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The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, December 2008 115

Research on How Training Influences Administrative Staff Job Involvement and Organizational Commitment

Li Mei , Hung , Lecture,Hotel and Restaurant Management Department of Hungkuang University, Dayeh University PH.D Program in Management

ABSTRACT

This research aims to study how education and training influence job involvement and organizational commitment of administrative staff at universities of technology. We conducted a survey that took a random sampling of a population of the administrative staff from a university of technology in the North in December 2007. A total of 140 questionnaires were distributed with 108 valid returned questionnaires and the return rate 77.1%. This study is to find out how training influences job involvement and organizational commitment of administrative staff. The findings are as follows:

1. Year of service has a significant influence on job involvement and organizational commitment among staff

2. Training has a positive impact on job involvement and organizational commitment 3. Job involvement has a positive influence on organizational commitment.

Keywords: training, job involvement, organizational commitment

INTRODUCTION

Excellent human resource is a major drive to maintain corporate competitiveness and enhance work attitude of an organization’s members. Such topics as job satisfaction, job involvement and organizational commitment are worthy of our further discussion. Administration is the best support for teaching, so outstanding administrative staff is an intangible asset of school or a necessary driving force for progress.

On top of leading faculty and facilities, administrative staff is key to stepping out from the pack in a complicated environment. Administrative staff’s involvement and cooperation are pivotal to the promotion of school business. It is obvious that administrative divisions and academic divisions are distinct in job function as well as job mission. Therefore, we must look into their sense of fulfillment for their role before determining the ways to keep up encouragement and boost morale. Their needs must be recognized by the managerial level, which will let them focus on the problems, improve job involvement and enhance work performances.

During school transformation, training must be able to keep up in order to allow administrative staff learn new skills for school needs and realize the school’s goal and direction through this training plan.

This is the way to remove the obstacles resulting from their uncertainty of change and school can also improve labor management so as to reach the organizational goal.

Job involvement is surely critical but the relations between an organization and its members play an equally important role. When all the members have a strong commitment to their organization, its operation and training costs will drop while work efficiency will increase. For society, high organizational production leads to prosperity. Organizational commitment is a topic that interests many management scholars because it not only affects individual involvement with an organization but also is a presentation

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The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, December 2008 116

of the attitude or inclination to associate individual and organization. (Robbins, 2001;Goulet&Frank, 2002;McShane&VonGlinow, 2003) Can the administrative staff of a private university of technology maintain strong attachment to their school when the teaching business is in tough competition?

Based on the research objective, we hope to find out more about organizational commitment and job involvement of the administrative staff from a university of technology in the north by means of questionnaires. The objectives of this research are as follows:

1. Study on current job involvement of administrative staff

2. Study on current organizational commitment of administrative staff

3. How do different population statistic variables influence job involvement and organizational commitment?

4. Analysis on how training influences job involvement and organizational commitment of administrative staff.

5. How administrative staff’s job involvement influences organizational commitment LITERTURE REVIEW

Training

Talent cultivation is an organization’s best investment, since staff quality is a major factor for corporate competitiveness just as labor is its most essential asset. Employees must be spontaneous in learning to keep improving and innovating upon their qualifications. Because of the competitive environment, organizations are having difficulty in talent search and retention. Corporations must improve their working environment and salaries and put their employees in a position matching skill and interest, along with appropriate training and guidance.

Education, training and development are the shortcuts to strengthening or expanding employee learning experience. Martin & Jackson (2000) claims training begins when needs are confirmed, followed by planning, implementation and evaluation. Results may be applied to training needs in the future, including the training of decision-making. This is an eternal training cycle that includes most training work.

This study focuses on studying the current training condition of corporations. JohnNaisbitt mentioned in “Megatrends 2000” that in the new economic order, countries that invest most in education and training will be the most competitive.

Job involvement

According to the research findings of Abinowitz & Hall (1977), Moch (1980) and Kanungo (1983), if a job can fulfill one’s mental needs, we will be encouraged to work harder and improve performance.

When employees’ job conflict with their life, their physical and mental conditions both change and passion gradually dies away, which then affects their job involvement and performance. (Van Dyne&Pierce, 2004) Job involvement itself is a fixed variable (Freund,2005) that scholars find critical (Freund,2005) because it sways employees’ working attitude (ex: organizational commitment, job satisfaction and inclination to resignation) (Freund, 2005)

Job involvement is about to what degree one identifies with a job, how involved one is and if one believes in self-worth assured by his job. Highly involved employees identify with and care a lot about what they do. (Stephen Robbins, 2001) Diefendorff, Brown, and Kamin (2002) point out job involvement and employee happiness are positive correlation. Goos & Irwin (2002) claim all successful businesses

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The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, December 2008 117 hinge on employees’ job involvement. Diefendorff, Brown, Kamin and Lord (2002) point out job involvement increases the processes of the motion and influences work performance and the results of correlation.

With the opinions of the scholars, job involvement can be defined as a value perception one has towards work. The factors affecting his job involvement originates from one’s personality and where he works.

Organizational commitment

Commitment was first introduced and applied by Becker in a sociology magazine in 1960 while organizational commitment first introduced in Whyte’s book “Organization Men.” (1956) Meyer, Allen,

& Smith (1993) believe organizational commitment is an emotional attachment to the organization or an obligation of staying in it. This mental state is not only about whether an individual can identify with his organization in terms of value but also involves different desires, needs or obligations among these employees. Cho & Lee (2001) believe organizational commitment is an attitude that determines how much one agrees with the goal and value of a hiring organization and how involved he is with the objective and value in this assigned role. Jennifer M. George (2004) claims organizational commitment is one’s feeling and belief in the organization.

Based on the opinions above, organizational commitment can be defined as: members of an organization identify with its goal, value and belief. They are willing to devote into the organization, contribute and stay with it.

METHODOLOGY

Hypothesis

This study is to find out how training influences job involvement and organizational commitment of administrative staff. Below are the hypotheses created to study the relations among these variables:

Hypothesis H1: Different population statistic variables have significant influence on job involvement and organizational commitment.

Hypothesis H2: Training has positive influence on job involvement

Hypothesis H3: Job involvement has positive influence on organizational commitment Hypothesis H4: Training has positive influence on organizational commitment

Sampling method

This research is based on a survey that took random sampling of a population of the administrative staff from a university of technology in the North in December 2007, where 140 questionnaires were distributed, 108 were valid return, and the return rate was 77.1%.

Method of data analysis

In order to meet its research objectives and verify the hypotheses, this research applies SPSS for Window12.0 as a statistic tool where descriptive statistic analysis, factor analysis, validity/reliability analysis, variance analysis, correlation analysis and regression analysis were adopted to study how training influences job involvement of administrative staff.

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The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, December 2008 118

FINDINGS

Sample

80.6% of the sampling population is female with 61.1% between the age 26-35, 53.71% are unmarried, which shows these administrative staff are mostly young people. 68.5% are college graduates, which prove the prevalence of advanced education. About 43.5% have 1-5 years of service. See table 1

Validity and reliability analysis of the statistic tools

Cronbach α coefficient is seen as a determining index so that all the topics in the table refer to the same notion. Based on the reliability measuring results in table 2, all the variables maintain a Cronbach α of over 0.7, meaning the measurement of these variables is acceptable with high internal consistency and reliability is sufficient in these questionnaires.

In addition, for the content validity of these variables, this research requires the appropriateness of the measurement tools so as to assure scale contents are good enough to describe the research topics. The questionnaire includes scales that have been confirmed for high validity. The factor loadings of all the variables are above 0.5 while the AVE (average variance extracted) of all the dimensions are above 0.5, meaning the variables of this research have well-balanced convergent validity. Also, the square root of AVE of each dimension is bigger than the correlation coefficient of the pair dimension, meaning the scales of this research retain discriminant validity.

For construct validity, this research applies confirmatory factor analysis to test the appropriateness of its measuring models, which is to assure all the scales can measure their construct theories. From table2, the GFI (goodness of fit) and AGFI (GFI adjusted for degrees of freedom) indexes of the 3 dimensions training, job involvement and organizational commitment, are higher than the minimum value 0.7, meaning this model matches with the data provided in this research. The statistic results have shown the measuring model can well represent the structure of the data provided in this research. Therefore, these three scales have good validity for measuring training, job involvement and organizational commitment.

Table 1: frequency distribution of sampling population statistic variables

Population Variable Category Number of People Percentage (%)

Gender (1) male 21 19.4

(2) female 87 80.6

Age

(1) under 25 7 6.5

(2) age 26-35 66 61.1

(3) age 36-45 29 26.9

(4) age 46-55 6 5.6

Marriage (1) married 50 46.3

(2) unmarried 58 53.7

Year of service

(1) 1-5 years 47 43.5

(2) 6-10 years 28 25.9

(3) 11-15 years 27 25.0

(4) above 16 years 6 5.6

Education degree

(1) high school or under 3 2.8

(2) junior college 31 28.7

(3) college 74 68.5

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The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, December 2008 119 Dimension Cronbach α Value Factor Loading AVE Construct Validity

Training 0.914 0.590-0.918 0.523

χ2 = 314.851 GFI = 0.827 AGFI = 0.784

Job Involvement 0.857 0.632-0.808 0.584

χ2 = 76.2145 GFI = 0.859 AGFI = 0.774 Organizational

Commitment 0.834 0.526-0.780 0.647

χ2 = 65.375 GFI = 0.917 AGFI = 0.845

Gap analysis on population statistic variables of job involvement and organizational commitment According to table 3, gender influence has insignificant influence on job involvement and neither does it impact the other factors in job involvement. Marriage does not affect job involvement and neither does it affect the other factors in job involvement. Years of service has significant influence on job involvement and it also affects the other factors in job involvement such as “willingness to work” and

“job importance” Although a post hoc willingness to work is found to be insignificantly influential in job involvement. However, for job importance, 16 years of service is higher than 6-10 years and 11-15 years.

Education has no significant impact on job involvement and neither does it affect the other factors in the dimension.

Job involvement

Willingness to work

Efforts for work

Job importance Job commitment Gender

F value 0.047 0.785 1.347 0.410 1.232

Marriage

F value 1.847 0.418 0.029 0.247 0.054

Year of Service

F value 3.187* 3.135* 0.843 4.528** 0.647

Post hoc NS NS above 16 years>6-10,11-15years

Education

F value 0.145 0.317 0.258 0.169 0.354

*p <0.05 ** p<0.01

According to table 4, gender has no significant influence on organizational commitment and neither does it have significant influence on the other factors in organizational commitment. Marriage has no significant influence on organizational commitment and neither does it influence the other factors in the dimension. Year of service has significant influence on organizational commitment. It has significant influence on the two factors of organizational commitment “promise of continuous employment” and

“efforts for keeping promise.” A post hoc of organizational commitment leads to the acknowledgment that over 16 years of service is higher than 11-15 years. In promise of continuous employment, over 16 years of service is higher than 1-5, 6-10 and 11-15 years. In efforts for keeping promise, over 16 years of service is higher than 1-5 years. Education has no significant influence on the other dimensions of organizational commitment.

Table 2: validity and reliability analysis of the scales

Table 3: analysis on population statistic variables, job involvement and other variances

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The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, December 2008 120

* p<0.05 ** p<0.01

Findings of the regression analysis on how training influences job involvement

With training as an independent variable and job involvement as a dependent variable, regression analysis is conducted to prove its strength with an Adj.-R2 of 26.8%. Training has significant positive influence on job involvement (β=0.541,p=0.000). This finding supports Hypothesis H2,“training has positive influence on job involvement.”

Findings of the regression analysis on how training influences organizational commitment

With training as an independent variable and organizational commitment as a dependent variable, a regression analysis is conducted to prove its strength with an Adj.-R2 of 28.7%. Training has significant positive influence on organizational commitment (β=0.574,p=0.000). This finding supports Hypothesis H4, “Training has positive influence on organizational commitment.”

Findings of the regression analysis on how job involvement influences organizational commitment With job involvement as an independent variable and organizational commitment as a dependent variable, a regression analysis is conducted to prove its strength with an Adj.-R2 of 51.3%. Job involvement has significant positive influence on organizational commitment (β=0.7261,p=0.000). This finding supports Hypothesis H3, “job involvement has positive influence on organizational commitment.”

CONCLUSIONS AND SUGGESTIONS

There is no significant influence on how gender, marriage and education influence administrative staff’s job involvement. Year of service has a significant influence on the factors of job involvement

“willingness to work” and “job importance.” In a post hoc, willingness to work is found to be insignificantly influential in job involvement. In job importance, over 16 years of service is higher than 6-10 years and 11-15 years. There is no significant influence on how gender, marriage and education influence administrative staff’s organizational commitment but year of service has significant influence on organizational commitment. Year of service has significant influence on the two factors of organizational commitment “promise of continuous employment” and “efforts for keeping promise.” In a post hoc for organizational commitment, over 16 years of service is higher than 11-15 years. For promise of continuous employment, over 16 years of service is higher than 1-5, 6-10 and 11-15 years. For efforts for keeping promise, 16 years of service is higher than 1-5 years. Training has significant and positive Table 4: 1analysis on population statistic variables, organizational commitment and other variances

Organizational commitment Promise of continuous employment

Value of promise

Efforts to keep promise Gender

F value 0.124 0.247 1.748 0.485

Marriage

F value 0.237 0.864 0.971 1.224

Year of service

F value 3.877* 5.017** 0.645 3.807*

Post hoc above 16 years>11-15 years above 16 years>1-5,6-10,11-15 years above 16 years>1-5 years Education

F value 0.764 0.425 1.087 0.413

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The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, December 2008 121 influence on administrative staff’s job involvement while it also has significant and positive influence on their organizational commitment.

The conclusion shows how training influences administrative staff’s job involvement. If a training system that fits with current condition can be created for administrative staff, it will yield twice the results with half the effort. In a society that moves forward with technology, one can no longer remain unchanged to deal with all the career challenges ahead, so a training system must be ready. Providing administrative staff with info on career planning and set up a sound promotion system will help with the development of a school’s human resource. Increasing communication between administrative staff and management team will also strengthen their identification and promise to school.

REFERENCES

Cho, Kyung-Ho and Lee, Seok-Hwan, (2001). Another Look at Public-private Distinction and Organizational Commitment: A Cultural Explanation, International Journal of Organizational Analysis, 9(1), 84-102.

Diefendorff,J.M.,Brown, D.J.,Kamin,AM.,& Lord,R.G.(2002). Examining the roles of job involvement and work centrality in predicting organizational citizenship behaviors and job performance. Journal of Organizational Behavior, 23, 93-108.

Freund,A.(2005). Commitment and job satisfaction as predictors of turnover intentions among welfare workers. Administration in Social work, 29(2), 5-21.

Goos, Lisa M., and Irwin Silverman (2002). Sex related factors in the perception of threatening facial expression. Journal of Nonverbal Behavior, 26, 27-41.

Goulet,L.R.and Frank,M.L.(2002),. Organizational Commitment across there sectors:Public,non-profit,and for-profit,Public Personnel Management,31(2),201-207.

Jennifer, M.G.&Gareth, R.J.(2004),Understanding and managing Organizational Behavior :Pearson Education,Inc.

McShane,S.L.and Von Glinow,M.A.Y(2003), Organizational Behavior:Emerging Realities for the Workplace Revolution (2ndEd),Irwin McGraw-Hill,Boston,MA.

Robbins,S.P(2001). Organizational behavior. NJ:Prentice-Hall(9th ed).

Van Dyne,L.and Pierce,J.(2004). Psychological ownership and fellings of possession:Three field studies predicting omployee attitudes and organizational citizenship behavior. Journal of Organizational Behavior, 25(4), 439-459.

References

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