CHAPTER 1

INTRODUCTION

1.1 THEORETICAL FRAMEWORK

Career development is essential for implementation of a career plan. While a career
plan sets a career path for an employee, career development ensures that the employee is well
developed before he moves up the next higher ladder in the hierarchy. Career development
refers to a set of programs designed to match an individual’s needs, abilities, and career goals
with current and future opportunities in the organization. Since career development focuses
on future opportunities, it has essentially a long-term orientation.
Career development differs from employee development through training and
development in terms of time perspective. While career development has long-term
orientation covering the entire work-life of an individual, employee development has
immediate and intermediate-term orientation. Therefore, some of the programs may be
common for those but their orientation may be different in terms of time perspective. For
successful and effective career development, employee training and development should be
compatible with an individual’s career development in the organization. When students
complete their college education; they advance further into their maturity, and explore all
possibilities to put themselves into a good position. They have to ready themselves by
preparing a good resume, plan and attend job interviews, prove themselves that they are
worthy to be hired.
When they are placed on the job, they enjoy their responsibilities, position at work and
in life, make plans to move on. During this process they have their own intrinsic and extrinsic
enjoyments. Then the time comes for retirement for which they have to plan also. Although
the explanation looks simple and easy to accomplish, in real life, it is not so simple and easy
to achieve or attain all those things mentioned earlier. Examine yourself and see what obstacles
are there in going through this cycle of life and even plan to overcome the obstacles. Thus,
ready yourself.
Generally, organizations assess the annual performance of their employees for a
number of reasons. These include, reward them for good performance or reprimand them for
failing to meet their set standards. In addition to exercising these judgments, the employees
are also taken through the promotional, de-motional, re-arrangement and replacement
exercises. Some creative organizations engage in other kinds of exercises such as working out

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career plans, strategies, and development plans for their employees who indicate potential in
order to keep their motivation sustained.
On the other hand, there are some human resource executives who strongly feel that it
is worth spending time, money, and effort to set up plans for developing their current
employees who are already cultured into their organizations. The approach may very well
depend on the labor market situation and the availability of needed human resources. When
we look at the cost and benefit of these two choices, companies are more inclined towards
retaining and developing their existing employees whose background is known and they are
already cultured into the organization.
But the challenge remains as to how companies grow them to develop their potential or
overcome their weaknesses. This is where career plans and development come handy.
Companies may have to spend time and effort to design and develop such plans. These efforts
are important ingredients in the human resource activities of World-class organizations. Their
performance and accomplishments have proven that such an attitude helps them to produce
the best results. Whether it is Hewlett-Packard, Microsoft, IBM, Tata, Siemens or General
Electric, one may find the importance given to the career development of their personnel. A
special kind of culture exists in these companies which nurtures the growth and development
of personnel.

CAREER DEVELOPMENT FOR ENGINEERS:

Engineers excel at solving problems, but developing soft skills to enhance careers isn't
always a top priority. Scoring an interview means you have the technical chops. After that, it's
all about marketing yourself, asking the right questions, making good connections, and
choosing the paths that lead toward career goals. Without those, you're just another number in
a large crowd of engineers.

1) Communicate: Communication is perhaps the biggest challenge for engineers, but it’s
also the most important skill to pick up for a successful career. For some it's natural, for others
it comes via practice and being more social.

2) Presentation: Avoid jargon. Work on simplifying and crisply explaining concepts, for a
management position, the ability to pull your ideas together and sway opinion is key.

3) Sell yourself: In the professional world, you are selling all the time, whether it’s ideas,
answers, jobs, or products. One of the best ways to sell yourself is to prove yourself. Volunteer

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for additional assignments or projects that will add to your skills, advance your career, and
allow you to work with some of the company’s shining stars and key players.

4) Don’t be just another engineer: If you score an engineering job interview, it’s assumed
you have technical competence. But companies really want differentiators. You could be a
rock-star with a high GPA, but your importance boils down to the value you provide to a
company. Value needs to be built, and it can start in job interviews, where good questions
could impress interviewers.

5) Negotiate your value: Rookies can’t go in and demand a salary, but they can negotiate a
position that could lead to higher pay in the future. That’s tied to the earlier point of
differentiating yourself from others and not being just another face in the crowd.

6) Self-confidence: Self-confidence is all about showing what you’re capable of doing, but
building that can be challenging.

GENDER AND CAREERS

Gender influences a wide range of career-related attitudes, behaviors, and outcomes.

This includes career choice, career experiences, occupational health, work attitudes, other
people’s perceptions, and career outcomes. Therefore, to understand individuals’ careers, it is
important to consider gender.

Gender also influences individuals’ career experiences. Women face unique barriers
in the workplace, which, in turn, shapes their work and organizational experiences. One
barrier consists of practices that intentionally or unintentionally exclude women from jobs and
developmental experiences based on gender. This includes overt sex discrimination in hiring,
being overlooked for high-visibility or high-stakes job assignments, and not being targeted for
domestic or international relocation opportunities. Gender differences are also found in
developmental assignments after individuals are hired by organizations. Women are more
likely to be hired into staff positions and have less access to line experience, which is often a
steppingstone to higher-level management positions. Women tend to report that their initial
job assignments are less challenging than men’s assignments. In addition, unlike jobs that tend
to be held by women, jobs held by men tend to exist in job ladders that lead to positions of
greater power and influence. Gender also influences access to information within

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organizations. Men tend to be more politically connected and have access to more powerful
organizational members than do women. This is important since managers develop
impressions about an individual’s career potential though both formal and informal
interactions. There is also some evidence that men receive more favorable performance
feedback than do women and that the quality of such feedback provided varies by gender All
of these factors can influence the availability and quality of career opportunities in an
organization.

Another way in which men’s and women’s career experiences differ is that women are
more likely to experience career interruptions, and gaps in employment can slow down their
career progress. Men and women also tend to interrupt their careers for different reasons, with
women being more likely to temporarily leave the workforce for family reasons and men being
more likely to do so for job-related reasons (e.g., inability to find suitable employment).
Interestingly, career interruptions for family-related reasons have less negative impact on
one’s career progress than interruptions that occur for other reasons, such as gaps in
employment due to temporary. The explanation for this is that women are expected to leave
the workforce temporarily after childbirth, and by doing so, they are actually conforming to
gender-based societal norms. Compared with men, women are also more likely to go from
school to a full-time family role, and then return to school or enter the workforce for the first
time after starting a family. Therefore, some women get a later start in their careers than do
men. There are also gender differences in full-time versus part-time work, with married
women being more likely than men to opt for the flexibility afforded by part-time work.
Unfortunately, part-time work provides individuals with less visibility and exposure in
organizations, which has been offered as one reason that women’s careers often do not
progress as quickly as men’s careers.

GENDER AND WORK ATTITUDES

Gender differences in work attitudes are also important, since how satisfied, involved,
committed, and motivated at work one is can influence a wide range of work behaviors, which,
in turn, can impact career outcomes. For example, individuals who are more satisfied with
their jobs and report greater attachment or loyalty to their organizations (i.e., have higher
organizational commitment) are less likely to quit their jobs or be absent from work. Likewise,
job involvement (the extent to which one identifies with his or her job) and work motivation
are associated with career-related behaviors such as working longer hours and demonstrating

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stronger commitment to one’s career, both of which can lead to greater career success.
Interestingly, few differences have been found between men and women in job satisfaction
and job involvement, although men may report higher organizational commitment than do
women.

Gender differences in motivation have a long and controversial history. Initial

conceptualization of motivation focused on achievement motivation, which is the desire to
master tasks, excel and surpass others, and accomplish things as well as possible. Early studies
of achievement motivation indicated that achievement motivation in women was distinct from
that in men and, more important, that women’s responses did not conform to the way scholars
thought about achievement motivation. Thus, women were largely excluded from early
research on achievement motivation, and assumptions were made that women do not desire
achievement the same way men do. Later research dispelled this idea by finding that women
actually have a stronger desire than men to work hard and do a good job, even when they are
not likely to be recognized for their efforts, whereas men prefer challenging, competitive tasks
that allow for individual recognition of task accomplishment. Although women are just as
motivated as men to work hard (and perhaps more so), there are differences in what men and
women find rewarding at work. Men value advancement, pay, and status and tend to judge
their career success using these standards. In contrast, women have a broader
conceptualization of career success by also considering factors such as personal growth, job
accomplishments, challenge, and interpersonal relationships. Women are also more likely to
define life success in terms of both work and family achievements, whereas men tend to focus
more on the work domain.

Another work attitude of interest to understanding individual careers is turnover

intentions. This work attitude reflects the extent to which one is thinking about quitting one’s
job and is a strong predictor of the actual decision to quit. There is mixed evidence as to
whether gender differences exist in turnover intentions, although some research finds that
women are more likely than men to leave their organizations. Many of these studies have been
conducted on managerial and professional women, and explanations for differential turnover
rates often rest on women’s disillusionment with corporate life, perceived barriers to career
advancement, and unwillingness to engage in the political behavior often required to advance
within the organization. Contrary to popular belief, women do not frequently report leaving

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their employers for family-related reasons. Furthermore, when one distinguishes between
voluntary turnover (i.e., leaving by choice) and involuntary turnover (i.e., being let go), it
appears that women tend to report slightly lower voluntary-turnover rates than do men.

GENDER AND PERCEPTIONS

As mentioned previously, men and women have different socialization experiences.
Based on gender, they are treated differently and held to different standards by teachers,
guidance counselors, parents, and others in their social environments. This, in turn, influences
both career decisions and career opportunities. Of particular relevance here is the finding that
people often view men and women in stereotypical ways. Generally speaking, women are
believed to be more nurturing and sensitive, whereas men are viewed as more assertive and
directive. These perceptions can influence perceptions of person-job “fit” in the job selection
and promotion process (e.g., women may be viewed as less appropriate choices for male-typed
jobs, and vice versa). Moreover, while general attitudes toward women have become more
favorable over the years, sexist attitudes persist. Some individuals hold stereotyped attitudes
about women’s “place” in society in general or, more specifically, hold negative attitudes
toward women in management positions. As an example, women are typically viewed as
being less similar than men to the prototype of a successful manager. Women are also viewed
as less appropriate candidates for jobs requiring heavy travel or relocation. These perceptions
can influence women’s career opportunities for being selected for transfers and relocation
assignments, placement in high-risk internal job assignments, and receiving promotions.
Others’ perceptions can also undermine the self-confidence of women in pursuing
nontraditional jobs and careers.

Women report greater barriers in how they are viewed and treated by others in
organizations. Women are more likely to report being excluded from informal organizational
networks, which can restrict career opportunities. They are more likely to feel as though they
do not “fit in” with the organization culture, which may lead some women to self-select out
of high-level jobs or leave their organizations and pursue work elsewhere. Greater perceived
barriers to developing mentoring relationships are also reported by women, as well as less
contact and support from managers and peers. Finally, women in nontraditional jobs and
occupations often experience tokenism at work, and the salience of their gender can encourage
sex-based attributions for their behavior and result in higher performance expectations from

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managers. In addition, women in various family arrangements may face unique barriers
resulting from the perceptions of others. For example, managers may believe that women in
dual-earner marriages (i.e., where both partners work outside the home) are more likely to
subordinate their own careers to their husbands’ careers. This may lead managers not to
consider women when making high-level promotion or relocation decisions. Likewise,
working mothers may be viewed as less committed to their careers by virtue of their parental
status.

CAREER DEVELOPMENT IN 2020:

The COVID-19 pandemic has thrown a curveball that has brought entire countries to
their knees. With lockdowns and forced social distancing, we’ve seen industries come to a
standstill as people are forced to stay indoors. As society at large tries to grapple with the
extent of the impact, technology has in many ways, emerged as the savior. Among other
things, it has allowed people to work from home, people to shop from the comfort of their
homes. It has enabled governments to monitor and take targeted action to curb the spread of
the virus.

In many ways, this pandemic has helped demonstrate the power of technologies such
as cloud and big data, exposed cybersecurity risks, and has helped businesses visualize new
ways to use data effectively. While the pandemic will certainly spur a digital transformation,
here are a few areas where we can expect greater job opportunities to open up in the next few
months/years.

Data: With the COVID-19 pandemic forcing a large chunk of people to work from home,
we’ve witnessed a huge spike in data usage across the globe. Statistics indicate that global data
usage has increased as much as 38 percent year-on-year in the wake of the COVID-19
pandemic. Already, job opportunities for data engineers, data analysts, data scientists, and
ML/AI engineers were growing steadily. With the surge in data usage, we can expect this
demand to go up even more quickly.

Cloud: The Public Cloud has emerged as the backbone of all IT infrastructure. Even back in
November 2019, Gartner had predicted that the worldwide public cloud services market would
grow 17% in 2020. According to a study by Instinet in March 2020, 68 percent of CIOs say
that migrating to Cloud is a top priority. The COVID-19 pandemic is likely to accelerate cloud

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migration even more. We can foresee a greater demand for cloud architects and cloud IT
admins.

Cybersecurity: A recent study reveals that 86 percent of CIOs consider security to be their #1
priority. With ‘remote working’ becoming the norm post-COVID, company data is even more
at risk. With people relying more on personal or less secure wi-fi networks, the threat levels
have increased. As cybersecurity becomes more critical, we will see a much greater demand
for security architects and ethical hackers.

Digital Marketing: With more people consuming information online, digital marketing has
become a lifeline for CMOs as they seek to reduce marketing spends, drive greater ROI from
their marketing dollars, and follow their customers online. In turn, this will result in greater
demand for PPC practitioners, digital brand managers, content & SEO experts, CRM, and email
marketing specialists.

Business Analysts: As businesses accelerate the shift to digital, digital channels will become
increasingly mainstream across sectors such as retail, education, healthcare, and others. As the
demand for digital goes up, it will result in greater demand for Business Analysts. Estimates
from the U.S. Bureau of Labor Statistics, demand for management analysts, including business
analysts, is likely to grow 14 percent, between 2018 to 2028. The Covid-19 pandemic is
accelerating change towards a new normal, and it is best for all of us to adapt fast. Some of the
changes to our lives are becoming clear - significantly higher importance to aspects of health
and hygiene which many of us used to take for granted, major changes to social habits, a
complete re-think on what we do for leisure and entertainment are just some of the adjustments
all of us are grappling with.

BENEFITS OF CAREER DEVELOPMENT:

Career development is a very important aspect of a person’s life. Career development
helps individuals to develop their capabilities & improve their performance. It is a challenge
for organizations to respond to the development that individuals are engaged in and to make
career investments in order to enjoy quicker returns in terms of career growth and progression.
Reduces attrition of employees: A career development program helps to increase the level of
satisfaction of the employees and therefore reduce the number of people who intend to leave

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the organization.

Provides equal opportunity employment: There is the chance for equal opportunity
employment when one considers the career development program since these programs
identify each person for the merits. Highly effective people and the results that are shown by
the individual are taken as a criterion for their development and not other criteria, which
therefore demonstrate equal opportunity.

Improves the use of the employees: Career development enables employees to learn better
aspects of their work and improve their capabilities. It also helps them to manage their time
efficiently and ensure that the use of employees increases over time.

Improves the quality of the work-life of employees: Career Development helps employees
learn better methods of working, work ethics and other important aspects of work.

Improves the organization itself: Through a career development program, employees have
increased knowledge of the various activities of the firm. Therefore, the sharing of knowledge
and work ethics tends to make the organization improve.

Increases the skill of the employees: An employee’s skill improves if he/she goes through a
career development program. These programs aim at increasing various facets of a worker’s
life which makes the latter perform better at work.

CONSEQUENCE OF LACK 0F CAREER DEVELOPMENT:

Nearly two-thirds of employees say a lack of career development with their current
employer would be enough to make them start looking for a new job, the research found
managers are ill-equipped to have career conversations with their direct reports, with nearly a
third saying their organisation doesn’t provide people management training for managers. In
addition, more than a third of managers (36%) admitted to not knowing what their direct
reports’ career goals are over the next 12 months.

When asked how satisfied they are with the level of career development they are
receiving, employees who responded to the research only gave a mark of five out of ten for
their current organizations. a minority of managers said they are confident in talking about
topics such as salary (23%), delayed promotions (26%) and aspirations versus current abilities
(29%) with members of their team. Perceptions about the frequency and formats of careers
conversations also differed between managers and employees. Some 57% of managers said

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they talked to their direct reports about their professional goals and long-term aspirations at
least a few times a month – but 50% of employees said that, at best, this happens just a few
times a year. The research also found career conversations are rarely tracked or fed into
succession plans, with a third of managers admitting their organisation doesn’t have a formal
process for recording and tracking the long-term career goals of its employees, while 23% said
information gathered doesn’t get fed into succession planning.

1.2 COMPANY PROFILE

FIG 1: COMPANY LOGO

TAVRON is a leading manufacturer of Critical Equipment to Dairy, Food, Beverage and

Chemical Industry. Product's like Plate Heat Exchanger, SS Centrifugal Pumps, SS Tank and
Process Vessels, Evaporators, Spray Dryers are well known in the market. Executing the
complete turnkey project in Liquid Milk Process Plant, Powder milk Process Plant, Butter &
Ghee Processing Plant, Ice cream Processing Plant, Curd & Yogurt Processing Plant, Cheese
Plant etc.

We have a reputed name in the industry and a specialist in designing and supplying
equipment that are widely used in Chemical, Food and Beverage and dairy industries. Our
product range includes Plate heat exchangers, Spray dryers, Beverage equipment,
Refrigeration equipment, Stainless steel centrifugal pump, Dairy equipment etc. Under the
tutelage and leadership of our founder member we have carved a niche in this domain and are
also trustable in the industry.

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1.3 INDUSTRY PROFILE:

The global manufacturing sector generates more than $12 trillion in annual revenue,
according to the UN. Top manufacturing countries include China, the US, Japan, Germany,
South Korea, India, Italy, France, and the UK. Leading exporting countries include China, the
US, Germany, Netherlands, Japan, France, and South Korea, according to Statista. Growth
drivers include rapid industrialization in the developing world, along with the use of
technology to improve products and supply chains. The US manufacturing sector consists of
about 290,000 companies with combined annual sales of about $5.5 trillion.

Manufacturing has emerged as one of the high growth sectors in India. Prime Minister
of India, Mr Narendra Modi, launched the ‘Make in India’ program to place India on the world
map as a manufacturing hub and give global recognition to the Indian economy. Government
aims to create 100 million new jobs in the sector by 2022. Business conditions in the Indian
manufacturing sector continue to remain positive.

The growth in manufacturing sector is dependent on the investment climate. The

structural reforms since 1990s have made some progress. Despite recent setbacks, it is
universally acknowledged that the reforms process in India cannot be reversed and sooner or
later these reforms will be implemented. However, the long-term competitive ability of Indian
firms would depend on production efficiency. Production efficiency, in turn, is dependent on
ability to develop, import and adapt new technologies among other factors.

The manufacturing component of IIP stood at 129.8 during FY20. Strong growth was
recorded in the production of basic metals (10.8%), intermediate goods (8.8%), food products
(2.7%) and tobacco products (2.9%). Companies in this industry manufacture a wide variety
of goods; major product groups include food and beverages, chemicals, machinery,
transportation equipment, and computers and electronics. Major companies include Boeing,
Caterpillar, DuPont, Ford, GE, GM, HP, IBM, Pfizer, Procter & Gamble, and Tyson Foods
(all based in the US); Nestlé (Switzerland), Sanofi (France), Siemens (Germany), and Toyota
Motor (Japan). Manufacturing holds a key position in the Indian economy, accounting for
nearly 16 per cent of real GDP in FY12 and employing about 12.0 per cent of India‟s labour
force. Growth in the sector has been matching the strong pace in overall GDP growth over the
past few years.

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A strong infrastructure is an essential ingredient for any manufacturing sector to grow.
Keeping that in mind the government of India is investing a lot of funds in building a strong
network of roads, rails and transport to foster the growth of the manufacturing sector. As many
industrial corridors and road networks rapidly are being formed, this paper focuses on how
these networks are catering to the growth of this sector. From this research we found out how
new laws especially on land and labour coupled with constant improvement in the
infrastructure is aiding India to emerge as the new manufacturing sector hub.

1.4 NEED FOR THE STUDY

Important skills for engineers to work on in order to better secure their futures can be
broken down into two main categories: technical and skills. Devoting the bulk of your time
out of work to one of these categories over the other will give you an unbalanced result, and
may put you at a disadvantage. Of course, engineering takes a certain amount of creativity in
order to come up with unique solutions to problems. But sometimes it’s hard to allow your
mind to venture outside its comfortable confines. Practice makes perfect.
This study sets out to explore the relative gap between career development programs
and career needs, and its subsequent causal effect on job satisfaction levels among research
and development (R&D) personnel. The study reveals that R&D personnel have diverse career
needs at various stages of their career, and that job satisfaction levels among this group are
particularly affected by the gap between career needs and career development programs
depending upon which stage of their career they have reached.

1.5 OBJECTIVE FOR THE STUDY:

Primary objective:

To study on career development of engineers.

Secondary objective:

✓ To study the mentorship for career development in levels of management for engineers
and career opportunities
✓ To study how gender, age, education influence career development of engineers.

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1.6LIMITAIONS FOR THE STUDY:

• The time provided for completion of the project was short, hence, extensive study was
not done.
• The cross-sectional nature of the original study precludes strong claims of casual
effects.
• Interviewing and collecting data from employees were difficult because of time
constraint.
• This study is specific about engineers working in Chennai.

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 CHAPTER 2

REVIEW OF LITERATURE

Igbaria, Kassicieh and Silver (1999) has investigated about career orientations and career
success among research and development and engineering professionals. The data for the study
were obtained in 1995 from 78 research and development and engineering professionals at
engineering and manufacturing organizations employed in New Mexico. The sample was
randomly selected from professionals who worked for a number of organizations. The findings
revel a rich diversity of career orientation in research and development and engineering
professionals. the data strongly suggest that research and development and engineering
professionals are service, life style and security oriented. however, they scored low on technical
orientation and entrepreneurship.

Petroni (2000) has investigated about strategic career development for research, development
and engineering. This research is based on subsequent questionary survey. The population for
the questionnaire survey consisted of approximately 1,600 individuals, 1,350 engineers and
250 scientists. The findings reveal a rich variety of orientations, for service, job security,
autonomy and lifestyle outrank the other anchors.

Bigliardi, Petroni and Dormio (2005) has compared the relative influences of organizational
socialization and career aspirations on turnover intentions of design engineers and to address
the design of more effective development programmers and the reduction of dysfunctional
turnover. A study of 442 engineers staffed within “design and development “units is presented,
and a research model is tested using structural equation modelling techniques. The finding
indicates that design engineers report lower levels of turnover intention when organizational
socialization is prominent and an adequate range of opportunities that satisfy career aspirations
exist within the organization.

Samuel, Magwagwa and Mazingi (2019) has evaluated the effectiveness of the graduate
development programme that was aimed at the recruitment and professional development of
black engineering graduates through the workplace learning method. The research was done
using qualitative research strategy with semi-structured interview guide that was developed
after an extensive review of related literature. And the data were analysed using thematic
analysis technique. Ten participants were conveniently selected (one each) from different

14
organizations that are involved in the graduate learning programme. Participants comprised of
40 per cent females and 60 per cent males with academic qualifications ranging from bachelor
to master’s degrees. The findings indicate that the strategy provides an effective mechanism
for the inclusion and professional development of black engineering graduates. Coaching and
mentoring relationships were found to be an effective way for knowledge and skills transfers.

Wong, Cross and Mueller (2018) has examined about the career development outcomes on
practicing engineering novices who are being mentored at work, and factors of mentoring that
contribute to those career development outcomes. The research was conducted using
qualitative meta-synthesis. They researcher found that the most common contributing factors
were found to be job characteristics, career development mentoring support, psychosocial
mentoring support and mentoring methods. The most frequent career outcomes were career
satisfaction and promotion. This study allows researchers and practitioners to identify key
findings and trends in past works, recognize research gaps and propose future research
directions.

Martínez, Olmedo and Ramon (2018) have studied about the Work, personal and cultural
factors in engineers’ management of their career satisfaction. The study population consists of
Spanish men and women with a degree in Engineering aged between 30 and 49 years because
they may experience a higher degree of role conflict due to family pressures (having children,
taking care of elderly parents at home or caring for a sick partner, children or disabled people,
among others). The results show that organizational commitment, level of income, suitability
for the job, and work-life balance supporting culture improve engineers’ career satisfaction and
Organizational commitment is the most important issue. Level of income and suitability for the
job are the second most important factors for determining men’s and women’s career
satisfaction.

Alavi, Moteabbed and Arasti (2012) has investigates different types of career orientation of a
sample of Iranian software engineers and antecedents of these orientations. A qualitative study
was conducted in seven Iranian small to large sized companies, where forty-nine software
engineers were interviewed. The sample was taken from 15 software project managers or
professional managers of their companies, 4 were founders of their businesses, and 30 were
programmers, designers, software architects, testers, installers, system supporters, database
managers and network administrators. The findings suggest that there may be different causes
for different types of career orientation. While technically oriented software engineers may

15
need to continuously improve their technical competencies and emphasize their values for
being marketable, those with managerial orientation may emphasize their need for power and
achievement, and value performing managerial tasks with high levels of human relations, with
a great sense of service to their company or country.

Pons (2015) has studied about Changing importance of professional practice competencies over
an engineering career. The purpose of this work was to determine the changing use of various
engineering management and leadership topics over career progression. The sample was
collected from the whole New Zealand population of professional engineers. The researcher
found that the relative importance of various topics and how their importance is perceived
differently with years of experience and also help differentiate the roles of teaching institutions
and ongoing in-career professional development.

Gayle and Sullivan (2005) have examined about mentoring relationships and offer new
perspectives and frameworks, suggesting exciting avenues for future research on mentoring
and career development. The researcher found that rapid technological change and
globalization have intensified the decoupling of individual careers from organizations, putting
more emphasis on individuals for their own career development and creating an even greater
need for mentoring.

Prince (2005) has studied about Career-focused employees. The researcher employed web-
based survey methodology. A total of 612 samples were collected from the employees. The
study found that the use of career-focused processes is positively related to employees’
developmental opportunity satisfaction and perceived support for career development.

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 CHAPTER 3

RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

Research design is defined as a framework of methods and techniques chosen by a researcher

to combine various components of research in a reasonably logical manner so that the research
problem is efficiently handled. It provides insights about “how” to conduct research using a
particular methodology. Every researcher has a list of research questions which need to be
assessed this can be done with research design. The research design used in the study is the
Descriptive Design.

3.2 DATA COLLECTION

Data collection is defined as the “process of gathering and measuring information on variables
of interest, in an established systematic fashion that enables one to answer queries, stated
research questions, test hypotheses, and evaluate outcomes”. The Data collection method used
in this study is Questionnaire method. Primary data is information obtained from first-hand
sources by a researcher, using techniques such as surveys, interviews, or experiments. It is
gathered, directly from primary sources, with the research project in mind. In comparison with
the term secondary data, the word is used. Secondary data is information collected from studies,
surveys, or experiments performed by other individuals or for other study. So, in this study
primary were collected through questionnaire, secondary data is collected through literature
review.

3.3 DATA COLLECTION INSTRUMENT

In this study, the instrument used is structured questionnaire. The items in the questionnaire
are measured using Five-point Likert scale. It is type of psychometric response scale in which
responders specify their level of agreement to a statement typically in five points such as

1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly agree.

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3.4 SAMPLING TECHNIQUES

Sampling helps a lot in research. It is one of the most important factors which determines the
accuracy of your research/survey result. If anything goes wrong with your sample then it will
be directly reflected in the final result. Any research study requires two essential types of
sampling

• Probability Sampling.

• Non-probability Sampling.

The sampling technique use in this study is Convenience sampling method. A convenience
sampling is a type of non-probability sampling method where the sample data is collected from
a group of people which is easily approachable. The sample is collected from engineers and
the data is collected from all levels of management (low, middle and top level). A total of 65
samples were collected from the engineers for this survey.

3.5 QUESTIONNAIRE DESIGN:

A questionnaire is a research instrument consisting of a series of questions for the purpose of

gathering information from respondents. questionnaires were also sharply limited by the fact
that respondents must be able to read the questions and respond to them.

Demographic variables:
Demographic variables are independent variables because they cannot be manipulated. In this
study, demographic variables are measured such as gender, age, education qualification, annual
income and marital status.

Opportunity for development:

This section consists of the items measuring the opportunity for development and the
questionnaire is derived from the work of Igbaria and Silver (1999). It has 5 items.
Example: The organization provides opportunities that encourage me to better my services.

Job opportunity:
This section consists of the items measuring the job opportunity of engineers and the
questionnaire is derived from the work of Cross and Mueller (2018) It has 4 items.
Example: Are you ready to undergo training that will enhance your job skills.

18
Experience with the company:
This section consists of the items measuring the experience with the company of engineers and
the questionnaire is derived from the work of Cross and Mueller (2018) It has 5 items.
Example: Do the company discriminate the employees.

Skills and Competence:

This section consists of the items measuring the skills and competence of engineers and the
questionnaire is derived from the work of Cross and Mueller (2018) It has 5 items.
Example: My job skills match my responsibilities.

Successions plans:
This section consists of the items measuring the successions plans of engineers and the
questionnaire is derived from the work of Cross and Mueller (2018) It has 2 items.
Example: The company position succession plan is effective.

Mentorship:
This section consists of the items measuring the mentorship and the questionnaire is derived
from the work of Igbaria and Silver (1999). It has 3 items.
Example: The firm has mentorship programs to better employees on their careers.

Support for career advancement:

This section consists of the items measuring the support for career advancement for engineers
and the questionnaire is derived from the work of Igbaria and Silver (1999). It has 3 items.
Example: Employees receive regular development through workshops.

3.6 STATISTICAL TOOLS

The tools used for this study are

➢ Frequency analysis

➢ Mean analysis

➢ Anova

19
FREQUENCY ANALYSIS: Frequency Analysis is a part of descriptive statistics. In
statistics, frequency is the number of times an event occurs. Frequency Analysis is an important
area of statistics that deals with the number of occurrences (frequency) and analyzes measures
of central tendency, dispersion, percentiles, etc.

MEAN ANALYSIS: Analysis of mean or mean analysis is defined as the systematic statistical
procedure used in depicting significant difference among information groups in visual form.
This method compares the average of each group to the mean of the overall process to discover
statistical differences of significance. ANOM method is mostly active in quality control. It can
be used for both binomial and normal distribution.

ANOVA: Analysis of variance is a collection of statistical models and their associated

estimation procedures used to analyze the differences among group means in a sample. In some
decision-making situations, the sample data may be divided into various groups i.e. the sample
may be supposed to have consisted of k-sub samples. The total variation present in a set of data
may be partitioned into a number of non-overlapping components as per the nature of the
classification. The systematic procedure to achieve this is called Analysis of Variance
(ANOVA).

20
 CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

4.1 FREQUENCY ANALYSIS

4.1.1 GENDER OF THE RESPONDENT:

TABLE 1: GENDER OF THE RESPONDENT

S.NO GENDER FREQUENCY PERCENT

1 Male 46 70.8

2 Female 19 29.2

Total 65 100.0

FIG 2: GENDER OF THE RESPONDENT

INTERPRETATION:

Table 1 indicates the frequency analysis of Gender of the respondents. From the table it is clear
that majority of the respondents are Male (70.8%) and female respondents are (29.2%)

21
4.1.2 AGE GROUP OF THE RESPONDENT:

TABLE 2: AGE GROUP OF THE RESPONDENT

S.NO AGE FREQUENCY PERCENT

1 18 – 25 43 66.2

2 26 - 40 17 26.2

3 41 - 55 4 6.2

4 55 – till retirement 1 1.5

Total 65 100.0

FIG 3: AGE GROUP OF THE RESPONDENT

INTERPRETATION:

Table 2 indicates the frequency analysis of age group of the respondents. From the table it is
clear that majority of the respondents are those whose age group lies between 18-25 years old
(66.2%) followed by the age group which lies between 26-40 years old (26.2%) and followed

22
by the age group between 41-55 years old (6.2%) and followed by small portion of age group
which lies between 55-till retirement (1.5%)

4.1.3 EDUACTION QUALIFICATION OF THE RESPONDENT

TABLE 3: EDUACTION QUALIFICATION OF THE RESPONDENT

S.NO EDUCATIONAL QUALIFICATION FREQUENCY PERCENT

1 Diploma 3 4.6
2 Under graduate 56 86.2
3 Post graduate 6 9.2
Total 65 100.0

FIG 4: EDUACTION QUALIFICATION OF THE RESPONDENT

INTERPRETATION:

Table 3 indicates the frequency analysis of education qualification of the respondents. From
the table it is clear that majority of the respondents are Under graduate (86.2%) followed by
Post graduate (9.2%) portion of respondents who have completed their Diploma (4.6%).

23
 4.1.4 ANNUAL INCOME OF THE RESPONDENT:

TABLE 4: ANNUAL INCOME OF THE RESPONDENT

S.NO ANNUAL INCOME FREQUENCY PERCENT

1 <Rs.2 lakhs 19 29.2
2 Rs.2 – 5 lakhs 32 49.2
3 Rs.6 – 10 lakhs 14 21.5
Total 65 100.0

FIG 5: ANNUAL INCOME OF THE RESPONDENT

INTERPRETATION:
Table 4 indicates the frequency analysis of annual income of the respondents. From the table it
is clear that for the majority of the respondents annual income are Rs.2 lakhs –Rs.5 lakhs
(49.2%) followed by annual income less than Rs.2 lakhs (29.2%) then followed by the range
between Rs.6 lakhs to Rs. 10 lakhs (21.5%)

24
4.1.5 MARITAL STATUS OF THE RESPONDENT:

TABLE 5: MARITAL STATUS OF THE RESPONDENT

S.NO MARITAL STATUS FREQUENCY PERCENT

1 Unmarried 44 67.7

2 Married 21 32.3

Total 65 100.0

FIG 6: MARITAL STATUS OF THE RESPONDENT

INTERPRETATION:

Table 5 indicates the frequency analysis of Marital status of the respondents. From the table it
is clear that majority of the respondents are unmarried (67.7%) and followed by married
(32.3%)

25
4.2 MEAN ANALYSIS

4.2.1 MEAN ANALYSIS FOR MENTORSHIP

TABLE 6: MEAN ANALYSIS FOR MENTORSHIP

S.NO MENTORSHIP MEAN RANK

Mentorship programs to better

1 3.492 2
employees

2 Mentorship from senior employees 3.415 3

3 Company mentorship benefit 3.538 1

INTERPRETATION:

From the table 6, depicts the mean value of mentorship factor items. The result proves that
company mentorship benefits is the major factor for perceiving mentorship factor and receiving
mentorship from senior employees is the least contributing factor towards mentorship factor.

4.2.2 MEAN ANALYSIS FOR JOB OPPORTUNITY

TABLE 7: MEAN ANALYSIS FOR JOB OPPORTUNITY

S.NO JOB OPPORTUNITY MEAN RANK

1 Happy with the current duties. 3.415 4

2 Implement skills learn in training. 3.523 3

3 Training that will enhance job skills 3.753 1

4 Delegates task to the employees 3.615 2

26
INTERPRETATION:
From the table 7, depicts the mean value of job opportunity factor items. The result proves that
training that will enhance their job skills is the major factor for perceiving job opportunity
factor and the employees are happy with the current duties is the least contributing factor
towards job opportunity factor.

4.2.3 MEAN ANALYSIS FOR CAREER ADVANCEMENT

TABLE 8: MEAN ANALYSIS FOR CAREER ADVANCEMENT

S.NO CAREER ADVANCEMENT MEAN RANK

1 Receive regular workshops 3.630 2

2 The firm pays for personal training 3.476 3

3 Emphasizes to seek assistance 3.692 1

INTERPRETATION:
From the table 8, depicts the mean value of career advancement factor items. The result proves
that the emphasizes employees to seek assistance is the major factor for perceiving career
advancement factor and the firm pays for personal training is the least contributing factor
towards career advancement factor.

4.2.4 MEAN ANALYSIS FOR OPPORTUNITY FOR DEVELOPMENT

TABLE 9: MEAN ANALYSIS FOR OPPORTUNITY FOR DEVELOPMENT

S.NO OPPORTUNITY FOR DEVELOPMENT MEAN RANK

1 Opportunities that encourage to services 4.015 1

2 Adopting new strategies 3.661 6

3 Implement solutions 3.830 2

4 Systematic program to develop skills. 3.692 5

27
 5 Opportunities to personal career. 3.800 3

6 Satisfied with the career development 3.707 4

INTERPRETATION:
From the table 9, depicts the mean value of opportunity for development factor items. The
result proves that the organization provides opportunities that encourage me to better my
services is the major factor for perceiving opportunity for development factor and adopting
new strategies to improve yourself in company is the least contributing factor towards
opportunity for development factor.

4.2.5 MEAN ANALYSIS FOR EXPERIENCE WITH COMPANY

TABLE 10: MEAN ANALYSIS FOR EXPERIENCE WITH COMPANY

S.NO EXPERIENCE WITH COMPANY MEAN RANK

1 Company discriminate employees 3.230 3

2 Current role with satisfaction 3.476 2

3 Future of myself within company 3.630 1

INTERPRETATION:

From the table 10, depicts the mean value of experience with company factor items. The result
proves that future of myself within company is the major factor for perceiving experience with
company factor and company discriminate employees is the least contributing factor towards
experience with company factor.

4.2.6 MEAN ANALYSIS FOR SKILLS AND COMPETENCE

TABLE 11: MEAN ANALYSIS FOR SKILLS AND COMPETENCE

S.NO SKILLS AND COMPETENCE MEAN RANK

1 Qualification for the new role 3.584 3

28
 2 Willing to enhance their skill 3.723 1

3 Employees will take higher studies 3.169 4

4 My job skills match my responsibilities 3.707 2

INTERPRETATION:

From the table 11, depicts the mean value of skills and competence factor items. The result
proves that willing to enhance their skill is the major factor for perceiving skills and
competence factor and employees will take higher studies is the least contributing factor
towards skills and competence factor.

4.2.7 MEAN ANALYSIS FOR SUCCESSIONS PLANS

TABLE 12: MEAN ANALYSIS FOR SUCCESSIONS PLANS

S.NO SUCCESSIONS PLANS MEAN RANK

1 Selecting leaders within enterprise. 3.676 2
2 succession plan is effective. 3.800 1

INTERPRETATION:

From the table 12, depicts the mean value of successions plans factor items. The result proves
that successions plans is effective is the major factor for perceiving successions plans factor
and Selecting leaders within enterprise is the least contributing factor towards successions
plans factor.

4.3 ONE WAY ANOVA

4.3.1 ANALYSIS OF AGE VS CAREER DEVELOPMENT OF ENGINEERS

Null Hypothesis: There is no significance difference among age with respect to career
development of engineers.

Alternative Hypothesis: There is no significance difference among age with respect career
development of engineers.

29
 TABLE 13: ANALYSIS OF AGE VS CAREER DEVELOPMENT OF ENGINEERS

S.NO FACTORS F VALUE SIGNIFICANCE

1 Career advancement 3.658 0.017

2 Job opportunity 3.574 0.019

3 Mentorship 1.514 0.220

4 Opportunity for development 4.082 0.010

5 Experience with company 4.936 0.004

6 Skills and competence 0.555 0.647

7 Successions plans 0.673 0.572

INTERPRETATION:

The above table 13 shows the one way anova analysis of age with respect to career development
of engineers. From the analysis it is clear that the factor such as career advancement (0.017),
job opportunity (0.019), opportunity for development (0.010) and experience with company
(0.004) are lesser than 0.05. It is interpreted that there is significance difference among age
with respect to career advancement, job opportunity, opportunity for development and
experience with company. The mentorship factor (0.220), skills and competence (0.647) and
successions plan (0.572) are greater than 0.05. Hence, there is no significance difference among
age with respect to mentorship factor, skills and competence and successions plan factor.

4.3.2 ANALYSIS OF EDUCATION QUALIFICATION VS CAREER DEVELOPMENT

OF ENGINEERS

Null Hypothesis: There is no significance difference among education qualification with

respect to career development of engineers.

Alternative Hypothesis: There is significance difference among education qualification with

respect to career development of engineers.

30
 TABLE 14: ANALYSIS OF EDUCATION QUALIFICATION VS CAREER
DEVELOPMENT OF ENGINEERS

S.NO FACTORS F VALUE SIGNIFICANCE

1 Career advancement 0.640 0.531

2 Job opportunity 1.331 0.272

3 Mentorship 1.920 0.155

4 Opportunity for development 1.410 0.252

5 Experience with company 2.159 0.124

6 Skills and competence 1.104 0.338

7 Successions plans 3.368 0.051

INTERPRETATION:

The above table 14 shows the one way anova analysis of education qualification with respect
to career development of engineers. From the analysis it is clear that all the factor such as career
advancement (0.531), job opportunity (0.272), mentorship (0.155), opportunity for
development (0.252), experience with company (0.124), skills and competence (0.338) and
successions plan (0.051) are greater than 0.05. It is interpreted that there is no significance
difference among education qualification with respect to career advancement, job opportunity,
mentorship, opportunity for development, experience with company, skills and competence
and successions plans.

4.3.3 ANALYSIS OF ANNUAL INCOME VS CAREER DEVELOPMENT OF

ENGINEERS

Null Hypothesis: There is no significance difference among annual income with respect to
career development of engineers.

Alternative Hypothesis: There is significance difference among annual income with respect
to career development of engineers.

31
 TABLE 15: ANALYSIS OF ANNUAL INCOME VS CAREER DEVELOPMENT OF
ENGINEERS

S.NO FACTORS F VALUE SIGNIFICANCE

1 Career advancement 1.751 0.182

2 Job opportunity 0.039 0.962

3 Mentorship 0.068 0.935

4 Opportunity for development 0.380 0.685

5 Experience with company 0.215 0.807

6 Skills and competence 2.720 0.074

7 Successions plans 0.090 0.914

INTERPRETATION:

The above table 15 shows the one way anova analysis of annual income with respect to career
development of engineers. From the analysis it is clear that all the factor such as career
advancement (0.182), job opportunity (0.962), mentorship (0.935), opportunity for
development (0.685), experience with company (0.807), skills and competence (0.074) and
successions plan (0.914) are greater than 0.05. It is interpreted that there is no significance
difference among annual income with respect to career advancement, job opportunity,
mentorship, opportunity for development, experience with company, skills and competence
and successions plans.

32
 CHAPTER 5
FINDINGS, SUGGESTIONS AND CONCLUSION

5.1 SUMMARY OF FINDINGS

5.1.1 FREQUENCY ANALYSIS:

✓ The frequency analysis of Gender of the respondents shows that majority of the
respondents are Male (70.8%) and female respondents are (29.2%)

✓ The frequency analysis of age group of the respondents shows that majority of the
respondents are those whose age group lies between 18-25 years old (66.2%) followed by
the age group which lies between 26-40 years old (26.2%) and followed by the age group
between 41-55 years old (6.2%) and followed by small portion of age group which lies
between 55-till retirement (1.5%)

✓ The frequency analysis of education qualification of the respondents shows that majority
of the respondents are Under graduate (86.2%) followed by Post graduate (9.2%) portion
of respondents who have completed their Diploma (4.6%).

✓ The frequency analysis of annual income of the respondents shows that for the majority
of the respondents annual income are Rs.2 lakhs –Rs.5 lakhs (49.2%) followed by annual
income less than Rs.2 lakhs (29.2%) then followed by the range between Rs.6 lakhs to
Rs. 10 lakhs (21.5%)

✓ The frequency analysis of Marital status of the respondents shows that majority of the
respondents are unmarried (67.7%) and followed by married (32.3%)

5.1.2 MEAN ANALYSIS:

✓ The mean value of mentorship factor items proves that company mentorship is the major
factor for perceiving mentorship factor and receiving mentorship from senior employees
is the least contributing factor towards mentorship factor.
✓ The mean value of job opportunity factor items proves that the employees are ready to
undergo training that will enhance their job skills is the major factor for perceiving job
opportunity factor and the employees are happy with the current duties is the least
contributing factor towards job opportunity factor.

33
✓ The mean value of career advancement factor items proves that the company emphasizes
employees to seek assistance from professionals is the major factor for perceiving career
advancement factor and the firm pays for personal training is the least contributing factor
towards career advancement factor.
✓ The mean value of opportunity for development factor items proves that the organization
provides opportunities that encourage me to better my services is the major factor for
perceiving opportunity for development factor and adopting new strategies to improve
yourself in company is the least contributing factor towards opportunity for development
factor

✓ The mean value of experience with company factor items proves that future of myself
within company is the major factor for perceiving experience with company factor and
company discriminate employees is the least contributing factor towards experience with
company factor.

✓ The mean value of skills and competence factor items proves that willing to enhance their
skill is the major factor for perceiving skills and competence factor and employees will
take higher studies is the least contributing factor towards skills and competence factor.

✓ The mean value of successions plans factor items proves that successions plans is
effective is the major factor for perceiving successions plans factor and Selecting leaders
within enterprise is the least contributing factor towards successions plans factor.

5.1.3 ONE WAY ANOVA

✓ The one way anova analysis of age with respect to career advancement, job opportunity,
mentorship and opportunity for development. From the analysis it is clear that the factor
such as career advancement (0.017), job opportunity (0.019), opportunity for
development (0.010) and experience with company (0.004) are lesser than 0.05. It is
interpreted that there is significance difference among age with respect to career
advancement, job opportunity, opportunity for development and experience with
company. The mentorship factor (0.220), skills and competence (0.647) and successions
plan (0.572) are greater than 0.05. Hence, there is no significance difference among age
with respect to mentorship factor, skills and competence and successions plan factor.

✓ The one way anova analysis of education qualification with respect to career

34
 advancement, job opportunity, mentorship and opportunity for development. From the
analysis it is clear that all the factor such as career advancement (0.531), job opportunity
(0.272), mentorship (0.155), opportunity for development (0.252), experience with
company (0.124), skills and competence (0.338) and successions plan (0.051) are greater
than 0.05. It is interpreted that there is no significance difference among education
qualification with respect to career advancement, job opportunity, mentorship,
opportunity for development, experience with company, skills and competence and
successions plans.
✓ The one way anova analysis of annual income with respect to career advancement, job
opportunity, mentorship and opportunity for development. From the analysis it is clear
that all the factor such as career advancement (0.182), job opportunity (0.962),
mentorship (0.935), opportunity for development (0.685), experience with company
(0.807), skills and competence (0.074) and successions plan (0.914) are greater than 0.05.
It is interpreted that there is no significance difference among annual income with respect
to career advancement, job opportunity, mentorship, opportunity for development,
experience with company, skills and competence and successions plans.

5.2 SUGGESTIONS:
1. The organisation provides various opportunities for the employees career development,
but still we there is a lot more scope for the organisation to implement various attractive
opportunities to retain and enrich their employees
2. There are lot of employees that are who are dissatisfied with their jobs. The organisation
needs to look into this aspect and try to rectify it with the help of job enrichment and job
enlargement.
3. The overall experience with the company by the employees is good. But this has to be
improved by the organisation to an extent that the overall experience by the employees
would become the best. The company can achieve this by framing powerful retention
policies and employment development opportunities.
4. The company can organize various training and development programmes for their
employees so that skills and competence can be at par with the others and this will help
the company attain a competitive advantage.
5. We find that the company opts for internal succession / recruitment. The company should
try to recruit from external sources so that the company can have a greater knowledge pool
and increased insight.

35
6. The company supports career advancement, but the company has to motivate and mentor
its employees so that they are competent enough to handle all types of organisational
situations.

5.3 CONCLUSION:

The study was conducted for the purpose of career development of engineers. The
factors that influencing career development of engineers are career advancement, job
opportunity, mentorship and opportunity for development. Developing educational systems
that ensure a firm grasp of fundamentals while promoting creativity and a spirit of inquiry.
Maintaining the skill base of the engineering work force by providing access to learning
opportunities throughout the working life of engineers. Developing new approaches to
engineering education that make the best use of the Internet and other information technologies.
Ensuring that educational systems provided in our countries with sufficient capability for
global engineering by transmitting to engineers the skills and experience needed to perform
effectively in international collaboration. Through this study, the organisation will able to
understand better way for career development of engineers.

36
 BIBLIOGRAPHY

✓ Igbaria, M., Kassicieh, S. K., & Silver, M. (1999). Career orientations and career success
among research, and development and engineering professionals. Journal of Engineering
and technology management, 16(1), 29-54.

✓ Petroni, A. (2000). Strategic career development for R&D staff: a field research. Team
Performance Management: An International Journal.

✓ Bigliardi, B., Petroni, A., & Dormio, A. I. (2005). Organizational socialization, career
aspirations and turnover intentions among design engineers. Leadership & organization
development journal.

✓ Samuel, O. M., Magwagwa, S., & Mazingi, A. (2019). Strategic career development of
black engineering graduates in South Africa: the workplace experiential approach. Higher
Education, Skills and Work-Based Learning.

✓ Wong, S. S. K., Cross, J. A., & Mueller, P. S. (2018). Impact of mentoring on practicing
engineers: a meta-synthesis. Journal of Workplace Learning.

✓ Martínez-León, I. M., Olmedo-Cifuentes, I., & Ramón-Llorens, M. C. (2018). Work,

personal and cultural factors in engineers’ management of their career satisfaction. Journal
of Engineering and Technology Management, 47, 22–36.

✓ Alavi, S. B., Moteabbed, S., & Arasti, M. R. (2012). A qualitative investigation of career
orientations of a sample of Iranian software engineers. Scientia Iranica, 19(3), 662–673.

✓ Pons, D. J. (2015). Changing importances of professional practice competencies over an

engineering career. Journal of Engineering and Technology Management, 38, 89–101.

✓ Gayle Baugh, S., & Sullivan, S. E. (2005). Mentoring and career development. Career
Development International, 10(6/7), 425–428

✓ Prince (2005). Career‐focused employee transfer processes. Career Development

International, 10(4), 293–309.

37
 ANNEXURE

I, DIVYA DEVI.S, Student of Saveetha School of Management, Chennai – 77 requesting you

to kindly answer the following questions for the fulfillment of my degree.
Name: Gender: Male / Female
Age: (a) 18 – 25 (b) 26 - 40 (c) 41 - 55 (d) 55 – till retirement
Education:(a) School (b) Diploma (c) Under Graduate (d) Post Graduate (e)
Doctorate
Annual Income: (a)<Rs.2 lakhs (b) Rs.2 – 5 lakhs (c) Rs.6 – 10 lakhs (b) >10
lakhs
Marital Status: Single/ Married/ Widow/Divorced

Read each statement given below and indicate against it how much it is true of your
behavior.
Tick across the respective column SD - strongly disagree D - disagree
N - neither agree nor disagree A - agree SA - strongly agree

STATEMENTS SD D N A SA
OPPORTUNITIES FOR DEVELOPMENT
The organization provides opportunities that encourage me
to better my services
In this company, adopting new strategies to improve
yourself
the company is quick in implement solutions that better my
skills
The firm has a systematic program that identifies and
develop employee skills.
The company provides opportunities to better our personal
career.
I am satisfied with the career development opportunities
given in my organisation
JOB OPPORTUNITIES
The employees are happy with the current duties.
The manager encourages you to implement skills learn in
training.
The employees are ready to undergo training that will
enhance their job skills
The organization delegates task to the employees based on
the experience
EXPERIENCE WITH THE COMPANY

The company discriminate the employees

38
Within this company, my current role gives me the
satisfaction.
I see future of myself within this company

SKILLS AND COMPETENCE

Employees think that they have qualification for the new
role they choose
Employees are willing to enhance their skill to fit for their
current position
Employees will take higher studies if the company pays for
it to better your understanding
My job skills match my responsibilities
MENTORSHIP
The firm has mentorship programs to better employees on
their careers.
I receive mentorship from senior employees on career tips
The company mentorship benefit for you
SUPPORT FOR CAREER ADVANCEMENT.
Employees receive regular development through workshops
The firm pays for personal training
The company emphasizes employees to seek assistance from
professionals
SUCCESSIONS PLANS
The organization develop and select leaders within the
enterprise.
The company position succession plan is effective.
Thank you for your valuable time and response

39