Examining Skill Gaps and Organisational Performance in the EdTech Sector: The Role of Employee Performance and Training

Skill gaps are an important workforce concern in technology-intensive organisations because job requirements evolve rapidly while employee competencies may not develop at the same pace. This study examines perceived skill gaps, employee performance, training and development, and perceived organisational performance in a technical training and EdTech-oriented firm in Coimbatore, India. A descriptive, cross-sectional survey design was used. The available dataset contains 152 respondents drawn from a combined pool of employees and trainees, measured through a structured Likert-scale questionnaire. The overall 21-item construct set yielded Cronbach’s alpha of 0.769; construct-level reliability and factor-validity coefficients were not available in the source dataset and are therefore treated as measurement limitations. Pearson correlation, complete-case multiple linear regression (n = 148), and an exploratory two-group ANOVA based on the available subset (N = 75) were used. Skill gap was not significantly associated with perceived organisational performance (r = 0.144, p = 0.076) or employee performance (r = −0.033, p = 0.683). The regression model was significant, F(3, 144) = 10.988, p < 0.001, R² = 0.186, with employee performance emerging as the only statistically significant individual predictor of perceived organisational performance (β = 0.354, p < 0.001). Skill gap (β = 0.143, p = 0.063) and training and development (β = 0.136, p = 0.082) were not individually significant. The exploratory ANOVA indicated a significant difference in skill-gap scores, F(1, 73) = 6.326, p = 0.014, η² = 0.080; however, because the source output does not document exact group coding or group means, no directional conclusion is drawn. The findings indicate that employee performance is the only statistically significant individual predictor of perceived organisational performance in this sample, while the direct roles of skill gap and training and development remain statistically inconclusive. The study highlights the need for construct-level reliability, validated measurement, complete experience-group analysis, and longitudinal evidence in future research.

skill gap analysis; employee performance; perceived organisational performance; training and development; EdTech; technical training.

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