i
PERCEIVED IMPORTANCE ACTS AS MEDIATOR OF THE
RELATIONSHIP BETWEEN TRAINING ASSIGNMENT AND TRAINING
MOTIVATION.
NG YEE CHING
This project is submitted in partial fulfilment of the requirements for a
Bachelor of Science with Honours
(Human Resource Development)
Faculty of Cognitive Sciences and Human Development
UNIVERSITI MALAYSIA SARAWAK
2008
Perceived Importance Acts as Mediator of the Relationship between Training
Assignment and Training Motivation.
NG YEE CHING
Kota Samarahan
2008
Faculty of Cognitive Sciences and Human Development
ii
The project entitled ‘Perceived Importance Acts as Mediator of the Relationship
between Training Assignment and Training Motivation’ was prepared by NG YEE
CHING and submitted to the Faculty of Cognitive Sciences and Human
Development in partial fulfillment of the requirements for a Bachelor of Science
with Honours Human Resource Development.
Received for examination by:
-----------------------------------
(Nama Penyelia)
Date:
-----------------------------------
Grade
iii
ACKNOWLEDGEMENT
Firstly, I would like to express my thanks to my Final Year Project supervisor Prof
Dr. Peter Songan. With his guideline, I was able to complete my Final Year Project.
He has always been patient in giving advice and suggestion to me. He also is always
willing to spend his precious time to meet me to discuss about my research.
Secondly, I also want thanks my friends who are always willing to help me. They
are willing to give advices and suggestion to me when I have problem in doing my
Final Year Project.
Thirdly, I want to express my thanks to my family, especially my parents. They
have given me moral and financial support to complete this research.
Lastly, I would like to thank all the people who help me in completing my Final
Year Project, according to schedule.
iv
TABLE OF CONTENTS
Acknowledgement iii
Table of Contents iv
List of Figures vi
List of Tables vii
Abstract viii
Abstrak ix CHAPTER 1 INTRODUCTION
1.0 Introduction 1-2
1.1 Background of Study 2-5
1.2 Statement of the Problem 5-8
1.3 Objectives of Study 8
1.3.1 General Objectives 8
1.3.2 Specific Objectives 8
1.3.3 Variables 8
1.4 Conceptual Frameworks 9
1.5 Research Hypotheses 9-10
1.6 Signification of the Study 10
1.7 Definition of Terms 11
1.8 Limitation of the Study 12-13
CHAPTER 2 LITERATURE REVIEW
2.0 Introduction 14
2.1 Concept of Training Motivation 14-15
2.2 Related Theories 15
2.2.1 Need hierarchy Theory 16-18
2.2.2 Social Learning Theory 18-20
2.2.3 Self-fulfilling Prophecy 20-21
2.3 Related Studies on Training Motivation 21-24
2.4 Conclusion 25
CHAPTER 3 RESEARCH METDOLOGY
3.0 Introduction 26
v
3.1 Research Design 26-27
3.2 Population and Sample 27-29
3.3 Instruments 29-30
3.4 Pilot Test 30-31
3.5 Data Collection 31
3.6 Data Analysis 31-32
3.6.1 Stepwise Regression Analysis 33
3.7 Conclusion 34
CHAPTER 4 FINDINGS AND DISCUSSION
4.0 Introduction 35
4.1 Respondents’ Characteristics 35-36
4.2 Relationship among Variables 37-38
4.3 Testing Mediating Model 38-42
4.4 Discussion of the Findings 42-44
4.5 Conclusion 44
CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction 45
5.1 Summary of Study 45-47
5.2 Conclusion 47-49
5.3 Recommendation 49
5.3.1 For Human Resources Practitioner 49
5.3.2 For the Organization 49-50
5.3.3 For Future Researcher 50-52
REFERENCES 53-55
BIBLIOGRAPHY
APPENDIX A Questionnaire 56-64
APPENDIX B Letter for Conducting Research 65
vi
LIST OF FIGURES
Figure 1
Conceptual Framework 9
Figure 2
Maslow Hierarchy of Needs 16
vii
LIST OF TABLES
Table 1
The Distribution of Likert 26
Table 2
Reliability for Pilot Test 27
Table 3
Value of Multiplier ‘r’ Score Value and Strength of Relationship 28
Table 4
Participation’s Characteristic 32
Table 5
Results of Pearson Correlation Analysis 33
Table 6 Results of Stepwise Regression Analysis 36
Table 7
Hypotheses and Result 38
viii
ABSTRACT
PERCEIVED IMPORTANCE ACTS AS MEDIATOR OF THE RELATIONSHIP
BETWEEN TRAINING ASSIGNMENT AND TRAINING MOTIVATION.
Ng Yee Ching
The purpose of this study is to find out whether mandatory attendance in the training
or voluntary attendance in the training will influence employees’ perceived
importance and affect training motivation of employees. The objectives of this
research are (a) to investigate perceived importance as a mediator in the relationship
between mandatory training assignment and training motivation, (b) to determine
perceived importance as a mediator in the relationship between voluntary training
assignment and training motivation. The respondents of this study are 78 employees
of Northam All Suite Hotel, Penang. A questionnaire was used to measure the
perceived importance of employees towards the training assignment and its effect
on training motivation. Pearson correlation analysis and stepwise regression analysis
were used to test the hypotheses. Pearson correlation analysis was used to determine
the relationship between the variables. Stepwise regression analysis was used to test
the mediating variable in the relationship between the training assignment and
training motivation. The findings of this study showed that (a) perceived importance
positively mediate the relationship between the mandatory training assignment and
training motivation, and (b) perceived importance positively mediate the
relationship between the voluntary training assignment and training motivation.
Therefore, the organization should put strong emphasis on the importance of
training and training assignment as they are crucial to enhance the training
motivation of employees.
ix
ABSTRAK
RASA BERGUNA MEMPENGARUHI PERHUBUNGAN ANTARA PENUGASAN
LATIHAN DENGAN MOTIVASI LATIHAN
Ng Yee Ching
Kajian ini bertujuan untuk mengkaji tentang rasa berguna terhadap penugasan
mandatori dan penugasan sukarela akan mempengaruhi motivasi latihan. Objektif
kajian ini adalah (a) mengkaji tentang rasa berguna bertindak sebagai mediator
antara perhubungan arahan penugasan mandatori dan motivasi latihan, dan (b)
mengkaji tentang rasa berguna bertindak sebagai mediator antara perhubungan
arahan penugasan sukarela dan motivasi latihan. Jumlah responden adalah 78 orang
pekerja dari Northam All Suite, Penang. Borang kaji selidik digunakan untuk
menilai persepsi rasa berguna pekerja terhadap amalan penugasan laihan. Analisi
korelasi Pearson dan analisi “stepwise regression” digunakan untuk menilai
hipotesis. Analisi korelasi digunakan untuk menilai perhubungan antara
pembolehubah-pembolehubah. Analisi “stepwise regression” digunakan untuk
menguji pembolehubah mediator dalam perhubungan antara penugasan latihan dan
motivasi latihan. Dapatan kajian ini menunjukkan bahawa (a) rasa berguna mediasi
secara positif antara hubungan penugasan mandatori dan motivasi latihan, dan (b)
rasa berguna mediasi secara positif antara hubungan penugasan sukarela dan
motivasi latihan. Maka, organisasi patut menekankan kepentingan latihan dan
penugasan latihan kerana ia amat penting untuk meningkatkan motivasi latihan
pekerja.
x
Catatan: * Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah, Sarjana dan Sarjana Muda
*Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi
BORANG PENGESAHAN STATUS TESIS
JUDUL : _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
SESI PENGAJIAN :___________
Saya _________________________________________________________________
(HURUF BESAR)
mengaku membenarkan tesis * ini disimpan di Pusat Khidmat Maklumat Akademik,
Universiti Malaysia Sarawak dengan syarat-syarat kegunaan seperti berikut:
1. Tesis adalah hakmilik Universiti Malaysia Sarawak
2. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat salinan
untuk tujuan pengajian sahaja
3. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat
pendigitan untuk membangunkan Pangkalan Data Kandungan Tempatan
4. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat salinan
tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi
5. ** sila tandakan ( )
SULIT
TERHAD
TIDAK TERHAD
___________________________ _________________________________
(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)
Alamat Tetap:
______________________________
______________________________
______________________________
Tarikh : _______________________ Tarikh: _____________________________
Gred:
(mengandungi maklumat yang berdarjah keselamatan atau
kepentingan seperti termaktub di dalam AKTA RAHSIA RASMI
1972)
(Mengandungi maklumat Terhad yang telah ditentukan oleh
organisasi/badan di mana penyelidikan dijalankan)
xi
berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai TERHAD.
1
CHAPTER 1
INTRODUCTION
Nowadays, there are many dramatic changes occur in our society. Examples
of the change are global competition, rapid changes of technology, total quality
management, usage of new quality processes and technologies, and young people
with conventional qualification. Therefore, training programs are necessary to bring
benefits to organization and also to employees. Training can be defined as that
organization process in developing the staffs and their potential, uplifting the
credibility in an organization, sealing problem faced, helping to cope with new
function, increasing productivity, and fulfilling the demand for skill workers
(Ahmad, 2007).
Training is designed to help workers to stay-up with the state of the art, to
refresh what they learn at any stage, and also to help them perform their current
tasks better (Amagada, 2006). It is very important for organization to continuously
compete with other organization by improving workers’ skills and knowledge.
Organization will get higher profit and higher productivity in return. Furthermore, it
2
will uplift organization image, increase workers motivation and decrease staffs
turnover (Ahmad, 2007). Staffs will have higher job satisfaction, more promotion
opportunity, pay increases, chances to be aware of one own potential, and also
upgrade competency and efficiency.
Training assignment is referred as whether the employees have the choice to
attend the training program or otherwise. It will affect the trainee’s perceived
importance and further will increase training motivation of the trainees. Trainees
will perceive the training as important when their supervisors send them to attend a
training program.
This study is intended to find out whether mandatory attendance in the
training or voluntary attendance in the training affects training effectiveness and
enhance training motivation.
1.1 Background of the Study
In an era of rapid change of environment and high technology, it is very
important that an individual must have the ability to alter themselves to meet the
new challenges. The changing of technologies continues to change the nature of the
work tasks, require workforce to learn new skills, and knowledge to perform theirs
tasks (Tai, 2006). One of the most commonly encountered human capital
development interventions is training, defined for the purpose of the present study
as “a planned intervention that is designed to enhance the determinants of individual
job performance” (Campbell & Kuncel, 2001, cited in Chiaburu & Tekleab, 2005).
Global competition, technologies improvement, and transformation of the traditional
workplace are raising the pressures to improve performance in all types of
organization settings (Broad, 1997, cited in Wang & Wentling, 2001).
3
Organizations needed training to help their employees to gain those necessary
knowledge and skills and organization performance so that they can meet the
challenges effectively (Goldstein & Gilliam, 1990; Rosow & Zager, 1988, cited in
Tai, 2006). Nowadays, employers have increasingly understood that training
program is very important to enhance employees’ adaptability and flexibility.
Adequate training is very crucial for an organization to improve worker’s skills and
knowledge and achieve organization’s goals and objectives. According to Nadler
(1989, cited in Amagada, 2006) training is designed to improve performance on the
job that may enable the worker to move to immediate higher position within the
company.
Tai (2006) recommended that training motivation of employees represents a
significant factor in improving the effectiveness of training outcomes. In order for
training program to be effectively conducted, trainees should believe that they will
receive desired reward eventually if they took part in learning process (Goldstein &
Ford, 2002, cited in Chiaburu & Tekleab, 2005). Employees who attended training
program will obtain knowledge that will lead to valued result if their training
motivation were high. Noe (1986, cited in Tai & Tsai 2003) recommended that
characteristics, such as, motivation and attitudes are individual difference factors
that play a critical role in achieving training effectiveness. If an employee possessed
low training motivation, so even he or she has the ability to learn the content from a
training program, yet they may fail to obtain knowledge from the training program.
Facteau et. al. (1995, cited in Switzer, Nagy & Mullins, 2005) found that
employees’ motivation to attend and learn from the training program will be
influenced by their perceptions towards the overall quality available in the training
program.
Fleishman and Mumford (1989) and Quinones, (1997, cited in Tsai & Tai,
2003) also suggested that the characteristics of trainees such as attitudes and
4
motivation are more crucial to training achievement than are course-content
variables. Trainees were more likely to indicate that they have learnt important
knowledge from the training program if they participated in training program with
higher level of training motivation. According to Baldwin, (1991); Mathieu,
Tannenbaum and Salas, (1990, cited in Switzer, Nagy & Mullins, 2005), trainees
who participated in training program with higher level of training motivation will
tend to obtain more knowledge and are more likely to perform better in training
compare to those who are less motivated.
The realistic training preview such as content indicating specific topics and
expected home-work, outcomes expected from the training, expected evaluation
procedures, an indication of who should attend training, and workshop leader, dates,
times, and locations may lead to higher levels of training motivation (Hicks &
Klimoski, 1987 cited in Russ-Eft, 2002). According to Switzer, Nagy and Mullins
(2005), employees performance in training program were low if the employees’
training motivation were low even they had skills that were needed to learn the
training content.
The motivation of trainees plays an important role in the effectiveness of the
training programs. In order for the organization to become more competitive,
employees must think that the training program is actually valuable and in their best
interest (Karp & Samour, 2000, cited in Holladay, Knight, Paige & Quinones, 2002).
Some organizations such as Bell Canada encouraged their employees to develop
their skills and knowledge through voluntarily attending the training program with
condition, the company provides many online courses to improve their employees’
skills and knowledge (Messier, 2003, cited in Renaud, Lakhdari & Morin, 2004).
According to Kanfer (1991, cited in Colquitt, 2000), training motivation is
referred as the intensity, direction, and persistence of learning-directed behaviour in
5
training contexts. In other word, employees’ training motivation will affect the
training effectiveness. If the workers’ skills were not developed, this was a waste of
organization’s money and time for sending them to the training program. The
outcomes of the training program in Northam Hotel is not achieved the expectations
of the organization because employees’ training motivation is not high. This study is
conducted to investigate whether perceived importance towards training assignment
will influence training motivation or not.
1.2. Statement of Problem
Nowadays, for the purpose to retain company’s human capital or workforce,
there are increasing needs to emphasize on both mandatory training and voluntary
training (Noe & Colquitt 2002, cited in Renaud, Lakhdari and Morin, 2004).
The relationship between training assignment features (mandatory and
voluntary) and training motivation has been investigated in past studies. The finding
on training assignment features (mandatory or voluntary) influenced the trainees’
motivations were not consistent with recent studies. For example, Mathieu (1993
cited in Tai 2006) found that trainees who attend voluntary training program have
higher training motivation. But, Tsai and Tai (2003) found that employees who
attend mandatory training program have higher training motivation. Therefore, this
research investigated the relationship between the training assignment (mandatory
or voluntary) and training motivation. Furthermore, research on the role of
perceived importance as mediator in relationship between the training assignment
and training motivation is little. Thus, this research investigated the role of
perceived importance mediating the relationship between training assignment and
training motivation.
6
The past research recommended that training motivation for training would
be influenced by training assignment. There were training literatures recommending
that motivation and trainee ability combined with multiplicatively to determine
training effectiveness (Colquitt et al, 2000; Noe & Wilk, 1993; Facteau et al, 1995;
Mathieu et al, 1992, cited in Tai, 2006). If the trainees had both the motivation and
capability to learn, then the training performance would increase. Therefore, it was
very important that the employees should have high training motivation to make
sure the training went on effectively.
On the other hand, previous research also found that trainees’ motivation for
training influenced by training assignment. Researches indicated that training
motivation would be reduced if employees had no choice of participation (Guerrero
& Sire, 2001; Quinones, 1997; Hicks & Klimoski, 1987; Balwin & Magjuka, 1991,
cited in Tai & Tsai, 2003). For example, Hicks and Klimoski (1987, cited in Russ-
Eft, 2002) found that trainees who have high degree of choice received higher
achievement and they learned more than those trainees who had low degree of
choice.
Ryman and Biersner (1975, cited in Tai & Tsai, 2003) carried out a study on
the Navy’s SCUBA training program and found that trainees’ motivation was lower
when they attended training mandatory. Hicks and Klimoski (1987, cited in Tai &
Tsai, 2003) have obtained the same finding which stated that when employees
attended training under explicit pressures from their supervisor, their training
motivation level tend to be lowered. Expressly, they found that trainees were more
possible to quit from training program right after the beginning or halfway through
if they are being forced to attend training; while the employees attend training
program voluntarily will stay until the training program is completed.
7
On the contrary, Balwin et.al (1991 cited in Tai, 2006) showed that trainees
were more motivated than those who volunteered when they were mandated to
attend particular training programs. This was because supervisors usually assigned
workers to attend certain program when they feel the training was important in order
to achieve the organizational goals.
Mathieu et al, (1993 cited in Tsai & Tai 2003) had a dissimilar finding. They
studied a proof-reading training program prepared for the workers of a state college
administration (Tsai & Tai 2003). The research showed there was no relationship
between attending training program voluntary and training motivation. Mathieue et
al (1993, cited in Tsai & Tai, 2003), explained that the purpose of proof-reading
training program was designed to develop trainees’ skills on their recent works; but
employees with strong career targets may not think that training program can help
them in attaining valued knowledge and skills. From this explanation, the perceived
importance of trainees’ toward training programs may play a significant role in the
relationship between training assignment and training motivation. On the other hand,
according to Martocchio, (1992) and Mathieu et.al, (1992, cited in Russ-Eft, 2002)
the voluntary training has better outcomes than mandatory training.
According to Hesketh, (1997) and McLean, (1998 cited in Russ-Eft, 2002),
voluntary participation may be hard to motivate employees, especially if training
required some effort and was perceived as involving some evaluation. Additionally,
present studies showed that worker perception regarding the value of attending a
particular training program and the significant of the training will increase if the
assigned training is in line with the requirements of department. Balwin and
Maguka (1991 cited in Tsai & Tai, 2003) argued that the benefits of voluntarily
attending the training program have often been exaggerated. In reality, instructors
always claimed that those require the least training course were normally those who
volunteer to attend the training program.
8
This study is designed to answer this question: does perceived importance
mediate the relationship between the mandatory or voluntary of the training and
training motivation?
1.3 Objectives of the Study
1.3.1 General Objective
The general objective is to determine perceived importance as the mediator of the
relationship between training assignment and training motivation
1.3.2 Specific Objectives:
1) To investigate perceived importance as a mediator in the relationship
between mandatory training assignment and training motivation
2) To investigate perceived importance as a mediator in the relationship
between voluntary training assignment and training motivation.
1.3.3 Variables
This study consisted of two variables and one mediator. These variables
were dependent and independent. The independent variable was training assignment
and the training features were mandatory training and voluntary training. The
dependent variable was training motivation. The mediator was perceived importance.
9
1.4. Conceptual Framework
This framework was developed to show that perceived importance act as a
mediator between training assignment and training motivation. This framework was
used to develop questions and hypotheses for this study. Training assignment
(mandatory or voluntary) was the independent variable, while training motivation
was the dependent variable. Perceived importance worked as the mediating variable.
.
Independent variable Mediator variable Dependent variable
Figure 1: Perceived importance mediating the relationship between training
assignment and training motivation
1.5. Research Hypotheses
This research answered the following questions:
1) Does perceived importance affect the relationship between training assignment
features and training motivation?
Training assignment
-Mandatory
-Voluntary
Training
Motivation Perceived
importance
10
These questions are used to predict these relationships.
1) H1: Perceived importance positively mediate the relationship between the
mandatory training assignment and training motivation.
Trainees who attend certain training programs mandatory will have higher
training motivation than who attend the training program voluntary
(Baldwin e.t. ,1991, cited in Tai & Tsai, 2003).
2) H2: Perceived importance positively mediate the relationship between the
voluntary training assignment and training motivation.
Cohen (1990, cited in Tai & Tsai, 2003), found that trainee’s training
motivation will be enhanced if they feel particular training program are
beneficial or necessary. Employees perceive a particular training program
will improve their skill and knowledge; therefore they are interested to
attend the training program.
1.6 Significance of Study
This study led to a better understanding of perceived importance mediating
the relationship between training assignment and the training motivation. The result
of this study was important to explain the role of perceived importance in
influencing training assignment and trainees’ training motivation. Furthermore, it
was also important to support past research. The result of this study was also
important for practitioners to improve their practice of training assignment in their
organization. This will enable the organization to know whether to give the freedom
to the employees to attend training program or follow the schedule that is arranged
by their supervisor. This is important to make sure the employees have high
motivation to undergo training to develop their skills and knowledge.
11
1.7 Definitions of Terms
Independent variable: Training assignment.
Training assignment is the pre-training decision involving whether employees have
the choices of attending or not to attend training programs.
Variable: Voluntary training assignment
Voluntary refers to an individual making pre-training decision whether he/she want
to attend the training program or to decide on what training program he/she want to
attend. The employees perceive the training program as important to improve their
skills and knowledge. Furthermore, they see the training program will bring benefit
to them. Therefore, they are interested to attend the training program voluntarily.
Variable: Mandatory training assignment
Mandatory is a compulsory mean for an individual to attend the training program
assigned by the top management of the organization to achieve the company goals.
Top management feels that the training program is important for the employees to
improve their skills and it can help to achieve the company’s objectives. Therefore,
they made it a compulsory for employees to attend the training program. Employees
have no chance to choose whether to attend the training program or otherwise.
Dependent variable: Training motivation
Training motivation is the willingness of an individual to expend efforts toward
learning from the training program or desire of individual to learn the content of the
training program. Motivation can influence the willingness of an employee to
attend the training program. Training assignment would enhance trainee’s perceived
importance and further employee’s training motivation.
12
Mediator: Perceived importance
Perceived importance of a training program refers to an individual perception
toward the training, that is, whether the training program will bring benefit or not if
they attended the training program. Trainees’ motivation is impacted by perceived
importance. Individuals who perceive the training as an important factor for self-
development will have higher training motivation to attend a training program.
1.8 Limitations of the Study
Firstly, the limitation is that the employees of the organization may not
answer the question honestly or tend to be bias. They may give the answers that
reflected well for them and for the organization. The answer given may be affected
by their mood or feelings at the moment they answer the question.
Secondly, the limitation is that employees of the organization do not give
full cooperation. Some of the employees might have yet to fill in the instrument
when it has to be collected. This might due to they were busy with their own jobs
and tasks.
Thirdly, this research only focused on one organization but not the whole
industry. The study only consist a small sample from a large population. The
sample taken may minimize the ability to obtain precise and accurate result. That
organization culture and value may also influence the accuracy for this research.
Lastly, this research only focused on the effect of training assignment
towards perceived importance and further on training motivation. There are many
other factors that may affect perceived importance and training motivation. For
example, financial support, post training accountability and supervisor
communication. Also, there are other factors such as employees’ personality and,
Top Related