Faculty of Cognitive Sciences and Human Development
THE RELATIONSHIP BETWEEN 'I'HE INFLUENCE OF TRAINING TOWARDS 'I'HE PERCEIVED LEVELS OF SELF
EFFICACY AMONG TRAINEES : A CASE STUDY AT SYARlKAT SESCO BERHAD
Angelina Cban Wan Sian
Bachelor of Science with Honours
HF (Human Resource Development)
5549.5 2006
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C454
2006
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SESJ I'ENGAJlAN • Saya
Mengaku mcmbenarkan tesis in; disimpan di Pusat Khidmal Maklumat Akadcmik. [Jniversiti Malaysia S;.trawak dengan syarat-syarat kegunaan seperli ht:riku[
1. Tesis adalah hakmilik Universiti Malaysia Sarawah.
2. Pusat Khidm3t Maklumat Akademik, Universi ti Malaysia Sarawak dibcnarkan membuat salinan untuk tujuan pengajian sahaja.
3. Pusat Khidmat Maklumat Akademik, Universiti Malaysia sarawak dibcnark<Ul membuat pendi gitan untuk mcmbangunkan Pangkalan Data Kandungan Tempalan.
4. Pusat Khidrl1at Maklumat Akademik, Universiti IVlalaysia Sarawak dibenarkan membuat salinan lesis in; sebagai bahan pertukaran antara il1stllusi pengajian tinggi.
5. SiJa tandakan ( -J)
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THE RELATIONSHIP BETWEEN THE INFLUENCE OF TRAINING TOWARDS THE PERCEIVED LEVELS OF SELF EFFICACY AMONG TRAINEES: A CASE STUDY IN SYARIKAT SESCO
BERHAD
ANGELINA CHAN WAN SIAN
This project is in requirement for a Bachelor of Science viith Honours in
Human Resource Development
Faculty of Cognitive Sciences a nd Human Development UNIVERSITY MALAYSIA SARAWAK
2006
Thc project entitled 'The Relationship Between the Infl uence of Training Towards the Perceived Levels of Self Efficacy Among Trainees: A Case Study in Syarikat SESCO Berhad' was prepared by Angelina Chan ',van Sian anJ submitted to the raculty of Cognitive Sciences and Human Development in partial fulfilllllent of the requirements for a Bachelor of Science with Honours in Human Resource
• Development.
Received for examination by:
(Dr Haji Rusli bin Haji Ahmad)
Date of Submission:
ACKNOWLEDGEMENT
To start with, I would like to thank God for giving me the courage, serenity and perseverance in completing this particular project. Without His blessings, it would be impossible for me to find the tenacity to enable the completion of this study successfully.
A special thanks also goes to Dr Haji Rusli Bin Haji Ahmad, my supervisor for this project in his efforts for providing me guidance and the necessa;'y instruction when needed. His advice, trust and insight ~owards the completion of this project had helped me a lot. I would also like to express my sincerest gratitude to Mr.
James Lipin, the Competency Manager of Syarikat SESCO Berhad for his unrelenting patience and assistance during the course of the project.
I would also like to articulate my appreciation to my family for their inexorable support all these years and who has always been there for me through the thick and thin. To mum and dad, the greatest parents any girl could ever wish for; thank you so much for your support and blind trust in me, my sister for her wit and care that brings me up when I am down and to my brother, who though irritating, never fails to make me thankful that he is a part of my life. I will not be who I am now if it were not for the trust, guidance and love that were given to me by my family during the co urse of my life.
Last but not least, I would like also to say a big thank you to all my friends and those who were involved in this project one way or another for the assistance and support throughout the completion ofthe project.
ll1
TABLE OF CONTENTS
Numher;
CHAPTER 1
1.0 1.1 1.2 1.3 1.4
1.5 1.6 1.7
1.8 1.9 1.10
CHAPTER 2
2.0 2.1 2.2
Contcnt Dctails;
Acknow Icd gcment Table of Contcnts Li t of Figu res List of Tables Abstract Absl/'ak
Introduction An Overview
Background of Study
1.2. 1 Orgat1lzational Bac!cground Statement of the Problem
Objectives of the Study 1.4.1 Mai1l Objective 1.4.2 Specific Objectives Conceptual Framework Hypotheses
Significance of the Study 1.7. 1 In Theory
1.7.2 In Practice Defl.llition of Terms Limitations of the Study Chapter Summary
Introduction
Overview ofTraining Training Content
2.2.1 Previous Related Research 2.2.2 Related Theory and
Application to Research Context
2.2.2.1 Identical Elements Theory
Page Number:
III
iv
\' ii i ix xi xii
I 2 4 5 6 9 9 9 10 12 13 13 14 14 18 19
21 22 2) 28 28
28
IV
2.3 Individual Trainee Characteristics 2<;
2.3. I Previous Related Research 32
2.3.2 Related Theory and 33
Applicat ion to Research Context
2.3.2.1 Locus o fConlro l 33
2.4 Trainer's Effect iveness 35
2.4.1 Previous Related Research 37
2.4.2 Related Theory and 38
Application to Resea,-ch Context
2.4.2. 1 Reinforcement 38
Theory
2.5 Managerial Support 40
2.5.1 Previous Related Research 41
2.5.2 Related Theory and (~2
Application to Research Contex t
2.5.2. I Reinforcement 42
Theory
2.6 Peer Support 43
2.6. I Previous Related Research 44
2.6.2 Related Theory and 45
Applicat ion to Research Context
2.6.2. 1 Reinforcement 45
Theory
2.7 Chapter Summary 46
CHAPTER 3
3.0 Introduction 47
3. 1 Research Design 48
3.2 Population and Sample 50
3.2.1 Population 50
3.2.2 Sample 50
3.3 Instrument 52
3.4 Pilot Test 53
3.4.1 Procedure for Conducting Pilot 54 Test
3.5 Data Collection
S5
3.6 Data Analysis
5S
3.6.1 Descriptive Statistics 56
v
3.6.2 Inferential Statistics 56 3.6.2.1 Pearson Correlation 56 3.6.2.2 One-Way Analysis of 57
Variance (AN OVA)
3.6.2.3 Regression Analysis 58
3.7 Chapter Summary 59
CHAPTER 4
4. 0 Introduction 60
4.1 Respondents' Demogi'aphic 61
Characteristics
4.2 Descriptive Findings 63
4.2.1 Trainer's Effectiveness 64
4.2.2 Training Content 65
4.2.3 Trainees' Supervisors 67
4.2.4 Trainees' Colleagues 68
4.2.5 Self Regulation 70
4.2.6 The Perception on Self 71
Efficacy
4.3 Research Find ings 73
4.3.1 Findings for Respondents' 74 Demographic Characteristics
with Perceived Self Efficacy
4.3.2 Findings for the Independent 76 Variables and Perceived Level
oflndividual Self Efficacy
4.3.3 The Finding of the Most 80 Dominant Independent
Variable That Influences Perceived Levels of Self Efficacy
4.3.4 Summary ofResearch Results 81
4.4 Discussion 82
4.4. 1 The Influence of Training on 82 Perceived SelfEfficacy in
telms of Demographic Characteristics
4.4.1 .1 Age Group and 82
Perceptions of Self Efficacy
4.4.1 .2 Academic Background 83 aDd Perceptions of Self
Efficacy
VI
4.4.1.3 Length of Service and 84 Perceptions of Self
Efficacy
4.4.2 The Influence ofTraining on 85 Perceived Self Efficacy in
tenns of Trainer's Effectiveness
4.4.3 The Influence ofTraining on 86 Perceived Self Efficacy in
terms ofTraining Content
4.4.4 The Influ ence ofTraining on 87 Perceived Self Efficacy in
terms of Trainees' Self Regulation
4.4.5 The Influence ofTraining on 88 Perceived Self Efficacy in
tenns of Trainees' Supervisors
4.4.6 The Influence ofTraining on 89 Perceived Self Efficacy in
tenns of Trainees' Colleagues
4.4.7 The Dominant Factor in 90
Influencing Perceived Self Efficacy in Trainees'
4.5 Chapter Summary 9 1
CHAPTERS
5.0 Introduction 92
5. 1 Research Summary 93
5.2 Conclusion 95
53 Reco mmendat ion 97
5.3 .1 Recommendations for the 97 Organization
5.3.2 Recommendations for the 99
Future Researcher
5.4 Chapter Summary 100
Bibliography 101
Appendix Appendix A: Research 105
Questionnaire 105
Appendix B: Letter of
Certification to IIG
Conduct Research
VI(
LIST OF FIGURES
Figure 1.0
Conceptual Framework II
Figure 2.0
Information Categorization of Training Content
26
Figure 2.1
Link between Knowledge, Self Efficacy and Action
31
VU l
LIST OF TAIlLES
Table 3.0
Interpretation ofthe 'r' Value in Pearso n Correlation 57
Table 4.0
De mograph ic Characteristics Profile o f the Respo ndents 63
Table 4. 1
Frequency ofRespondents' Answer for Trainer's Effectiveness 64
Table 4.2
Frequency of Respondents' Answer fo r Training Content 66
Table 4.3
Frequency of Respond ents' Answer for T rainees ' Supervisors 67
Table 4.4
Frequency of Respondents' Answer fo r Trainees' Colleagues 69
Table 4.5
Frequency of Respondents' Answer fo r Self Regulatio n 70
Table 4.6
Frequency o f Respondents' Efficacy
Answer fo r the Perception o n Self 72
Table 4.7
Results of the Analys is o f Variance Age and Perceived Self Efficacy
(ANOVA) for Respondents 75
Table 4.8
Results of the Analys is o f Variance (ANOVA) fo r Respondents Academic Background and Perceived Self E fficacy
75
Table 4.9
Results of the Analysis of Variance (ANOVA) Length of Service and Perceived Self Efficacy
fo r Respo ndent s 76
Table 4.10
Correlation Analys is Result Perceived Sel f Efficacy
of Trainer's Effectiveness and 77
IX
Table 4.11
Correlation Analysis Result of Training Content and Perceived Self Efficacy
78
Table 4.12
Correlation Analysis Result of Self Regulation and Perceived Self Efficacy
78
Table 4.13
Correlation Analysis Resu!t of Trainees' Supervisors and Perceived Self Efficacy
79
Table 4.14
Correlation Analysis Result of Trainees' Colleagues and Perceived Self Efficacy
80
Table 4.15
Regression Analysis of the Perceived Self Efficacy
Most Dominant Factor Affecting 81
Table 4.16
Result of Hypotheses Testing 81
x
ABSTRACT
'THE RELATlONSHIP BEnVEEN THE INFLUENCE OF TRAINING TOWARDS THE PERCEIVED LEVELS OF SELF EFFICACY AMONG
TRAINEES A CASE STUDY IN SYARIKAT SESCO BERHAD'.
Angelina Chan Wan Sian
This study aims to unders~and the trainees' perception oflheir inclividuallevels of self e!1iocy and how this perception can be influenced both by factors identified in a training contc>.t as well as the internal issues inherent in a trainee. This study of relationship was conducted in Syarikat SESCO Berhad located at Kuching, Sarawak. The study incorporates a sample of 74 respondents by using the method of convenience sampling. Their responses were collected by using the apparatus of a questionnaire and were analyzed using One-Way Analysis of Variance (AN OVA), Pearson Correlation as well as Multiple Regression. The ANOV A was used to test the differences between the research statement with the demographic characteristics of respondents such as age, academic background and length of service" The Pearson Correlation on the other hand, was used to understand the relationship between the selected independent variables of the research (trainer's effectiveness, training content, individual self regulation, trainees' collcagues and trainees' supervisors) wilh the research statement while Multiple Regression was used to identify the most dominant independent variable (self regulation) affecting trainees' perception of self efficacy. The statistical analysis showed that surprisingly, none of the demographic characteristics of the respondents had an impact on their perceived levels of self efficacy while at same tll:ne it was discovered that trainers' effectiveness, trainees' self regulation and trainees' colleagues influenced the trainees' perceived levels of self efficacy significantly"
The Multiple Regression found that trainees' self regulation is most dominant ill int1uencing perceived levels of self effIcacy. As such, the researcher recommends a focus on the part of the organization to boost employees' self regulation by incorporating a positive self-talk session before the start of every working day, Moreover, a future research can also be extended in enhancing further understandmg of the concept of self regulation by examining relationship with self effIcacy"
Xl
ABSTRAK
'KESAN LA TfHAN TERHADAP KONSEP 'SELF EFFfCA CY' PARA PEKERJA SYARIKA T SESCO BERHAD '
Angelina Chan vVan Sinn
K[yion ini berlujuol1 lin/uk mema/wmi persepsi para peker/a lerhadap kOllsep
'self efficacy' dan bagaima!1a persepsi lel'sebu! dapoi dipengamhi oleh faktor
faktor dalam sesebuah latihan eli samping sifal lerselldiri seseorang pekel/a terse but, Kajian ini dijalankal1 di Syarika{ SESCO Beri1ael val1g lerle/a/: dl Kliching, Sarawak Kajial1 ini memplll1ya; respol1den seramai 74 arang yang telah dipilih me/ailli kacda" persampelan 'convenience sampling', Pengumpu/an dolO dalam kajian ini dilakukall me/a/ui inSlnlll/enl borang soa/ sefidfk dan dianalisa me/a/tli analisis-analisis stalislile seperti "iian salu iwla ANOVA, lIjian kOlelasi Pearsoll dan II/iall regresi pc/baga!. U;ian ANOVA iaiaii untuk mengenalpasli perbezaan signijikclI1 alllam persepsi responden mcngenai 'self ejJicacv' dengan
WIlli1', rahap pendidikan serta pengalaman bekerja respondel1. U;ian kore/asi Pearsori pula digunakan un {uk mengenalpasti perhubungan antara persepsi responden mengenai 'self efficacv' dengCl/) keber/cesol1<1n jllru/atih, kanciunga/) /alihclJ1, pCl1yelia, ml:ol1 sekefja di samping sifal lerselldiri para responden, A "alisis kajian memmjukkan bahawa IImur, tahap pemlidikan ser!a pengalaman beket/a tidal: mempunyai sebaral'ig perbewal1 signifikan dengan persepsi responde!? mellgenai 'self efficacy' manaka/a keberkesanan juru/atih. rakan sekel/a sala sifat lersendiri responden mempullyai perhubullgon dengan penepsi responden mengcnai 'self ejJicacy', Dapalan kajian 1/11'111 menllnjukkan bah.:lwa sifa! tersendiri responden mempokan faktor dominan do/am mempengaruhi persepsi 'self efficacy' seseorang responden. Oleh yang demikian, pengkaji mencadallgkan supaya organisas! mengadakol1 'positive self/alk session' sebelwn para pekerja memulakan kerja seliap hori sebagai langkah unluk meningkalkan fahap 'self efficacy' eli organ/sasi, Dalam pada itu, ka/ian unluk mendalami konsep 'self regulatioll' Juga boleh dijalankan oleh pengiwji akan datang unlUk menenlukan Ill/bungan omara 'self regulation' dengan 'self efficacy',
Xll
UTflDONE
INTRODIJCTlO~
1.0 Introduction
The chapter introduces the reader to the research conducted hy proposmg the background of study, statement of problems, objectives of the study. the conceptual framework of the research besides the various hypotheses suggested for this particular topic. )t remarks to the reader the significance of the study.
providing a definition 01' terms in "ddition to providing a deeper insight on ll,c variolls limitations faced through the conduct of tlis research. This clwptcr is important as a background introduction of what constitutes tile research cond\!cled. It is crucial for inilialiug the basic [lcrccplion of what is important in the study so lhat further understanding of the resemch can be rostered.
George Bernard Shaw once wrote 'He who CUll, lie wllo call110L
(caciles.' (Shaw, 1 L p2). This describes to a certain e;;tenl, holV tminirl." used to be in the earlier days where ve training were not regarded as important jJ~
it is now. For many who have ttied, there is a teilliza1ion that training is not as easy as was first thought. However, training is no longer a question of presenting in front of an audience and hoping against hope that it would cover the fundamentals that were the objectives ofthut pm1icular 'tri\;ning'.
Nowadays, employees, mallilgcrs and organizations atc f,'equcntly turning 10
training as a solution to work isslIes. This emphasis on training is consistent with the concept of work and i1s value as an activity of daih life (Goldstein, 1(86) This ;s ref1ccted in the Annual Budget presented by the I'v1aJaysian government wherebv an allocation of nearly RM2.3 billion had been allocated ill the year 2003 for developing the human resources of the country (T3n K wang [-low, 200]).
2
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When training is done effecti vely, it gives individuals opportunities to gain needcd skills, to perform in new functions and to be prepared for novel situations.
As such, training is regarded by many as 'a learning process that is planned to change altitude, increase knowledgc and skills of the staff so that their work rcrformance can be upgraded' (Ibrahim Mamat, 2001, p.3). Gencdly, it is aboul dcve[(\ring pcople to have a better lit between their jobs and organizational goals and cxrcctations. This is crucial for ensuring an organization's long tcrm survi\'a l and profitabi lity in an increasingly competitive economic market.
This view is agreed by Pont (1990), when it was stnted that t"aining III a work environment is a process whereby learning opponunities arc purrosefully structured by the organization with the purpose of achicving structured (\rganiz.ational objectives fast and effectively. Employers depend hea vily Ol~ the quality of their employees' performance of which if done improperly, may cause brcakups and ultimately the fall of any organization.
As such, the training field is increasingly gaining momentull1 as one of thc most effective tools to cope with change (Rae, 2001). Organizations are becoming mOre aware of the usability of training as a means to keep businesses striving ~nd
to remain competiti ve in the market. Training can and docs address the need of moving with changc by providing the necessary ski!ls and ability to the emp loyees' (0 do so (Watson, 1997).
3
~.
nd of Study
The empl18sls on the inveslment 111 human resource lrai and development are recognized as vital strategies to mointain a competitive workforce (Llldnchtird & Thacher, 2001). Owing to this asreet, organizations expect a return on their investment in terms of creating and maintaining a pool oi' highly skilled workforce lhat could contribute effectively to the organization.
Accordi to Ibrahim Mamat (2001), the benciJts from the applica'ion or training as a work issue solution arc numerous. For mstance, training provides increased organizational profitability, augmented workforce productivity tilal has an effect of lowering employee turnover besides encouraging a Iearni culture in the firm, Training also a positive impact on employees through an increase in job satisfaction which in turn could help increase chances promotability (he organization,
Nevertheless, it is essel~tia! to note that effective traini does not only rely on the principles of training itself but also on the trainees' acceplGbility or the training engagement as well In training, it is crucial to note that it is not what (ilat is known but W.lut is done with the new knowledge that is vital. As Pike (2003, p, 6) noted, 'It's one thing to know something intellectually: it's quile another to have the emotional conviction to do ttthat comes from personal experjence',
4
This emotional conviction stems from individual perceptions of self erfieacy. Self efficacy is 'defined as an individual's belief about his or her capabilities to produce designated levels of performance that would exercise influence over events that alleet their lives' (Bandura, 1977, p,8). 1t is a personal belief that helps determine how a person perceives intc'rl11ation, SCllse and motivates onesel
r.
111 short, it is the essence of what drives a person and the r~asollbehind why different people react in a different manner.
However, it must noted that self efficacy can influenced individual sclf regulalion (Lawsbe, 1996), Self regulation is the 'exercise of lI1flUellCC over one's own motivation, thought processes, emotional states and patterns or behavior' (Yallow, ]982, p.57). Tbis to how an individual regulates his or her own bei1ctviors to adapt to the information that lS perceived or inferred from the external environment. As sllch, how an individual regulates his or her own behaviors wiil have an impact on how he or she believes their ilCdividuai eapahi !Jties are.
1.2.1 Organizational Background
The organization in fOCllS tor this particular study is Syanhat SLSCO 13erhad formerly known as Sarawak Electricity Supply Corporation FSeo). It is a Slate Statutory Body incorporated under the Sarawak Electricity Supply
5
Corporation Ordinance, 1962 and is responsible for the generation, transmission and distribution of electricity in the State of Sarawak in Malaysia.
The company's vision is to become a world class utilily organization which is acknnwledged to be excellence-driven, result oriented, customer and cOJllmunity sensitive. Their mission is to supply electric power reliably ill1d al
lowcst possible cost for developmCIl! of the Swte ancl to contribute to thc il11proH:ll1cnl of quality of life oft']C people ofSarawak.
Syarikat SESCO Berhad which has slightly over :2000 employees. seeks to eontinuollsly enhance efficiency through providing pro-active training interventions as well as other human resource development programs. The corporation has its own training centre which provides internal training for li1eir emplOyees. These training programs arc conducted year round and are on the various training needs of its employees. They range ii'ol11 courses such as administratioll and management, information technology. electrical ilild mechanical (0 safety.
1.3 Statement of the Problem
An effective training and development program wiil cater not ollly to meeting training objectives but to also ensure that the employees' arc able to
6
apply what was learnt into the workplace (Wexley Latham, 2002). The employees' must be able to obtain from a training session, tile knowledge of skiils needed to perform effectively in their workplace as well as the ability to understand how to use these skills (0 their advantage. The transFer as well as the retention of skills required is based on various factors: one of whie'.l predominantly is on the individual differences of the trainces' themselves (1\1oorhead & Grif1ln, 2000).
These individual characteristics of the trainees arc among the most important determiners of training outcomes (Goldstein, J 986). Perceptions of self
"mcacy for example, would determine trainces' motivation and their conviction that they are able to benefit from a training intervention. T'h's in turn, would have an impact of how effective or how successful the training """,,,'crnel The success of any training mtcrvcntioll would prove the 'value' of the intcl'ventiOllto the organization as well as to justify the budget allocated for training in a company.
However, principles of Icarning and instrucllollat systems in tminlng 11;]\'c Jocused, for the most part, on the development of a common learning en vi ron III CI1i
lor ail trainees (Cromwell & Kolb, 2004). Besides this, previous research Illadc had emphasized on variolls training factors such as the training cmirollmcill (Reserva, 1987). the training content and materials used (Likert & Whyte, 20011.
trainces' learning styles and individual preferences (Guest, Hanks & Wharton.
7
-
-- - - -
-1998), managerial support (Lutheam, J997), peer or colleagues encouragement (Natalier, 2003) in addition to trainers' effectiveness (Soloman, J999) as individual and isolated factors affecting the training intervention as a whole (cited in Cromwell & Ko lb, 2004).
As such, based on sllch rcadings, the researcher hopes to build on these available researches to compilc an overall study which comprises of the abov~
factors together. However, it IS important to note that although training interventions derived from these individual postulates do have value, nevertld ess, they are not always successful. Sometimes carefully designed training engagements might fail because not all the training factors considered are able to profit the trainees who underwcnt the intervention.
At present, the organization in whi.:h the study had focused does not have a formal procedure for attempting to account for individual perleptions of self efficacy in their training interventions. This does havc an impact on the effectiveness of the training as a method for improving worl.: performance. This is so because perceptions of self efficacy offer inner confidence to an individual trainee that he or shc is eapable of gaining an edge in their worl.: performance from the traini ng intervention.
Therefore, the main concern of the study is to see whether there is a link between training effectiveness and a trainee's perception of self efficacy, that is
1.4
whether training affects a person's belief about their caraoility to produce results.
There is a need to build a better understanding of this notion because only then can the different levels of individual trainees' self efficacy are taken into consideration into the design of the training method.
ofthcStuuy
1.4. Objective
The general objectiv~ of this study is to be able 10 understand extent of the influence of a training engagement on a rm;,I1(,,'p' perception or sel
r
ef'ftcacy1.4.2 Specific Objccthcs
1. To identify the relationship between the intlucnce or tr~ining on trainees' perception of sel f efi1cacy in terms of the demographic factor of agc.
2. To identify the relationsiJip between the influence of training on trainces' perception of self efficacy in terms of the demographic factor of academic background.
3. To identify the relationship between the influence of training on trainees' perception
or
self efficacy in terms of tbe demogrJphlC factor or iengl:l orserVIce.
9
4. To identify the relationship between trainer's effectiveness with trainee's perception of self efficacy.
5. To identify the relationship between training content and the trainees' perception of sel f efficacy.
6. To ident ify the relationship between trainees' sel f regulation and thc trai nces' p~rception 0 f sel f e ffieacy.
7. To idcntify the relationship between trainee's supervisors and the trainees' perception of self efficacy.
8. To identify tile relationship between trainee's colleagues and the trainces' perception of self efficacy.
9. To identify the dominant factor innuencing the train ees' perccption of self efficacy.
1,5 Conceptual Framework
The conceptual framework is a figure which denotes the overall summary or a research's independent as well as the depcndent variables (Sekaran. 1984). It also shows the demographic variables the researcher is interested to consider In his or her research. The conceptual framework is important because it ph,ys a vital role in providing guidance to readings in related literature to suppo rt the thcoretical foundations of that p311icular research. In ShOI1, it is a guide for the rescarcher in considering what is of importance in his or her literature review. The conceptual framework for this study is shown as follow;
10
