Although workplace training can be divided into several categories, this study classifies training into formal training, informal training and self-directed learning (SDL) according to the classification given in Baskett (1993). Although there have been various studies for each type of education, there is not enough research on the interaction between them. It is thus obvious that there is a need for research into the influence of the individual types of education on job satisfaction.
In addition, research into the job satisfaction of employees based on their communication with the HR department, which facilitates these three forms of education, is essential. Therefore, to achieve the purpose of this study, formal education, informal education and SDL were considered as independent variables; job satisfaction was considered as a dependent variable; and HRD communication was considered as a moderating variable. Second, when employees and HR departments actively communicate, SDL has a stronger effect on job satisfaction.
Furthermore, this study discussed the impact of each education type on employees' job satisfaction and which among these education types strongly influenced job satisfaction.
Introduction
Investing in workplace learning is the most fundamental and important investment in organizational capacity development and creates multiple benefits for employees and the organization as a whole (Kim, 2013). Even if the investment in workplace education is successful, there is a time gap in the actual application of the acquired skills and knowledge. Third, on-the-job training is expensive; therefore, when making the first selection, companies should carefully choose the appropriate education.
Finally, workplace education can help employees improve their job skills, which has a positive impact on employees' job satisfaction (Lee, 2007). It is important for companies to increase job satisfaction for employees as it has been found that greater opportunities for workplace education affect the job satisfaction of the employees (Rowden & Conine, 2005). This study aims to determine the impact of workplace education through communication with the HR department.
In addition, research is also required on the job satisfaction of employees based on their communication with the HR department that offers all three types of education.
Literature Review
- Formal Education
- Informal Education
- Self-Directed Learning
- Workplace Education and Job Satisfaction
- Communication with the HR Department
It is aimed at developing employees' abilities to increase their productivity, efficiency and job satisfaction in order to achieve organizational goals (McLagan, 1989). Job satisfaction is an employee's personal assessment of his work and circumstances (Kirkman & Shapiro, 2001). Similarly, coach training programs have been shown to have a positive impact on job satisfaction (Hatcher, 1999).
The relationship between on-the-job training and job satisfaction can be assessed in terms of the employee value proposition (EVP). As on-the-job training becomes part of an employee's work life, the relationship between on-the-job training and job satisfaction becomes increasingly clear. So employee satisfaction is not only important for the employees, but also for the company.
When it comes to EVP, it is important for companies to also manage employee job satisfaction. Therefore, companies must provide their employees with appropriate workplace education to increase their job satisfaction and have a positive impact on them. H1: The three types of workplace education (formal education, informal education, self-directed learning) will have a positive effect on job satisfaction.
Better communication with departments leads to greater organizational commitment and job satisfaction (Song & Park, 2014). Employee job satisfaction is improved through systematic and effective on-the-job training rather than general on-the-job training. In other words, active communication between HR and employees is encouraged to create a strong link between workplace education and job satisfaction.
H2: HRD communication will strengthen the relationship between the three types of workplace education (formal education, informal education, self-directed learning) and job satisfaction. H3: When HRD communication is high, self-directed learning will have greater job satisfaction compared to other formal education and non-formal education.
Study 1: Panel Data Analysis
- Sample
- Measurement
- Analysis Method
- Research Model
- Result of Analysis
- Summary of Study 1
In addition, the study examined the correlation between workplace education and job satisfaction by including more questions that were not present in Study 1. III. Additionally, the original questionnaire used job satisfaction and HRD communication questions as dependent and moderator variables. The independent variables included formal education, informal education and SDL while the dependent variable was job satisfaction.
Job Satisfaction = β β0 + β1Gender + β3Age + β4Work Period + β5Education Level + β6Formal Education + β7Informal Education + β8Self-Directed Learning + β9HRD Communication + β10✕HRD1)✕ Formal Education Communication ✕ Formal Education . ) + β12 (Self-directed Education ✕ HRD communication) + e. In Model 2, the interaction term between formal education and HRE communication did not show a significant relationship with job satisfaction (b = .009, n.s.). The interaction term of informal education and HRE communication did not have a significant relationship with job satisfaction (b = -.004, n.s.).
However, the interaction term of SDL and HRD communication was significantly related to job satisfaction (b = .043, p < .05). As a result of the coefficient of independent variables, the coefficient of SDL on job satisfaction is 0.043. The purpose of Study 1 was to examine the causal relationship between workplace education and employee job satisfaction.
The study argued that there was a positive effect of workplace education on employee job satisfaction. Additionally, HRD communication was introduced as a moderator variable, given that the effects of the three types of workplace education on job satisfaction may vary depending on the relationship with HRD communication. Second, SDL provided the highest job satisfaction among the three types of workplace education in the presence of smooth communication between employees and HR departments.
When HRD communication was low, the relationship between SDL and job satisfaction appeared to be weak, and when HRD communication was high, the relationship between SDL and job satisfaction became relatively strong. In other words, it is necessary to find variables that can be included in the relationship between workplace education and job satisfaction and to ask specific research questions.
Study 2: Survey Analysis
- Sample
- Measurement
- Analysis Method
- Research Model
- Result of Analysis
- Summary of Study 2
Furthermore, in the original questionnaire, questions on job satisfaction and HRD communication were used as dependent and moderating variables, respectively. The independent variable consisted of formal education, informal education, and SDL; the dependent variable consisted of job satisfaction. The purpose of Study 2 was to determine the effect of collective formal education, informal education, and SDL on job satisfaction and to re-verify the results of Study 1.
This study 2 analyzed the effects of formal education, informal education and SDL on job satisfaction. The results of the correlation analysis show that job satisfaction has a positive correlation with formal education (0.560), informal education (0.501), and SDL (0.616). However, in contrast to Study 1, the better the HRD communication, the weaker the impact of SDL on job satisfaction.
In contrast, the lower the HR communication, the stronger the impact of SDL on job satisfaction. In other words, SDL has a stronger influence on job satisfaction when the level of communication with the HR department is low. The purpose of this study is to investigate the causal relationship between workplace education and employee job satisfaction and to reconfirm the results of Study 1.
The unstable environment of Ulsan negatively affected the job satisfaction of employees who received informal education. In other words, informal education has a positive effect on job satisfaction, while informal education provided in an unstable work environment has a negative effect on job satisfaction. Therefore, based on prior research and the actual work environment in Ulsan, non-formal education in Study 2 had negative results on job satisfaction.
Active communication between HR and employees is encouraged to create a strong link between workplace education and job satisfaction. If the results of SDL are applied to the company and the HR department supports the process, job satisfaction will increase significantly.
Discussion
Summary and Significance
In an unstable work environment like Ulsan, employees are more likely to choose SDL for their personal survival, and not for the organization. SDL is likely to be selected for the future development of employees because it is a training that benefits individuals' careers. However, if employees use the results of the SDL for themselves, they will not experience optimal job satisfaction because they are not honest about their work.
When employees find themselves in an unstable environment, they will be more interested in improving their capabilities than contributing to the organization through SDL.
Limitations and Future Directions
Practical Implications
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Methodological Issues in Cross-Sectional and Panel Estimates of the Human Resource-Firm Performance Link. Human resource management systems and organizational performance: a test of a mediation model in the Greek manufacturing context. The effect of self-directed learning readiness, personality type, and attributional styles on academic performance in adult education.
A study of the relationship between self-paced study time and skill competence with a focus on assigned job responsibilities in accordance with a Corporate Human Resource Planning. An empirical study on the relationships between environmental uncertainty, management by objectives and organizational satisfaction. A study on the influence of job performance with HRE on job satisfaction and organizational commitment.
An empirical study on the effectiveness of educational training in companies and its influencing factors, focused on employees in small and medium-sized enterprises. Effects of self-directed learning on job satisfaction, organizational commitment: Focused on moderating the effects of organizational culture. The structural relationship between self-directed learning, psychological capital and employee work engagement: A focus on conglomerates in Korea.
Effectiveness of on-the-job training: focused on comparison with off-the-job training. The structural relationship between learning organization, self-directed learning ability and protean career attitude in business organization.
