Open AccessLinking supervisor’s role in training programs to motivation to learn as an antecedent of job performance
Author(s) -
Azman Ismail,
Lucy Loh Ching Sieng,
Muhammad Abdullah,
Sebastian Francis
Publication year - 2010
Publication title -
intangiblecapital/intangible capital
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.246
H-Index - 14
eISSN - 2014-3214
pISSN - 1697-9818
DOI - 10.3926/ic.2010.v6n1.p1-25
Subject(s) - supervisor , psychology , antecedent (behavioral psychology) , job performance , extant taxon , knowledge management , sample (material) , human resource management , applied psychology , training (meteorology) , training and development , social psychology , management , job satisfaction , computer science , physics , meteorology , economics , chemistry , chromatography , evolutionary biology , biology
According to the literature pertaining to human resource development (HRD), a supervisor’s role in training programs has two major characteristics: support and communication. The ability of supervisors to play effective roles in training programs may increase employees’ job performance. More importantly, extant research in this field reveals that the effect of the supervisor’s role in training programs on job performance is indirectly affected by the motivation to learn. The nature of this relationship is less emphasized in training management literature. Therefore, this study was conducted to measure the effect of the supervisor’s role in training programs and the motivation to learn on job performance using 91 usable questionnaires gathered from employees who have worked in a state library in East Malaysia, Malaysia. The outcomes of stepwise regression analysis displayed that the inclusion of motivation to learn in the analysis had increased the effects of the two supervisor’s role elements of support and communication on job performance. This result demonstrates that the motivation to learn acts as a mediating variable in the training model of the organizational sample. The implications of this study to the theory and practice of training programs, methodological and conceptual limitations as well as future directions are elaborated