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.

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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

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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,