The relationship between training perception and employee engagement: Impacts of perception of reward and self-efficacy

Particularly, this research has investigated in the perception and satisfaction of employees on the organizational training activities they received, their self-efficacy and perception[r]

VIETNAM NATIONAL UNIVERSITY

VIETNAM JAPAN UNIVERSITY

HOANG VU DUONG

THE RELATIONSHIP BETWEEN TRAINING PERCEPTION AND

EMPLOYEE ENGAGEMENT: IMPACTS OF PERCEPTION OF REWARD AND

SELF-EFFICACY

MASTER THESIS

BUSINESS ADMINISTRATION

VIETNAM NATIONAL UNIVERSITY

VIETNAM JAPAN UNIVERSITY

HOANG VU DUONG

THE RELATIONSHIP BETWEEN TRAINING PERCEPTION AND

EMPLOYEE ENGAGEMENT: IMPACTS OF PERCEPTION OF REWARD AND

SELF-EFFICACY

MAJOR: BUSINESS ADMINISTRATION CODE: 60340102

RESEARCH SUPERVISORS DR TRAN HUY PHUONG ASSOC PROF KODO YOKOZAWA

ACKOWLEDGEMENT

First of all, I would like to express my sincere gratitude to Dr Tran Huy Phuong and Assoc Prof Kodo Yokozawa, who are my supervisors, for their guidance, encouragement and useful comments on my master thesis These considerably help me in completing this research work

I also would like to say thank to Vietnam Japan University and all lecturers here, especially in program of MBA, for giving me opportunity to study and experience in international and academic environment, which provides me valuable knowledge both theoretically and practically

Furthermore, I want to thank all staffs of VJU, especially Ms Huong of from MBA program, for greatly supporting me during years studying

Last but not least, I want to express my gratitude to all of my friends, especially Ms Nguyen Huyen Trang and Ms Nguyen Thi Ngoc Anh for their help and encouragement, which academically and mentally support me at any difficult time Sincerely,

TABLE OF CONTENTS LIST OF FIGURES

LIST OF TABLES

LIST OF ABBREVIATION

CHAPTER 1: INTRODUCTION

1.1 Research motivation

1.2 Research objectives

1.3 Research scope and objects

1.4 The structure of the paper

CHAPTER 2: LITERATURE REVIEW

2.1 Employee engagement

2.2 Employee training 10

2.3 Self-efficacy 17

2.4 Reward 21

2.5 Research questions 25

CHAPTER 3: RESEARCH METHODOLOGY 26

3.1 Research design 26

3.2 Conceptual research model 27

Variables and measuring instruments 27

Training perception 27

Self-efficacy 28

Employee engagement 29

Conceptual research model 30

3.3 Population, sample and data collection 31

Questionnaire design and administration 31

Population 32

Sample and data collection process 32

3.4 Sample demographics 33

CHAPTER 4: DATA ANALYSIS 34

4.1 Data preparation 34

4.2 Descriptive statistics 34

4.3 Reliability and validity 36

4.3.1 Reliability 36

4.3.2 Validity 37

4.4 Pearson correlation 39

4.5 Regression analysis and hypotheses testing 39

CHAPTER 5: DISCUSSION AND IMPLICATION 46

5.1 Research findings 46

5.2 Contribution and implication 50

5.3 Limitation and future research 52

REFERENCES 54

LIST OF FIGURES

Figure 2.1 Summary of antecedents and consequences of employee engagement 10

Figure 2.2 Training components and employee engagement model 15

Figure 2.3 Sources of Self-efficacy 19

Figure 2.4 Engagement Diagnostic Tool: National Health Service 22

Figure 2.5 Total reward system 23

Figure 3.1 Conceptual research model 30

LIST OF TABLES

Table 3.1: Frequency of demographic information of respondents 33

Table 4.1: Coding of variables 34

Table 4.2: Descriptive statistics of all variables 35

Table 4.3: Overall Cronbach’s alpha for each variable and sub-variable 36

Table 4.4: Item-total statistics for Intrinsic reward variable 37

Table 4.5: Rotated component matrix 38

Table 4.6: Pearson correlation matrix 39

Table 4.7: Regression analysis (Dependent variable: Employee Engagement) 40

Table 4.8: Mediation analysis (Dependent variable: Employee engagement; Mediator: Self-efficacy) 42

Table 4.9: Moderation analysis 44

Table 5.1: Summary of the results of hypotheses testing 46

LIST OF ABBREVIATION

HR human resources

HRD human resources development

HRM human resources management

JTJSS Job Training and Job Satisfaction Survey

SHRM Society of Human Resources Management

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CHAPTER 1: INTRODUCTION

1.1 Research motivation

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ways for organizations to enhance level of engagement of employees Annual reports on employee satisfaction and engagement by Society of Human Resources Management showed many conditions for employee engagement, including training and development However, training and development took account for almost the lowest position in the recent years (SHRM, 2015, 2016, 2017), despite the fact that several studies mentioned significant impacts of training on engagement

These indications suggest the need to have a deeper look at such relationship and become the significant motivations for conducting this study

1.2 Research objectives

Basically, the objective of this research is to explore the link between employee training and employee engagement in current Vietnamese context According to a report about Employee Engagement & Retention in Vietnam (Towers Watson, 2010), in the period of years from 2007 to 2010, the percentage of employee engagement in Vietnam had remained stable at around 78%, which was just ahead of the Asia Pacific Region Whereby, the possible reasons for this high level are management systems, employee perceptions on company image, effective performance evaluation, empowerment and sophistication However, Brands Vietnam – an electronic portal with high reputation in Vietnam, showed that this indication has declined considerably by about 10%, stayed at 70% in 2017, and even lower in 2015 and 2016 Although it still accounted for a good level in comparison with the level of the world and Asia, this decrease has been a warning for organizations in Vietnam Together with the number which is indicated by Gallup mentioned above, it is suggested that the employee engagement should be improved, and there have been several opportunities for enhancing the business as well as talent management for companies in Vietnam

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to propose suggestions to improve the level of engagement for organizations in Vietnam, hence enrich the outcomes and performance for those companies

1.3 Research scope and objects

Basically, the scope of the study will be employees who have working experience for a company in Vietnam and received training activities while working Besides, since the employee engagement is a psychological and behavioral term, it is understandable that other variables should be psychologically and behaviorally studied, from the view point of employee Particularly, this research has investigated in the perception and satisfaction of employees on the organizational training activities they received, their self-efficacy and perception on reward received from organization, in order to see the relationship between those factors on their perceived employee engagement It will be discussed further on the next Chapter

1.4 The structure of the paper

The paper starts with a chapter which provide an introduction for the study After that, it continues with chapters of reviewing literature, method for study, data collection and analysis, and findings and conclusions Particularly:

Chapter discusses about the introduction with research motivation, research objectives, scope and objects

Chapter reviews and summarizes the previous papers which related to the variables in this study, as well as proposes research questions and hypotheses

Chapter provides information about the approach method, research model and method of collecting data

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CHAPTER 2: LITERATURE REVIEW

This chapter deals with theoretical parts of the key concepts in this study, and reviews of the papers which researched about related issues

2.1 Employee engagement

The definition of employee engagement, for nearly decades of researching and developing, is still raising a controversy among researchers and organizations In other words, there still have no certain definition for this term, but it varied depends on how researchers and people look at it

The first time when the term “engagement” had been conceptualized was in 1990, by Kahn At that time, he defined engagement as “the harnessing of organization members’ selves to their work roles; in engagement, people employ and express themselves physically, cognitively, and emotionally during role performances” According to Kahn, people with engagement are enabled to concomitantly express their preferred selves and completely satisfy their role requirements Kahn suggests three direct psychological conditions of meaningfulness, psychological safety and psychological availability as influencing employees’ engagement (May et al., 2004; Rich et al., 2010)

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employee engagement, which, according to them, is viewed as “a desirable condition, has an organizational purpose, and connotes involvement, commitment, passion, enthusiasm, focused effort and energy, so it has both attitudinal and behavioral components” It is easy to see that almost the developed definitions for employee engagement are related to individual psychology or behavior In fact, social aspect of engagement, which referred to the experience of connectedness with other people who could be colleagues but may be anyone that the work role provides an interface with (Kahn, 1990), was presented and acknowledged in scholars (Shuck and Wollard, 2010) (Soane et al., 2012) For example, Saks claimed that relationships with supervisors can be antecedents of engagement (Saks, 2006; cited by Soane et al., 2012) Notwithstanding, “yet social engagement had not been conceptualized or operationalized as a facet of engagement” (Soane et al., 2012) until Soane’s study, which determined employee engagement consists of facets: Intellectual Engagement - the extent to which one is intellectually absorbed in work; Affective Engagement - the extent to which one experiences a state of positive affect relating to one’s work role; and Social Engagement - the extent to which one is socially connected with the working environment and shares common values with colleagues (Soane et al., 2012)

This paper, with the opinion of author that engagement requires both individual and social psychological, values and behavioral statements, will follow the definition of Soane et al., consider employee engagement as collect of facets mentioned above All of the term “employee engagement” from now can be understood this way Personal engagement

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(Kahn, 1990) It is easy to see that Kahn at the beginning conceptualized engagement around the psychological aspects of human beings In 1992, Kahn proposed an expansion in theoretical issue of his work Such expansion delineates the concept of psychological presence, its dimensions (attentiveness, connectedness, integration, and focus), and their impact on personal engagement (Michelle R Simpson, 2009) At that time, Kahn theorizes some factors that preceding the psychological conditions of meaningfulness, safety, and availability, consists of various work elements, social systems, and individual distractions Beside that conceptualization, his findings suggested that outcomes of personal engagement may include performance quality and productivity It means, when an individual finds his job meaningful, feels safe, and has the essential resources in their work role both externally and internally, personal engagement will be led to, and the individual is stated to be ‘‘fully present’’ (Kahn, 1992) In 2004, May et al., based on Kahn’s studies, conducted a research that proposed an individual engagement model at work Such research investigated in Kahn’s three psychological conditions, as well as put in various determinants of personal engagement such as job enrichment, relations, self-consciousness, activities or resources (May et al., 2004; Michelle R Simpson, 2009)

Burnout/Engagement

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Whereby, a working environment which enabled higher support for professional practice, would lead to greater engagement (Leiter and Laschinger, 2006)

Work engagement

Schaufeli et al., with the definition of engagement consist of components: vigor, dedication and absorption, in which vigor and dedication are two opposite components to burnout dimension (emotional exhaustion and cynicism), developed the Utrecht Work Engagement Scale in 2003, and used it to test the relationship between job resources, engagement and turnover intention The result suggested that work engagement mediated the link between job resources and turnover intention (Schaufeli et al., 2002, 2003, 2004) Moreover, since the measurement tool UWES were developed, “a growing body of research focusing on this construct has evolved” (Michelle R Simpson, 2009) Simpson in his research stated that a number of studies emphasized at the antecedents and/or consequences of work engagement, in which, the organizational factors were illustrated that having a vital influence in predicting work engagement, but not individual factors One of the illustrations is the result of several studies, which pointed out that job resources significantly predicted work engagement (Hakenen et al., 2006; Llorens et al., 2006; Mauno et al., 2007; Schaufeli and Bakker, 2004; Xanthopoulou et al., 2007) Likewise, researchers found that employees who have higher level of control, reward, values, or better work life experience would be more engaged to work (Koyuncu, 2006)

8 Employee engagement

When it comes to employee engagement, with the own developed definition, Harter had investigated engagement that way and generalized relationship were found between unit-level employee satisfaction-engagement and the organizational outcomes: profitability, productivity, customer satisfaction, employee safety, turnover Self-efficacy, organizational-based self-esteem, and optimism mediate the relationship between job resources and work engagement and exhaustion, and influence the perception of job resources (Xanthopoulou, 2007)

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found that employee engagement and its components, such as cognitive, emotional, behavioral engagement, have partial mediating effects

Empirically, Saks in 2006 proposed a model of antecedents and consequences of employee engagement In that model, employee engagement was categorized into aspects: job engagement and organizational engagement According to Saks, antecedents of engagement include job characteristics, perceived organizational support, perceived supervisor support, rewards and recognition, procedural justice, distributive justice; and its consequences consist of job satisfaction, organizational commitment, intention to quit, and OCB However, the results of his study showed the effects will depends on which variables of antecedents and consequences, and which types of engagement among types above It means that there will be a significant meaning by categorizing employee engagement

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strongly positively drive working performance of employees in order to reach greater organizational outcomes

Figure 2.1 Summary of antecedents and consequences of employee engagement (Source: Lee et al., 2017)

Hence, it can be said that which figure show express not only the support for the work of Saks, but also the contribution for the problem of antecedents and consequences of employee engagement, through effort of several academic researchers

2.2 Employee training

Training from long time ago has been viewed as a completely essential aspects in making the organization profitable Landy gave out a definition that job training is “a set of planned activities on the part of an organization to increase the job knowledge and skills or to modify the attitudes and social behavior of its members in ways consistent with the goals of the organization and the requirements of the job” (Landy,

Antecedents Job resources

Perceived support for participation in HRD practices

Training perception Servant leadership

Transformational leadership Incivility

Meaningful work

Goal congruence Social interaction

EMPLOYEE ENGAGEMENT

Consequences Work role behavior Turnover intention Organizational knowledge

creation Outcome variables (in-role performance, turnover intentions, OCB) Organizational citizenship behavior (OCB)

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1985) Michel Armstrong in another definition, said that “Training is systematic development of the knowledge, skills and attitudes required by an individual to perform adequately a given task or job” (Armstrong, 2001) More recently, Ross Holland (2012) has stated that training is “any planned activity to transfer or modify knowledge, skills, and attitude through learning experiences Personnel may require training for variety of reasons, including the need to maintain levels of competence and respond to the demand of changing circumstances and new approaches and technologies” Training primarily linked to the improvement and upgradation of the skills and knowledge of the employees and focuses on employee behavior at large to improve current and future state of job performance (Malik et al., 2013)

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Besides, he recommended that this correlation is proper among variety of occupational fields

Employees minds and behavior within organizations are under a considerable impact of their perception on training (Mohammed, 2017) Beforehand, there was a notation that more positively employees perceive training activities in their workplace, more greatly they achieve the level of motivating effect for taking training (Ahmad and Bakar, 2003) In the same work they said that the investment which organization put in training will facilitate them to get higher level of commitment from their employees It is considered as one of the most vital individual perceptions which influence to attitudes and behaviors (Guest, 2002) The success of training activities will strongly depend upon not just employee’s individual personality but also their perception about its benefits or outcomes (Burke and Hutchins, 2007) Additionally, employee perception about training was suggested to be varied by different ways due to the differences in experience and thoughts about its purposes (Nishi, Lepak, and Schneider, 2008) There has academical demonstration indicated that such perception has considerable impacts on productivity, performance and level of engagement (Paul et al., 2003; Kuvass et al., 2009; Salanova, 2005)

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the training activities (Mohammed Al-Mzary et al., 2015) The similar effect was also indicated by works of several other researchers, that training significantly positively drives employee performance (Elnaga et al., 2013; Aragón, 2014; Amadi, 2014) Besides, training has been found that it affects employee satisfaction Chepkosgey et al., proposed a framework of relationship between various types of training program and employee satisfaction and working attitude His work found out that “training had a great impact on the job satisfaction and retention of the employees” and “is essential in keeping employees apt in their work so that they can gain satisfaction from it.” (Chepkosgey et al., 2015) Training has strongly positively influenced to employee job satisfaction (Taormina, 1999; Garcia, 2005) This statement also was supported by work of Okechukwu, which proved the hypothesis that the relationship between training and employee satisfaction was clearly illustrated (Okechukwu, 2017) Additionally, paper of Truitt indicated a significant support for the hypothesis that “adequate job training is related to positive attitudes about job proficiency and that having adequate job training is related to positive attitudes about job training” Training and its positive effects on employee attitude and proficiencies create long-lasting stakeholders and could serve as the binding force for business success during trouble times (Truitt, 2011)

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also been empirically tested with employee engagement, but mainly just as part of HRM practices and not so direct (Ahmed et al., 2015) Salanova (2005) has found that organizational resources, including training factor, had strong impacts on employee engagement In another research, Luthan (2010) found that training intervention significantly increased both the level of performance and psychological capital, which consists of engagement behavior

Employee training and employee engagement

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conducting, he found that all of the components have positive relations with post-training employee engagement and thus concluded that “employee post-training will be positively related with post-training employee engagement” (Ahmed et al., 2015)

Figure 2.2 Training components and employee engagement model (Source: Ahmed et al., 2015)

Although there were number of studies investigated employee training and its relationship with employee engagement from the past which indicated the positive impact, recent researches, however, released some inconsistent results Semwal et al (2017) conducted study from a sample of 127 employees in IT companies and indicated that training vitally contribute to all components of engagement Notwithstanding, in the effort to find the impact of training and development on engagement from Pakistani banking sector, Ezam et al., (2018) failed to reject the

Training Components

Evaluation Training Components

Training Design Need Assessment

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hypothesis that “training has no significant impact on employees’ engagement” In other words, training which employees received might not gather high level of employee engagement (Ezam et al., 2018) Such results seem to be associated with the report results provided by Gallup and SHRM mentioned in the first Chapter Gap analysis

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engagement will be tested in this paper, in order to explore their relationship within Vietnamese workplace

H1: Employee training positively influence employee engagement

2.3 Self-efficacy

Definition of self-efficacy is given by Bandura (1977), which considered self-efficacy as the belief of individuals in their ability to perform a given task and to meet situational demands According to Bergh and Theron (1999) cited in Stadler and Kotze (2006), self-efficacy determines whether a person will pursue a specific goal and how much effort will be put into attaining the stated objective

Self-efficacy has three dimensions: magnitude, the level of task difficulty a person believes she can attain; strength, the conviction regarding magnitude as strong or weak; and generality, the degree to which the expectation is generalized across situations (Fred C Lunenburg, 2011) The higher the level of self-efficacy, the more likely the individual will be motivated to persevere in attaining the objective, even if there are obstacles impeding him/her An employee’s sense of capability influences his perception, motivation, and performance (Bandura, 1997)

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Due to the importance of self-efficacy at work, it is essential to determine what lead to it In 1997, Bandura proposed a model of sources of self-efficacy Accordingly, there are four key factors that result in individual self-efficacy, including:

Past performance – the most important source which may provide employees the

confidence It is assumed that workers who have been successful in their previous job-related work will be more likely to have high self-efficacy

Vicarious experience – this supposed that one’s self-efficacy can be generated by

seeing other person or co-worker’s success in doing tasks It is suggested that this source will work best when ones see others who have similar attributes, characteristics or abilities

Verbal persuasion – employees’ level of self-efficacy might be increase by

persuading them that they have great qualification to complete the tasks, based on the Pygmalion effect, the phenomenon whereby expectation of people can influence the performance of a particular person Studies showed that employees may perform more greatly when their supervisors or managers believe that they can successfully However, the effectiveness of this source may be varied depends on various conditions (Lunenburg, 2011)

Emotional cues – Bandura argued that if employee find something not suitable in his

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Figure 2.3 Sources of Self-efficacy (Source: Bandura, 1997)

It might be realized that all of the sources in this model have strong link with employee training For example, training enable employees doing their tasks under the guidance and supervision of the trainers, hence they could have chance to perform without considerable mistakes, or have chance to fix the wrong thing immediately Thus, past performance would be generated, and it will be even good performance thank to the training, finally can raise self-efficacy Besides, training can provide employee vicarious experience, verbal persuasion, and positive feeling about their ability and the task, via several types of activities such as discussing, observing or experiencing Generally, training in the workplace could help employees increase their perception of self-efficacy

According to Bandura (1986, 1997), self-efficacy beliefs are characterized as being task- or domain-specific and are suggested to motivate better performance in several ways First, self-efficacy beliefs affect feelings of competency and confidence in one’s perceived skill to perform a required task, which means they strive to reach their goals Next, self-efficacy beliefs motivate better performance by increasing the sense of control or agency an individual has over one’s life circumstances Additionally, self-efficacy beliefs concern a perception that effort will lead to

Past performance

Vicarious experience

Verbal persuasion

Emotional cues

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is under the mediating impacts of employees’ perception of work and family demand, and work – life balance In particular, work – family demand negatively significantly mediated the link between self-efficacy and work – life balance; but the positive effect was found with the mediating role of work – life balance which influence the relationship between self-efficacy and employee engagement (Wen et al., 2017) Beforehand, in 2007, Xanthopoulou indicated that self-efficacy, as one of three personal resources, had mediating effect on work engagement Moreover, a research found that self-efficacy plays a vital role in predicting the perception of employees on challenge and hindrance demands, which are strongly related to burnout and engagement Particularly, the more self-efficacy employees have, the more they will engage to work, and conversely (Ventura et al., 2015)

Since the relationship between training and employee engagement are still in concern and the work of researchers provide inconsistent result about it, the author of this paper assumes this relationship is under a mediating effect of another variable When considering and reviewing self-efficacy as a possible factor, the author found that related result almost associated with the assumption Consequently, self-efficacy has been chosen as mediator and its effect on the focused relationship will be tested in this study

H2: Employee’s self-efficacy positively mediates the relationship between employee training and employee engagement

2.4 Reward

Due to the diversity of classifications, this study follows the definition of reward which is the combination of the works of Pitts Collins and Schermerhorn et al., which in particular considers reward as:

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received as internal enjoyment of task performance”; “Extrinsic rewards are valued outcomes received from an external source or person” (Schermerhorn et al., 2014) Motivation, including reward, is an essential component in building employee engagement and several related aspects, for the final purpose of enhancing performance and generating organizational outcomes The Institute for Employment Studies (IES) identified a model of employee engagement, in which engagement is the combination of three components: commitment, motivation and organizational citizenship behavior According to IES, employee who engage will highly believe in their organizations and consider their work for making organizations better

Immediate

management Communication

Equal opportunities

and fair treatment Engagement

Pay and benefits Health and safety Co-operation Family friendliness

Figure 2.4 Engagement Diagnostic Tool: National Health Service (Source: Robinson et al., 2004, Institute for Employment Studies)

Previous results of studies provided by numerous researchers and organizations also show that reward in many types can be an important practice that drive employee engagement and organizational performances “Individual performance-related pay and profit-related bonuses” were referred to of 18 HRD practices which influence performance and commitment of employees (Guest, 2003) Team rewards and

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incentive pay were found as the important factors which are associated with high performance (Thompson, 2000)

Besides, IES studied the National Health Service in UK and indicated that pay and benefits, and opportunities, considerably affect employee engagement (Robinson et al - IES, 2004) Also, in this year, there had a study show that the link between pay and work-related performance put a significant impact on employees’ intention to give discretionary effort to work (Corporate Leadership Council, 2004) Engagement and commitment are also under the strong impacts of fair pay (Heintzman and Marson, 2005) Performance pay is illustrated as one the causes of engagement among top performers of organization (WorldatWork, 2004) WorldatWork also proposed a model of total reward system, which indicate multi-directional relationships among the variables of organizational practices, reward, satisfaction, engagement and performance, in which the role of total reward is centralized and highly appreciated

Figure 2.5 Total reward system (Source: WorldatWork journal, 2008)

Reward, in its relationship with engagement, is also empirically studied by several researchers Koyuncu et al (2006) in the effort to examine potential antecedents and consequences of work engagement, conducted research with a sample of 286 women managers and professionals at Turkish bank and found that Work-life experiences, consists of rewards, predicted work engagement In determining whether there is a

Organizational culture

Business strategy HR strategy

Total reward strategies

 Compensation

 Benefits

 Work/life

 Performance & recognition

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relationship between rewards, trust and engagement in South African workplace, reward is tested that can be able to predict trust and engagement (Victor et al., 2016) Additionally, total reward system is demonstrated that having a small-to-moderate correlation with employee engagement; and it is difficult to conclude that which category of total reward had the most effect on engagement (Hoole et al., 2016) Especially, using both intrinsic and extrinsic reward can help organizations elevate the rate of employee engagement (Ram and Prabhakar, 2011) Similar result was also found out even earlier by Roberts and Davenport, that a workplace where reaps more kinds of rewards will be able to generate engagement among their employees (Roberts et al., 2002) In a study about the relationship between intrinsic reward and employee engagement in South African, the result showed that there had a considerable correlation between the two variables, and such correlation vary under the impacts of some control variables such as gender or age Godday et al (2013) studied 273 bank employees and found that extrinsic rewards had more impacts related to job satisfaction than intrinsic rewards More recently, Khan et al.’s study (2017) findings expressed that both intrinsic and extrinsic reward positively influence employee performance; but intrinsic reward has higher effect; and no correlation between extrinsic and intrinsic reward

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themselves Researchers also suggest that reward which is perceived as fair among employees and proportional to their contributions and organizational outcomes will motivate employees to commit, engage and exert in the workplace (Jackson, Rossi, Hoover, and Johnson, 2012) The more fairly the employee believes they are rewarded, the greater level of engagement he or she will have in the jobs, and go further beyond the routine expectations to achieve higher performance and outcomes (Chebat et al., 2002) In result, reward is indicated as a great important motivation mechanism in improving employee behavior and attitude, which help support organizational goals (Haal-Ellis, 2014; Waal and Jansen, 2013)

From the results of various academic works, it may be concluded that the diversification of employees’ perception on how they are rewarded will differ their feelings, their engagement, and their attitude and behavior at work, based on their self-beliefs on ability and contributions, as well as the job and organizational resources that they perceived Consequently, reward has been selected to be a moderator for testing its impacts on the link between employees’ perception of training and employee engagement

H3: Reward moderates the impact of training perception on employee engagement, that this impact will be stronger when employees’ perception of reward becomes more positive

2.5 Research questions

This study is conducted primarily aiming at answering below research questions:

 What is the relationship between employee training and employee engagement in Vietnamese workplace context?

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CHAPTER 3: RESEARCH METHODOLOGY

In this chapter, the conceptual research model and measuring instruments will be explained in detail Simultaneously, the author will introduce the research method used to conduct the study, including data collection method and procedure, questionnaire design and sampling design

3.1 Research design

The quantitative research approach is specialized in “testing objective theories by examining the relationship among variables” (Creswell et al., 2018) These variables can be respectively statistically measured and analyzed in form of numbers, by using some kinds of instrument and statistical procedure The objective of this paper is explaining the relationship between variables: employee training perception and employee engagement, and through reviewing previous literatures, the author wants to explore more such relationship under impact of other factors, driving several assumptions and hypotheses which are proposed to be tested deductively Thus, based on the viewpoint of Creswell et al, the quantitative approach is suitable for conducting this study Quantitative methodology has been chosen for using in this paper, in terms of collecting and analyzing primary data Besides, background theories would be completed by secondary data, which were descriptive, explanatory and literature review

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Collected data would be analyzed using SPSS software The results and analyses will be discussed later in chapter

3.2 Conceptual research model

Variables and measuring instruments

In this study, the proposed conceptual research model was a moderated mediation model with variables: perception on training satisfaction, self-efficacy, reward and employee engagement The previous papers were reviewed to describe the variables and their theoretical characteristics, as well as their related issues This approach enables the authors to get and provide better understanding about them within the available evidences, as well as generate some assumptions in order to proposed the conceptual framework and hypotheses

Training perception

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reliability or validity (Leung, 2011) Besides, a forum hosted by Infosurv – a research service organization – found that the 5-point scale is more preferred, with the agreement of 71% of researchers who participated in They claimed that the 5-point scale has nice midpoint that indicates the neutral opinion, which is a “legitimate opinion that exists among respondents.” The lack of neutral point may lead to the biases of the respondents, since they are forced to choose either positive or negative side (Infosurv, 2006) For those reasons, the author of this paper decided to choose 5-point scale to use for measuring the training satisfaction

Self-efficacy

From the late of 20th century, researchers become keen on the term general self-efficacy (GSE), “a more trait-like generality dimension of self-self-efficacy” (Chen et al., 2001) Judge, Erez et al (1998) gave a definition of GSE that “individuals’ perception of their ability to perform across a variety of different situations” Among several scales developed to measure GSE, the works by Sherer et al (1982) seems to be the most widely used scale (Chen et al., 2001) Chen’s work developed a new GSE scale (NGSE) as well as compared his own tool to SGSE through studies and found that NGSE has higher advances in terms of both reliability and validity, although it is shorter Moreover, in the work for comparing of GSE scales including NGSE, the result indicated a considerable strength of NGSE related to the discrimination, information of item and relative efficiency (Charles et al., 2006) Hence, the author decided to use NGSE to measure self-efficacy The scale includes 5-point Likert scale items, such as “I will be able to achieve most of the goals that I set for myself.” or “When facing difficult tasks, I am certain that I will accomplish them.”

Reward

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there has items, and items for extrinsic reward (ER) All items are evaluated follow 5-point Likert scale The example items are “The tasks I at work are enjoyable.” or “My job is meaningful.” for intrinsic type and “It is important for me to have an external incentive to strive for in order to a good job.” for extrinsic type

Employee engagement

The ISA engagement scale, which is developed by Soane et al (2012), was adopted to use in this paper According to Soane and colleagues, there has three conditions for engagement: focus is provided, activation, and positive affect; simultaneously there has three dimensions of engagement: intellectual engagement (IE), affective engagement (AE) and social engagement (SE), as mentioned in the last chapter (Soane et al., 2012) Thus, Soane’s work developed the ISA engagement scale based on those proposals Originally, the scale has items with 7-point Likert scale, divided equally into above facets of engagement The examples items are “I focus hard on my work.”, “I share the same work values as my colleagues.” and “I feel positive about my work.” The validation process revealed that ISA engagement scale could be more beneficial than one of the most widely used instrument for measuring engagement – UWES – in terms of individual-level behavior prediction (Fletcher and Robinson, 2014)

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Conceptual research model

Figure 3.1 Conceptual research model

Hypotheses:

H1: Employee training positively influence employee engagement

H2: Employee’s self-efficacy positively mediates the relationship between employee training and employee engagement

H3: Reward moderates the impact of training perception on employee engagement, that this impact will be stronger when employees’ perception of reward becomes more positive

Training perception (TR)

Self-efficacy (SELF)

Employee

engagement (EE) - IE

- SE - AE

Reward (RE) - ER

31 3.3 Population, sample and data collection

Questionnaire design and administration

After reviewing carefully previous literature, the author designed questionnaire and constructed the survey based on the studies in the past, which was proved in terms of reliability and validity of variables The questionnaire consists of sections:

The first section including yes/no questions, which are used to aim at eliminating the unsuitable respondents who have not worked or received any training activity before December 2018

The second section including some demographic questions, which ask respondents to provide some individual information about age, gender, highest position at work, and average income

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The pilot test also applied for this questionnaire 10 respondents were asked for not only answering the questions but also commenting on the content and the difficulties they met while the answer Thank to that, some items were modified for more easily understanding

Population

The population of this research is employees who is currently working or used to work in the creative industry in organizations located in Vietnam, and received training activity while working There is one more condition that the received training activity happened before December 2018, since the author believe that employees need time to convert what they gained from training into valuable skills and knowledge

Sample and data collection process

The author uses nonprobability sampling method, “in which respondents are chosen based on their convenience and availability” (Creswell et al., 2018) Since the author decided to distribute questionnaire survey online, this method is the most suitable In this research, email and social network are selected to use for distributing survey to gather data from respondents The survey is designed in online form by using Google’s platform Particularly:

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Thus, after three weeks, in total there has 152 valid responses were received, and the author used that data for the analysis of this paper

3.4 Sample demographics

Table 3.1: Frequency of demographic information of respondents Number of

respondents

Percentage (%) 1 Gender

Male Female 66 87 43.4 56.6 2 Age

Under 25 From 25 to 30 From 31 to 40 From 41 to 50 Over 50 67 68 15 44.1 44.7 9.9 1.3 3 Highest position

Staff Supervisor Department manager Top manager 113 25 74.3 16.4 5.3 3.9 4 Average income

Less than VND 5,000,000 VND 5,000,000 to 10,000,000 VND 10,000,000 to 20,000,000 Over VND 20,000,000

24 58 53 17 15.8 38.2 34.9 11.2

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CHAPTER 4: DATA ANALYSIS

The purpose of this chapter is introducing the process of analyzing data collected through survey questionnaire which described in the previous chapter, using a tool named SPSS

4.1 Data preparation

As discussed in chapter 3, data from 153 valid response answers was gathered via online channel by tool of Google Docs, then was computed into an Excel spreadsheet file After that, the data was transfer to SPSS data file for processing and analyzing Table 4.1 indicate the coding of variables

Table 4.1: Coding of variables

Training perception TR

Self-efficacy SELF

Reward RE

Employee engagement EE

4.2 Descriptive statistics

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Table 4.2: Descriptive statistics of all variables

Construct Variable Minimum Maximum Mean Std

Deviation

Variance Skewness Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Std Error

Statistic Std Error

TRAINGNING PERCEPTION

TR1 3.87 974 949 -.907 197 649 391

TR2 3.72 1.093 1.195 -.603 197 -.381 391

TR3 3.86 924 853 -.780 197 601 391

TR4 3.50 1.055 1.113 -.326 197 -.397 391

TR5 3.87 827 685 -.602 197 416 391

TR6 3.66 870 756 -.497 197 205 391

TR7 3.45 912 832 -.339 197 330 391

TR8 3.93 795 631 -.764 197 992 391

SELF-EFFICACY

SELF1 3.48 789 622 -.016 197 -.404 391

SELF2 3.70 877 769 -.382 197 093 391

SELF3 3.94 730 533 -.426 197 178 391

SELF4 4.14 869 756 -1.254 197 2.198 391

SELF5 3.54 813 661 058 197 -.111 391

SELF6 3.72 878 771 -.380 197 -.191 391

SELF7 3.69 848 718 -.285 197 -.131 391

SELF8 3.63 787 620 -.463 197 283 391

REWARD - Extrinsic - Intrinsic

ER1 3.97 909 827 -.845 197 607 391

ER2 4.26 826 682 -1.154 197 1.428 391

ER3 4.11 855 731 -.849 197 579 391

ER4 3.34 1.191 1.419 -.286 197 -.849 391

IR1 3.82 877 770 -.658 197 474 391

IR2 3.67 852 726 -.613 197 746 391

IR3 4.08 768 590 -.580 197 090 391

IR4 3.60 863 745 -.498 197 461 391

IR5 3.34 935 873 -.325 197 -.107 391

IR6 3.52 996 993 -.543 197 011 391

EMPLOYEE ENGAGEMENT - Intellectual - Social - Affective

IE1 4.14 701 491 -.549 197 373 391

IE2 3.66 815 664 -.038 197 -.160 391

IE3 3.91 718 516 -.307 197 -.010 391

SE1 3.48 970 940 -.297 197 -.238 391

SE2 3.47 969 940 -.278 197 -.244 391

SE3 3.51 935 874 -.408 197 250 391

AE1 3.76 761 579 -.576 197 764 391

AE2 3.46 788 621 -.280 197 -.033 391

36 4.3 Reliability and validity

4.3.1 Reliability

At first, the reliability of data was examined, in order to check the correlation between items which measure one variable The level of reliability for items is represented by the Cronbach alpha co-efficient values Since the reward perception and employee engagement were divided into and sub-dimensions respectively, the Cronbach’s alpha was also tested for each sub-variable The test of reliability is processed using SPSS and the overall result is as below:

Table 4.3: Overall Cronbach’s alpha for each variable and sub-variable

Variable No of item Acceptable level Cronbach’s alpha

TR 0.6 0.866

SELF 0.6 0.911

ER 0.6 0.812

IR 0.6 0.820

IE 0.6 0.811

SE 0.6 0.766

AE 0.6 0.848

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Table 4.4: Item-total statistics for Intrinsic reward variable

Hence, after processing reliability test, there was one item deleted, and the total number of items become 34

4.3.2 Validity

For testing the validity of items, the author used Kaiser – Meyer – Olkin (KMO) and Bartlett’s test, with the principle components method of extraction and varimax rotation According to the result, the KMO measure of sampling adequacy is equal to 0.860 and sig value is 0.000, indicating the adequacy for further analysis Additionally, the rotated component matrix shows that items are suitable for measuring variables with the indicators greater than 0.5

Scale Mean if Item Deleted

Scale Variance if Item Deleted

Corrected Item-Total Correlation

Cronbach's Alpha if Item

Deleted

IR1 18.20 12.163 .308 846

IR2 18.36 10.575 635 781

IR3 17.95 11.136 604 789

IR4 18.43 9.915 765 752

IR5 18.69 9.844 700 765

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Table 4.5: Rotated component matrix

Component

1

SELF8 832

SELF2 828

SELF6 807

SELF5 785

SELF7 764

SELF3 675

SELF4 618

SELF1 564

TR5 795

TR2 740

TR6 713

TR8 684

TR7 679

TR3 678

TR1 632

TR4 630

IR4 793

IR2 766

IR5 752

IR3 641

IR6 593

ER2 810

ER3 801

ER1 785

ER4 768

IE3 749

IE1 700

IE2 700

AE2 747

AE1 734

AE3 613

SE1 744

SE2 694

39 4.4 Pearson correlation

Table 4.6: Pearson correlation matrix

The result of Pearson correlation analysis have been indicated in table 4.6 According to the result, the correlations between the dependent variable – employee engagement and other variables are significant with the considerable correlation coefficient of greater than 0.4 This illustrates it is statistically reasonable to select those variables for testing their impact on employee engagement Furthermore, all the variables has correlation with each other with the 2-tailed significance level at 0.01, indicating that the chosen variables for testing mediating and moderating effect are acceptable 4.5 Regression analysis and hypotheses testing

H1: Employee training positively influence employee engagement

Regression analysis was explored in order to examine the relationship between training perception, employee engagement under the impact of perception on self-efficacy and reward First, for testing hypothesis “H1: Employee training positively influence employee engagement.” the regression analysis would be applied for only

Training Self-efficacy Reward Engagement

Training

Pearson Correlation 347** .316** .405**

Sig (2-tailed) 000 000 000

N 152 152 152 152

Self-efficacy

Pearson Correlation 347** 1 .461** .578**

Sig (2-tailed) 000 .000 000

N 152 152 152 152

Reward

Pearson Correlation 316** .461** 1 .554**

Sig (2-tailed) 000 000 .000

N 152 152 152 152

Engagement

Pearson Correlation 405** .578** .554** 1 Sig (2-tailed) 000 000 000

N 152 152 152 152

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two variables: training perception and employee engagement Result of the analysis is indicated in the table below:

Table 4.7: Regression analysis

(Dependent variable: Employee Engagement)

Summary of Model

Model R R square Adjusted R

square Std Error of the Estimate Durbin-Watson

.405 164 159 51823 2.162

ANOVA

Model Sum of

Squares

df Mean

Square

F Sig

Regression 7.910 150 29.453 000

Residual 40.284 145 269

Total 48.194 151

Model

Unstandardized Coefficients

Standardized Coefficients

t Sig

B Std Error Beta

(Constant) 2.431 238 10.231 000

TRAINING 340 063 405 5.427 000

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H2: Employee’s self-efficacy positively mediates the relationship between employee training and employee engagement

This study, as mentioned in the above chapter, gives effort to investigate the mediating effect of self-efficacy to the relationship between training perception and employee engagement using Baron and Kenny (1986) and method for analyzing mediation process Self-efficacy here is called mediating variable or mediator According to those authors, a mediation process may occur under some conditions: (a) The independent variable significantly affects the mediator

(b) The independent variable directly significantly affects the dependent variable when not under the control of the mediator

(c) The mediator has a significant influence on the dependent variable

(d) The effect of the independent variable on the dependent variable reduce when their relationship is under the control of the mediator

When mediation happens, if the effect of the independent variable is totally eliminated under the control of the mediator, then it is called perfect mediation; otherwise, it is call partial mediation

42

Table 4.8: Mediation analysis

(Dependent variable: Employee engagement; Mediator: Self-efficacy)

(1) Outcome variable: Self-efficacy

Summary of model

R R-square F df1 df2 p 347 120 20.498 1.000 150.000 0.000

Model

(standardized coefficient of TR is 347)

coeff s.e t p LLIC ULIC Constant 2.485 279 8.896 000 1.933 3.037 TR 334 074 4.528 000 188 479

(2) Outcome variable: Employee engagement

Summary of model

R R-square F df1 df2 p 618 328 45.992 2.000 149.000 000

Model

(Standardized coefficients of TR is 233, SELF is.497)

coeff s.e t p LLIC ULIC Constant 1.352 253 5.337 000 852 1.853 TR 195 058 3.389 001 081 309 SELF 434 060 7.241 000 316 552 According to the result (1), when testing the effect of training perception on self-efficacy, p-value is lower than 0.005, meaning that there has a statistically meaningful relationship between those two variables with 95% confidence interval, and with positive coefficient value, thus responses to condition (a) The condition (b) is consistent with the first regression analysis result in testing H1, that training perception has positive impact on employee engagement

43

engagement with 95% confidence interval, and the impact from the mediator is considerable, thus responses to condition (c) Besides, the coefficient for training perception under the control of the mediator decrease from 0.340 to 0.195, indicating that its effect on the independent variable has reduced, associated with condition (d) From the analysis above, it can be statistically concluded that self-efficacy positively partially mediates the relationship between training perception and employee engagement Hence, the hypothesis H2 is supported

H3: Reward moderates the impact of training perception on employee engagement, that this impact will be stronger when employees’ perception of reward becomes more positive

Figure 4.1 Statistical moderating model (Source: Baron and Kenny, 1986)

This study tried to explore the moderating effect of reward on the relationship between training perception and employee engagement while self-efficacy playing the role of a mediator This means the model become moderated mediation model Generally, a moderator may be qualitative or quantitative variable that influence the

Predictor

Predictor x Moderator

Moderator Outcome

variable c

a

44

direction and/or strength of the relationship between predictor and outcome variable (Baron and Kenny, 1986) The interaction of moderator occurs when the moderator significantly affects the outcome variable, and the product of the moderator and predictor (as interaction variable) also significantly affects the outcome variable (See Figure 4.1)

In this study, the author intended to test the effect of reward in general, regardless it is contained of two components as definition The purpose of this intention is to see the synthetic impact of the perception of reward on the focusing relationship, not the separate intrinsic or extrinsic reward in particular Thus, the author has combine the two dimensions of the moderating variable into one, by using super scale, which calculate the mean of each component, and then calculate the average value of those two means The moderated mediation was analyzed using Process v3 The result is shown as below:

Table 4.9: Moderation analysis

(3) Outcome variable: Employee engagement

Summary of model

R R-square F df1 df2 p

.605 366 28.532 3.000 148.000 000

Model

(Int: TR × RE)

coeff s.e t p LLIC ULIC

Constant 3.696 038 98.506 000 3.622 3.770

TR 219 059 3.732 000 103 335

RE 491 073 6.781 000 348 635

45

46

CHAPTER 5: DISCUSSION AND IMPLICATION

In this final chapter, the author summarizes the analysis and hypothesis testing results, in comparison with previous literature to point out the difference or similarities After that, the author interprets the result and discusses the implications and limitation, based on the context of the study

5.1 Research findings

After analyzing collected data, the result was provided in the previous chapter, indicate the support for in total of hypotheses Summary of the result is shown as below:

Table 5.1: Summary of the results of hypotheses testing

Hypotheses Results

Employee training positively influence employee engagement Supported Employee’s self-efficacy positively mediates the relationship

between employee training and employee engagement

Supported

Reward moderates the impact of training perception on employee engagement, that this impact will be stronger when employees’ perception of reward becomes more positive

Not supported

Conclusion 1: Training has positive significant impact on employee engagement

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respondents People in this level may find that job-related training is necessary for them for enhancing their ability and skills for doing job well Additionally, almost respondents are in young age, who may still need to learn more the skills and knowledge which can be applicable for their job, in order to be more professional and efficient in working, as well as to improve their performance Thus, they find training sessions provided by companies is significantly important for them, and it can engage them to the work essentially Those reasons may explain why this study given out that training vitally positively effect employee engagement – which is an opposite result to Ezam’s work Another reason may come from the nature of the industry In the banking industry, people usually work and follow a formal process with several regulations and rules Meanwhile, employees in the creative industry often work flexibly and freely as long as they can generate and give out new innovative ideas Although this helps them for facilitating their creativity, people may be driven to distraction Furthermore, such flexibility and freedom might affect negatively the shared goals and values among employees Those potential consequences shall influence considerably to their intellectual engagement and social engagement Training activity may help people to avoid such consequences Not only helping them to get knowledge and improve skills and abilities, it will also draw their attention and concentration to their tasks or work, as well as the common values among employees and organization Thus, if employees perceive positively about the training received, their level of engagement should raise

48

training perception and some other factors, indicating that the direct relationship from training to engagement was confirmed

This result indicates the essential role of training activity in the workplace in Vietnamese context Employees need training to increase their knowledge and skills, as well as intensive understanding about the tasks and work in their organization On the reversed way, organizations need to provide training activity for educating their employees to be more effective and efficient in work and to be able to develop in the purpose of adapting new responsibilities, new challenges or new positions Besides, employee satisfaction and perception on training activity they received is also significant to employers, since it is an important factor which directly considerably affects the behavior, attitude and emotion of employee, which are considered as employee engagement Since level of employee engagement lead to several results that influence organizational performance and outcomes, it is highly recommended that organizations should pay a vital attention on the antecedents of engagement, and training is not the exception

Conclusion 2: Self-efficacy play a role as a mediator in the relationship between training and employee engagement

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knowledge, skills more easily and effectively The satisfaction about organizational support, the amount, the applicability which fit their needs might help them feel that they are getting better gradually, thus not just improve their actual ability but also their confidence about such ability in doing work That may be the reason which explain the role of self-efficacy as a mediator between training perception and employee engagement

Based on this finding, it can be seen that employee self-efficacy, as one of personal resources, place a great importance to the HR activities in an organization Due to its mediating effect, there would be a challenge for organization in general and HR department in particular that how to raise not just the employee satisfaction of training, but also the level of self-efficacy among them, in order to gather higher engagement

Conclusion 3: With collected data, reward is not able to be concluded that it has moderating effect on the relationship between training perception and employee engagement

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characteristics of research sample First, the sample size of this study is 152, which might be not enough for expressing more accurately the nature of moderating effect, which is indicated by analyzing the impact of the product of two different variables on another one Since the result of multiplying two variables might be varied significantly, it may need larger sample size to represent the population, as well as to have better statistical analysis Second, nearly 45% of the respondents is in the age of under 25, and the similar proportion for the age from 25 to 30, estimating a large proportion of young generation in the research sample The work of Vianen et al (2011) also pointed out the similar thing, that younger employees has higher training and development willingness in comparison with older ones Additionally, Inceoglu et al (2012) found out that for employees who were in young generation is more highly motivated by career progression, including training activity People in this age often may not have much experience, but have quite high level of confidence and willingness to learn They might naturally want to work more to get experience and knowledge, thus engage more to the work This may explain the mediation model with the mediating effect of self-efficacy between training and engagement Otherwise, this may explain why reward does not interact significantly in the involvement with the predictor – training, to the outcome variable – engagement Accordingly, those employees may have less expectation on the reward they can receive, but focus more on improving their ability at the workplace Hence, their perceived satisfaction of the reward might not strong enough to vary the speed or strength of the impact between employees’ perception of training and employee engagement as predictor and outcome variable respectively, in the assumed moderation model

5.2 Contribution and implication

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managerial level and age may result in the change in such relationship, particularly it may cause the impact become insignificant Furthermore, this study has successfully proposed a suitable theoretical mediation framework, between variables of training, self-efficacy and employee engagement, for the social and management research in terms of HRM and organizational behavior, based on reviewing of several related literature to identify the considerable factors, as well as collecting and analyzing the data to prove the relationships This framework not just indicates that self-efficacy partially positively mediates the link between training and employee engagement, but also has confirmed several previous works which estimated the essential effect of training on self-efficacy, and effect of self-efficacy on employee engagement separately Thus, researchers can use this framework for theoretically reviewing for future studies about related relationships or variables

For practical contribution, one significant finding of this paper is that the perception and satisfaction of employee on training can facilitate employee engagement, which lead to better business performance and outcomes The study has confirmed several previous literatures on both training and engagement terms, as well as researches provided by HRM organizations Besides, this study has found out the mediating effect of self-efficacy on such relationship, referred to important aspects of antecedents and consequences of this personal resource, which studied separately by different researchers The study has also gained some implications for practical business in creative industry in Vietnamese context

52

only the needs of organization, but also the demand of employee about the useful content, suitable quantity, careful schedule and purposes, or professional development opportunity Additionally, training should be considered and held at any level within workplace, including teams, departments, and organizational level, under variety of forms, activities and methods

Furthermore, employer should focus on self-efficacy as a core competency for their employee particularly and HRM strategic development generally Although self-efficacy is one of personal resources, companies can research more about the sources of it and facilitate their employee to practices those activities, including training, for gather higher level of self-efficacy For example, training session should be designed to not just aim at improving some abilities related to specific tasks or works, but for enhancing the confidence of employee through different soft-skills and abilities learned by different approach Employee might be assigned more difficult but reachable task, and be provided the guidance and encouragement from experienced colleagues or supervisors They then may become more confident that they can the task well, hence increase their self-efficacy In addition, recruiter should consider self-efficacy as one important for the potential candidates in order to fill any available positions in the organization Generally, company should design some approaches to test candidate’s self-efficacy, aiming at recruiting the candidates who has high confidence with their abilities, or having suitable training and development process for ones they recruit to enhance their level of self-efficacy

5.3 Limitation and future research

This study has number of limitations that may suggest some further potentials for future research

53

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APPENDIX

Questionnaire: Section 1:

1 Do you have experience in working for organization in Vietnam?

2 Have you received any training activity during working period before December 2018?

Section 2:

3 What is your gender?

4 What was your age when you receive such training activity? What is your position when you receive such training activity? What is your average income?

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1 – totally disagree – disagree – neither disagree or agree 4 – agree 5 – totally agree

Items Section

My department provides learning/training opportunities to meet the changing needs of the workplace

1

In my department, learning is planned and purposeful rather than accidental

1

In my department, people are interested in both personal and professional development

1

Training and development are encouraged and rewarded in my department

1

Overall, the on-the-job training I receive is applicable to my job

1

Overall, the training I receive on the job meets my needs

1

Overall, I am satisfied with the amount of training I receive on the job

1

I am generally able to use what I learn in on-the-job training in my job

1

Section

I will be able to achieve most of the goals that I set for myself

1

When facing difficult tasks, I am certain that I will accomplish them

1

In general, I think that I can obtain outcomes that are important to me

1

I believe I can succeed at most any endeavor to which I set my mind

72 I will be able to successfully overcome many challenges

1

I am confident that I can perform effectively on many different tasks

1

Compared to other people, I can most tasks very well

1

Even when things are tough, I can perform quite well

1

Section

If I am supposed to put in extra effort in my job, I need to get extra pay

1

It is important for me to have an external incentive to strive for in order to a good job

1

External incentives such as bonuses and provisions are essential for how well I perform my job

1

If I had been offered better pay, I would have done a better job

1

The tasks that I at work are themselves representing a driving power in my job

1

The tasks I at work are enjoyable

My job is meaningful

My job is very exciting

My job is so interesting that it is a motivation in itself

1

Sometimes I become so inspired by my job that I almost forget everything else around me

1

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I focus hard on my work

I concentrate on my work

I pay a lot of attention to my work

I share the same work values as my colleagues

I share the same work goals as my colleagues

I share the same work attitudes as my colleagues

I feel positive about my work

I feel energetic in my work

I am enthusiastic in my work

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