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