The Role of HR Practices on Turnover Intentions Directly and Through Organizational Citizenship Behavior in the Banking Sector of Malaysia

In the recent years, the banking industry of Malaysia has grown rapidly and the roles of employees are undeniable. In todays, dynamic environment banking industry is striving hard to retain the employees in the organization. Employee provides the basis for organization to be successful. The aim of this paper was to investigate the role of HR practices on turnover intentions directly and indirectly through organizational citizenship behavior in banking sector of Malaysia. Data collected through 510 questionnaires from top five banks (by Capital) branches in Kuala Lumpur, Malaysia. In order to investigate the hypotheses, this study applied Structural equation modelling (AMOS). Findings of this study portray that HR practices had negative effect on turnover intentions while the interesting finding is that indirect effect of HR practices through organizational citizenship were also significant. The results are beneficial for top management of banking sector of Malaysia in order to keep motivating employees and to retain them through proper implementation of OCB. To build and align the HR practices and OCB which results in reducing turnover intentions of employees. Keywords: HR Practices, Organizational Citizenship Behavior, Turnover Intentions, SEM. JEL Classifications: H11; S12 DOI: https://doi.org/10.32479/irmm.1076

Tutors, The Valuable Resource to Enhance Medical Students’ Motivation.

Background: Students’ academic performance is largely affected by their motivation. Moreover, health professions’ education needs motivated students who are keen to tolerate the burden of clinical work along with the academic excellence to graduate competently. This study assessed the effect of tutors on students’ motivation. Method: A cross-sectional, institution-based study of the first-year medical students at University of Khartoum, Sudan was conducted. A self-administered questionnaire was used comprising a modified Motivated Strategies for Learning Questionnaire (MSLQ) with students’ evaluation of their tutors after semester one community medicine course. A total of 237 out of 324 students responded. Pearson productmoment correlation coefficient was used to test the relationship between motivation and evaluation. Hierarchical multiple regression model tested the ability of evaluation factors to predict motivation score. Results: There was a significant association between tutor’s characteristics regarding creativity in conducting the sessions, igniting discussion, and adequacy of knowledge about the course contents and the motivation score (p-value = 0.001). There was a strong, positive correlation between the perceived evaluation score and perceived motivation score (r = 0.505, n = 206, p < 0.0005). After controlling age, gender, paternal educational levels, and scores of Sudanese certificate upon entry, R squared change = 0.28, F change (9.181) = 8.416, p <0.001. In the final model, the content of the course was statistically significant, standardized Beta = 0.285, indicating that content uniquely explains 5.7% of the variance in total perceived motivation score. Conclusion: The evaluation score explained 28% of the variance in student motivation. Students’ motivation issignificantly associated with tutor’s teaching skills concerning knowledge, creativity, students’ involvement, and attractiveness in conducting the tutorials. Improving course content can enhance students’ motivation toward community medicine