)
13. Feedback * experience
Value df
Asymp. Sig. (2-
sided)

53
14. Performance * experience
Value df
Asymp. Sig. (2-
sided)
Interpretation:-
10 0.014 < 0.05 H0 is accepted
11 0.000 < 0.05 H0 is accepted
12 0.000< 0.05 H0 is accepted
13 0.192 > 0.05 H0 is rejected
14 0.016 < 0.05 H0 is accepted

54
sub hypothesis 4:
dependent of experience
15. Opportunities * experience
Value df
Asymp. Sig. (2-
sided)
16. Sponsored * experience
Value df
Asymp. Sig. (2-
sided)

55
17. Training program * experience
Value df
Asymp. Sig. (2-
sided)
18. Career opportunity * experience
Value Df
Asymp. Sig. (2-
sided)
19. Personnel policies * experience
Value df
Asymp. Sig. (2-
sided)

56
Interpretation:-
15 0.007 < 0.05 H0 is accepted
16 0.048 < 0.05 H0 is accepted
17 0.000< 0.05 H0 is accepted
18 0.180 > 0.05 H0 is rejected
19 0.003 < 0.05 H0 is accepted
HYPOTHESIS 4:
Qualification.
Qualification
sub hypothesis 1:
Qualification.
Qualification
1. Support * qualification
Value df
Asymp. Sig. (2-
sided)

57
2. Encourage * qualification
Value df
Asymp. Sig. (2-
sided)
3. Resources * qualification
Value df
Asymp. Sig. (2-
sided)
4. New methods * qualification
Value df
Asymp. Sig. (2-
sided)

58
Interpretation:-
Nature of work
1 0.000 < 0.05 H0 is accepted
2 0.113 > 0.05 H0 is rejected
3 0.109> 0.05 H0 is rejected
4 0.465 > 0.05 H0 is rejected
sub hypothesis2 :
independent of Qualification.
dependent of Qualification
5. Climate * qualification
Value df
Asymp. Sig. (2-
sided)
6. Trustees * qualification
Value Df
Asymp. Sig. (2-
sided)

59
7. Senior * qualification
Value df
Asymp. Sig. (2-
sided)
8. Hesitate * qualification
Value Df
Asymp. Sig. (2-
sided)
9. Problem * qualification
Value Df
Asymp. Sig. (2-
sided)

60
Interpretation:-
5 0.546 > 0.05 H0 is rejected
6 0.342 > 0.05 H0 is rejected
7 0.124> 0.05 H0 is rejected
8 0.262 > 0.05 H0 is rejected
9 0.025< 0.05 H0 is accepted
sub hypothesis 3:
10. Appreciate * qualification
Value df
Asymp. Sig. (2-
sided)
11. Promotion * qualification
Value df
Asymp. Sig. (2-
sided)

61
12. Rewards * qualification
Value df
Asymp. Sig. (2-
sided)
13. Feedback * qualification
Value df
Asymp. Sig. (2-
sided)
14. Performance * qualification
Value df
Asymp. Sig. (2-
sided)

62
Interpretation:-
10 0.662 > 0.05 H0 is rejected
11 0.642 > 0.05 H0 is rejected
12 0.013< 0.05 H0 is accepted
13 0.785 > 0.05 H0 is rejected
14 0.269> 0.05 H0 is rejected
sub hypothesis4:
15. Opportunities * qualification
Value df
Asymp. Sig. (2-
sided)

63
16. Sponsored * qualification
Value df
Asymp. Sig. (2-
sided)
17. Training program * qualification
Value df
Asymp. Sig. (2-
sided)
18. Career opportunity * qualification
Value df
Asymp. Sig. (2-
sided)

64
19. Personnel policies * qualification
Value df
Asymp. Sig. (2-
sided)
Interpretation:-
15 0.381 > 0.05 H0 is rejected
16 0.187 > 0.05 H0 is rejected
17 0.122> 0.05 H0 is rejected
18 0.262> 0.05 H0 is rejected
19 0.373> 0.05 H0 is rejected

65
HYPOTHESIS 5:
their endorsement by a concerned university
h1: the perception of faculties towards HRD climate of an institute is dependent of their
endorsement by a concerned university
sub hypothesis1:
1. Support * endorsed university
Value df
Asymp. Sig. (2-
sided)
2. Encourage * endorsed university
Value df
Asymp. Sig. (2-
sided)

66
3. Resources * endorsed university
Value Df
Asymp. Sig. (2-
sided)
4. New methods * endorsed university
Value Df
Asymp. Sig. (2-
sided)
Interpretation:-
Nature of work
1 0.000 < 0.05 H0 is accepted
2 0.000 < 0.05 H0 is accepted
3 0.000 < 0.05 H0 is accepted
4 0.000 < 0.05 H0 is accepted

67
sub hypothesis 2 :
h0: the perception of faculties towards organization climate of an institute is
independent of their endorsement by a concerned university
h1: the perception of faculties towards organization climate of an institute is dependent
of their endorsement by a concerned university
5. Climate * endorsed university
Value Df
Asymp. Sig. (2-
sided)
6. Trustees * endorsed university
Value df
Asymp. Sig. (2-
sided)

68
7. Senior * endorsed university
Value df
Asymp. Sig. (2-
sided)
8. Hesitate * endorsed university
Value df
Asymp. Sig. (2-
sided)
9. Problem * endorsed university
Value df
Asymp. Sig. (2-
sided)

69
Interpretation:-
5 0.000 < 0.05 H0 is accepted
6 0.022 < 0.05 H0 is accepted
7 0.025 < 0.05 H0 is accepted
8 0.113 > 0.05 H0 is rejected
9 0.000 < 0.05 H0 is accepted
sub hypothesis3 :
dependent of their endorsement by a concerned university
10. Appreciate * endorsed university
Value df
Asymp. Sig. (2-
sided)

70
11. Promotion * endorsed university
Value df
Asymp. Sig. (2-
sided)
12. Rewards * endorsed university
Value Df
Asymp. Sig. (2-
sided)
13. Feedback * endorsed university
Value df
Asymp. Sig. (2-
sided)

71
14. Performance * endorsed university
Value df
Asymp. Sig. (2-
sided)
Interpretation:-
10 0.000 < 0.05 H0 is accepted
11 0.000 < 0.05 H0 is accepted
12 0.000 < 0.05 H0 is accepted
13 0.112 > 0.05 H0 is rejected
14 0.187 > 0.05 H0 is rejected

72
sub hypothesis4:
dependent of their endorsement by a concerned university
15. Opportunities * endorsed university
Value df
Asymp. Sig. (2-
sided)
16. Sponsored * endorsed university
Value Df
Asymp. Sig. (2-
sided)

73
17. Training program * endorsed university
Value df
Asymp. Sig. (2-
sided)
18. Career opportunity * endorsed university
Value df
Asymp. Sig. (2-
sided)
19. Personnel policies * endorsed university
Value df
Asymp. Sig. (2-
sided)

74
Interpretation:-
15 0.006 < 0.05 H0 is accepted
16 0.173>0.05 H0 is rejected
17 0.001 < 0.05 H0 is accepted
18 0.000 < 0.05 H0 is accepted
19 0.000 < 0.05 H0 is accepted

75
FACTOR ANALYSIS
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling
Adequacy.
.918
Bartlett's Test of
Sphericity
Approx. Chi-Square 2.811E3
Df 171
Sig. .000

76
71.032 indicates that components in the rotated matrix are more important and having
weight age of 71.032% while rest of the other i.e. 29% indicates least important
components.

78
From the rotated component matrix our new factors of HRD climate are as follows.
Sr
No.
Parameters Not at
All
True
Rarely
True
Some
Times
True
Mostly
True
Almost
Always
True
Favorable organizational climate
1. Management Totally supports
their Faculties to make their
work more Enjoyable
2. Delegation of authority to
encourage faculties to develop
handling higher Responsibility
is common in institute
3. All the necessary resources
and Facilities are provided by
your institute to make your job
more effective.
4. Faculties are encouraged to
experiment with new methods
and creative ideas
5. Institute climate is favorable to
the faculties for developing
new skills and knowledge.
6. Trustees of your institute give
importance to HR and treats
humanly.
7. When faculties do good work
the superiors take special care
to appreciate it.
8. If you are qualified and
experienced for the promotion
to the next level then are you
getting it.
9. Rewards are given to faculties
for their better performance
and contribution.
10. Faculties are properly
communicated their feedback
given by students, superiors,
colleagues etc.
Co-operation among faculties and personnel policies
11. Faculties do not hesitate to
discuss their problems with
their superiors.

79
12. When problems arise, people
discuss their problem trying to
solve them rather than
accusing each other at the
back.
13. Senior faculties in the
organization point out career
opportunities to junior.
14. The personnel policies of the
institute facilitate faculties’
development.
Feedback and training
15. When performance feedback
is given to faculties, they take
it seriously using it for their
development.
16. Faculties try to learn and
implement new things from
training programs attended.
Seniors role in development of juniors
17. Seniors help juniors to learn
their jobs.

80
FINDINGS
1.Context of gender.
From the data analysis, it has being found that HRD climate in context with
perception of “nature of work, organizational climate, performance management and
employee development” of the education institution have relationship with the gender of
the employees. This indicates that the HRD climate has a influence with the gender in
the education institutes.
2. context of age.
 From the data analysis, it has being found that HRD climate in context with
perception regarding nature of work of the education institute “support system
and resources provided” has no relationship with the age, while “delegation of
authority and encouragement to experiment with new ideas” has relationship with
age.
perception regarding organizational climate of the education institute “developing
new skills & knowledge and hesitation to discuss problem with superiors “ has no
relationship with age, while” trustees to treat humanly, seniors help juniors and
solving problems rather than accusing” has relationship with age.
perception regarding performance management of the education institute
“promotion and reward “has no relation with age, while “appreciation,
communication of feedback and performance feedback for development” has
relationship with age.
perception regarding employee development of the education institute “FDPs and
training” has no relationship with age, while “implementing new things, career
opportunities and personnel policies” has relationship with age.
3. context of experience
perception regarding nature of work of the education institute “management

81
support, resources and encouraged to experiment new ideas & methods” has no
relationship with experience. while, “delegation of authority” has relationship with
experience.
perception regarding organization climate of the education institute “hesitate to
discuss problems and discussing problems rather than accusing” has no
relationship with experience. While “climate for developing new skills, trustees to
treat humanly and seniors help juniors to learn their jobs” has relationship with
experience.
”appreciation, promotion, rewards and performance feedback for development”
has no relationship with experience. While, “feedback of communication” has
relationship with experience.
perception regarding employee development of the education institute “FDPs,
training, learning new things and personnel policies” has no relationship with
experience. While,” seniors point out career opportunities to junior “ has
relationship with experience.
4. context of qualification.
perception regarding nature of work of the education institute “management
supports” has no relationship with qualification. While “delegation of authority ,
resources and experiments with new methods /ideas” has relationship with
qualification.
perception regarding organizational climate of the education institute “discussing
problems rather than accusing” has no relationship with qualification. While,
“climate for developing skills/ knowledge, trustees to treat humanly, =seniors
help juniors and hesitation to discuss problem with superiors” has relationship
with qualification.

82
“rewards for better performances and contribution” has no relationship with
qualification. While, “appreciation, promotion, communication of feedback,
performance of feedback for development” has relationship with qualification.
perception regarding employee development of the education institute has
relationship with qualification
5. Context of endorsement by concerned university.
perception regarding nature of work of the education institute has no relationship
with endorsement by concerned university.
perception regarding organization climate of the education institute “institute
climate for developing skills/knowledge, trustees treats humanly, seniors help
juniors, discussing problems rather than accusing” has no relationship with
endorsement by concerned university. While, “hesitation to discuss problems
with superiors” has relationship with endorsement by concerned university.
“appreciation, promotion, rewards” has no relationship with endorsement by
concerned university. While “communication of feedback and performance
feedback for development” has relationship with endorsement by concerned
university.
perception regarding employee development of the education institute “FDPs,
learning/ implementing new things, seniors faculties pointing out career
opportunities, personnel policies” has no relationship with endorsement by
concerned university. While “seriousness of training” has relationship with
endorsement by concerned university.

83
6. Through factor analysis there are 4 factors which contribute to our study in
perception of faculties towards Human Resource Development. Factor name are as
follows
 Favorable organizational climate
 Co-operation among faculties and personnel policies
 Feedback and training
 Seniors role in development of juniors

84
SUGGESTIONS
 More rigid and transparent HR policies should be introduced. HR policies should
be designed keeping in view the common benefits of employees and institutes to
make it easily acceptable. There should be scope to upgrade the policy as the
dynamic work environment demands.
 HR policies should aim at employee development. the polices designed should
aim at supplying trained, upgraded motivated and engaged work force to the
institute. For this they should focus on the developmental aspects of employees.
 Employees with endorsed university should get the added advantage as
compared to who has not been endorsed by concern university.
 Management should encourage performance based rewards.
 Need based nominations of faculty towards faculty development programs
(FDPs) should be encouraged. Institutes should aim at developing competent
employees. For this, they should focus on competencies of every faculty and
thus nominate them for faculty development programs in their domains, rather
then for generalized developmental programs

85
LIMITATIONS OF STUDY
1. There is every chance that the respondents may have been biased towards their
organization.
2. The sample respondents do not represent every institute of Valsad district.
3. Due to busy work schedule of respondents so they were delaying to respond.

86
CONCLUSION
HRD climate plays a very important role in the success of any organization because it
directly or indirectly affects the performances of employees. If HRD climate is healthy
and favorable, employees contribute their best towards the achievement of their
organizational goals. The present study shows that HRD climate in the institute in
context of nature of work organizational climate, performance management and
employee development is above average so there is some of scope for improvement in
the HRD climate.

88
QUESTIONNAIRE
“Perception Of Faculties Towards Human Resource Development Climate”
1. Gender
 Male
 Female
2. Age______________________________
3. Experience ________________________
4. Qualification
 Postgraduate
 Ph.D
 Others(Specify)________
5. Have you been endorsed by an concerned university
 Yes
 No
Sr
No.
Parameters Not at
All
True
Rarely
True
Some
Times
True
Mostly
True
Almost
Always
True
Nature of the work
1. Management Totally supports their
Faculties to make their work more
Enjoyable
2. Delegation of authority to encourage
faculties to develop handling higher
Responsibility is common in
institute
3. All the necessary resources and
Facilities are provided by your
institute to make your job more
effective.
4. Faculties are encouraged to
experiment with new methods and
creative ideas
Organization Climate
5. Institute climate is favorable to the
faculties for developing new skills
and knowledge.
6. Trustees of your institute give
importance to HR and treats
humanly.
7. Seniors help junior to learn their
Jobs.
8. Faculties do not hesitate to discuss
their problems with their superiors.

89
9. When problems arise, people
discuss their problem trying to solve
them rather than accusing each
other at the back.
Performance Management
10 When faculties do good work the
superiors take special care to
appreciate it.
11. If you are qualified and experienced
for the promotion to the next level
then are you getting it.
12. Rewards are given to faculties for
their better performance and
contribution.
13. Faculties are properly
communicated their feedback given
by students, superiors,
colleaguesetc.
14. When performance feedback is
given to faculties, they take it
seriously using it for their
development.
Employee Development
15. Faculties are given opportunities to
undergo FDP’s (Faculties
Development program) on the basis
of genuine training need.
16. When faculties are sponsored for
training they take it seriously.
17. Faculties try to learn and implement
new things from training programs
attended.
18. Senior faculties in the organization
point out career opportunities to
junior.
19. The personnel policies of the
institute facilitate faculties’
development.

94
BIBLIOGRAPHY
1. Websites
 http://www.districtsofindia.com/gujarat/valsad/education/index.aspx
 http://mycollege.in/type/Gujarat/Valsad.php
 http://valsaddp.gujarat.gov.in/valsad/english/shakhao/education-
branch/introduction.htm
 http://en.wikipedia.org/wiki/Valsad_district
 http://www.pratiyogi.com/india/colleges/cities/valsad/144
 http://en.wikipedia.org/wiki/List_of_universities_in_India
 http://shodhganga.inflibnet.ac.in/bitstream/10603/4326/9/09_chapter%202.pdf
 http://humanresources.about.com/od/glossaryh/f/hr_development.htm
 http://www.whatishumanresource.com/human-resource-development
2. Journal
 The IUP journal of management research vol.X No. 4 page no. 44
 Rao Tv and Abraham E (1986), “Human Resource Development Climate in
Indian organization), in Rao Tv and Pereira D F (Eds.), recent experiences in
Human resource Development, pg no. 70-98
 Krishna P M and rao P S(1997), “organizational and HRD climate in BHEL :
empirical study” , the journal of public administration, volume. 43, page no.209-
216.
 Alphonsa V K (Sr. ) (2000), “HRD climate in private hospital in Hyderabad: an
emeperical study” IJTD , volume no 30, page no. 4
 Mishra P and Bharatwaj G (2000) “ HRD climate an empirical study among
private sector manager”, Indian journal of industrial relations, volume n0. 38,
page n0. 1-66

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