1-Introduction

In recent years, the gig-economy has experienced exponential growth, leading to a rise in the
concern for employee rights (De Stefano, 2015). Technology has transformed the way in which
companies operate (Todolí-Signes, 2017). This has led to some companies having the capability
to run their entire core business through the use of workers on a self-employed or freelance basis
(Todolí-Signes, 2017). The International Labour Organisation (ILO) supervisory bodies have
expressed their concern of the gig- economy on multiple occasions, highlighting its exclusion
from employment laws (ILO, 2017). It is clear the gig-economy allows and exacerbates the
effects of unequal bargaining power (Silberman & Irani, 2016 and Bergvall‐Kåreborn &
Howcroft, 2014)
With the amount of change taking place and the current uncertainty in contractual arrangements,
it has to be expected that legal issues will arise. The decline in the traditional employment
relationship has been stretched over the decades, from the introduction of subcontracting, labour
hire,franchising and other forms of disguised employment relationships (Weil, 2010). This
structured classification and clear emergence of new forms of employment relationships has led
to this intermediate category of worker being created (De Stefano, 2015). Many individuals who
work in the gig-economy fall into this category of a worker. The recent Taylor Review on
Modern Working Practices examined the gig-economy and acknowledged the opportunities and
advantages it offers. It highlights that these individuals must be protected to give workers in the
Gig-economy fairness and that a clear distinction is needed for those who are genuine workers
(Taylor, 2016). The precarious employment relationship has led to the rights of gig-workers
being questioned.
There is no an overall consensus on the definition of the gig-economy (CIPD, 2017). It has been
described as the performing of work by connection to customers and clients through a platform
(Brinkley, 2016). It is referred to as “crowdsourcing”, the “sharing economy” and the
“collaborative economy” (Stewart & Standford, 2017, p.421). Characteristics of the gig-economy
include: workers being subject to flexible working patterns based around the demand for the
service; workers providing their own place of work; tasks being performed over an online
platform and typically a triangular like relationship existing between the employee, the end-user
and a digital intermediary (Stewart & Standford, 2017).
What should be included within the gig-economy is often ambiguous, but largely it includes the
use of working via a digital platform (Smith & Leberstein, 2015 and De Stefano, 2015). This
digital element is argued to be the primary distinction between the gig-economy and traditional
working arrangements (Burtch et al., 2016). There are currently four broad types of platform that
have been identified: higher skilled creative and IT tasks that can be performed from anywhere;
low-level repetitive work that can be performed from anywhere; manual service work performed
on the customers’ premises and lastly, work that involves driving or delivering (Huws et al.,
2016).
Research aims
This research aims to found the impact of the gig-economy workers job satisfaction and their
work skills. It examines what factors the employees to enter the gig-economy. The research will
help to highlight the overarching problems that the gig-economy is facing by bringing to light the
advantages and disadvantages.
Research Objectives:
Research Questions:
2-Literature review
Training
For any modern enterprise, Human Resources (HR) are considered one of the most valuable
company assets, since there is a very strong nexus between effective human resource
management (HRM) practices and subsequent organizational performance (Purcell et al., 2003)
cited in (Bouris & Sahinidis, 2007). In recent times, Organizations throughout the world have
begun to realize the potential benefits associated with effective HR strategies and have thus
started to shift their focus towards them. Impact of HR practices on organizational performance
is a central question for current research, as some of practices have had very positive effect on
organizational growth. Resource based view of firm suggests that only idiosyncratic mix of firms
corporate resources can ensure firm’s superior performance (Guest, 1997). In many companies,
the HR practices are sometimes so unique and ambiguous that they tend to play a vital role in
sustaining competitive advantage.

Training is generally considered as tool which is used to enhance individual skills,

knowledge and abilities of a resource, and to enable that person to understand certain aspects of
business. Training and Resource Development, when combined together with other practices
directly affect the quality of HR outcomes, which eventually results in firm’s higher performance
(Guest, 1997). Need for a training program arises whenever there is a gap between the desired
and actual performance of the employees. Usually the senior management of a company tries to
fill this skill gap by opting for ‘On-job training’ (Swart et al., 2005). Training is defined
as ‘Planned intervention that is designed to enhance the determinants of individual job
performance’ (Chiaburu and Takleab, 2005). Training sessions help employees in reducing
frustration and anxiety which is created by heavy workloads and also enables them to handle this
effectively (Chen et al., 2004).
Technical work skills

Technical skills are a skill, expertise or technical competence related to the field of the workers,
whether engineering or technical (Medina, 2010). Technical skills or ‘hard skills’ is often
associated with the use of tools, equipment related to work properly and efficiently, as well as all
technical matters. It can be known and understood more easily as can be seen clearly with the
naked eye (Yahya and Muhammad Rashid, 2001). Technical skills are a skills that require a
combination of specific knowledge and skills of the work done using the body to achieve the
target (Damooei, Maxey and Watkins, 2008). In the working environment, technical skills
normally refer to technical procedures or practical tasks that are typically easy to observe,
quantify, and measure. The skills are tangible, specific, and usually teachable such as typing
Technical skills and non‐technical skills. Predefinition concept, MD NASIR, et al.

Proceedings of the IETEC’11 Conference, Kuala Lumpur, Malaysia, Copyright © MD NASIR ,

et al., 2011 Technical skills and non‐technical skills. Predefinition concept, MD NASIR, et al.
50 words per minute or changing tires (Roselina, 2009). In other view, technical skills are the
ability to perform work in a technically competent manner and also to monitor it in an
independent and critical manner (Mohd Fauzi, 2000). Technical skills can be acquired in formal
and non formal way. In formal way, Medina (2010) explained that the common way is through
academic channels, namely through the institutions of higher learning. In addition, attending
courses and seminars organized by world bodies such as International Electrical and Electronic
Engineers (IEEE) and obtaining certification through this channel, is one of the ways to obtain
technical skills. The non formal method is through a progressive tutorial written, electronic, and
practical way that can be done to obtain the technical skills (Medina, 2010). Consistent
involvement is needed to improve the technical knowledge in the field of endeavor so that skills
are constantly improved.

Job satisfaction of gig employee

Paul E. Spector (1997) summarizes the findings concerning how people feel towards
work, including: cultural and gender differences in job satisfaction and personal and
organizational causes; and potential consequences of job satisfaction and dissatisfaction. He
provides with a pithy overview of the application, assessment, causes and consequences of job
satisfaction. Sophie Rowan (2008) reveals how to create a happier work life, without
changing career. She provides practical and realistic guidance on how one can achieve
optimal job satisfaction and overcome the obstacles that make so many of us unhappy at work.
Robert M. Hochheiser (1998) reassessed the meaning of the workplace and proposed a
simple formula for success- Forget the idea that hard work alone leads to success and instead
focus on building good relationships. He asserts that the best way to win at work is to understand
what is needed to support the egos of bosses, peers, and subordinates. Accurate assessment
of those needs can then be indirectly associated with one's own personal goals and
exploited to make substantive workplace gains. Methods of determining needs are given for a
variety of situations, and strategies are offered to help make some of the worst work
situations at least marginally better through networking and personal development. C. J.
Cranny, Patricia Cain Smith, Eugène F. Stone (1992) reveals perceiving future opportunity can
actually be more motivating than actually receiving a raise, getting promoted, or being given
additional responsibilities. Jane Boucher (2004) offers practical advice for improving both your
attitude about your job and the job itself. She shows workers how to cope with keeping their jobs
in this difficult economy. Chris Stride, Toby D. Wall, Nick Catley (2008) presented widely
used measurement scales of Job Satisfaction, Mental Health, Job-related Well-being and
Organizational Commitment, along with benchmarking data for comparison. The benchmarking
data is based on a sample of almost 60,000 respondents from 115 different organizations across
a wide spectrum of industries and

occupations. Information is given by occupational group, and is further broken down by age and
gender. Joanna Penn (2008) teaches how to improve your position in your current employment,
gaining more from your job, discovering more about yourself and what it is you would be happy
doing, stress management and people management .

Language Barriers

Language is the key to a person’s self-identity. It enables the person to express emotions, share
feelings, tell stories, and convey complex messages and knowledge. Language is our greatest
mediator that allows us to relate and understand each other (Imberti, 2007). It can be defined as a
system of conceptual symbols that allows us to communicate. It also provides us with a
significant frame of reference and a relational context that sustains our identities (Imberti, 2007).
The social identity theory (Tajfel, 1974; Tajfel & Turner, 1979) focuses on the understanding of
psychological processes driving intergroup discrimination. The categorization of in-groups
versus out-groups can be generated when customers recognize certain cues, such as language,
that delineate cultural differences (Brickson, 2000; Nkomo and Cox, 1996). Not being able to
identify with other cultural groups may lead to negative attitudes towards such groups (Bartel,
2001). A sense of ignorance due to such differences can prevent ESL customers from interacting
with domestic servers (Baker & Haretl, 2004). Consequently, the understanding of the link
between language and social identity patterns is of great importance to the international business
community. Surprisingly, literature is silent regarding the effects of language barriers on ESL
customers. However, literature on intercultural service encounters and low literate consumers
may be relevant. Warden et al. (2003) agree with this notion and states that customers are more
forgiving of service failures in the context of intercultural encounters. However, it is noteworthy
that these studies do not examine the emotional and cognitive mechanisms that customers may
go through when interacting with inter-cultural service providers. ESL consumers can also be
perceived as low literate customers in terms of their English skills. They struggle not only with
reading and writing but also with listening and speaking English. Low literacy levels are
associated with a range of negative market outcomes. Adkins and Ozanne (1998) identified
problems encountered by low literate consumers ranging from choosing the wrong product to
misunderstanding pricing information. Similarly, Viswanathan, et al. (2003) found that low
literate consumers experience difficulties with effort versus accuracy trade-offs when making
purchase decisions. Overall, previous studies suggest that language is more than just a
communication tool (Imberti, 2007; Lauring, 2008) and can influence different aspects of the
service encounter for ESL customers. Accordingly, it is essential to better understand how
language barriers affect ESL customers’ service experience.

Relationship of variables

Job satisfaction R/S training

Definitions of job satisfaction (Spector, 1997) and job training (Landy,1985; Patrick, 2000) can
be synthesized to create the term job training satisfaction, defined as how people feel about
aspects of the job training they receive. Job training satisfaction is the extent to which people
like or dislike the set of planned activities organized to develop the knowledge, skills, and
attitudes required to effectively perform a given task or job. Several points are critical in this
definition. Made up of multiple constructs (similar to job satisfaction) , job training satisfaction
examines employees’ feelings about the job training they receive as a whole. It is not simply
evaluation of a single course or training program. Second, job training satisfaction is a measure
of the for-mal or planned (rather than informal or incidental) training activities offered by the
organization .How important are employee feelings about their organization’s training and
development efforts? As evidenced by the surveys regarding work place learning opportunities
that I have noted, those feelings are important enough for employees to carry them into the
workplace, important enough even to consider in career decisions. Researchers have come to
similar conclusions .Bartlett (2001) found a positive relationship between workplace training
and organizational commitment and recommended that human resource development
professionals “adapt new research methods to demonstrate to organizational decision makers that
training and development contributes to desired workplace attitud as absenteeism and turnover”
(p. 349). Mentoring programs, a form of trainingin which longer-term workers introduce newer
workers to the organization and teach specific tasks, have been recommended to improve job
satisfaction in older workers (Traut, Larson, & Fiemer, 2000). Similarly, train-the-
trainerprograms have been shown to have a positive effect on job satisfaction(Hatcher,
1999). In their study of new employee training, Tannenbaum and colleagues (1991) noted that
“training can induce positive or negative impressions and attitudes [that] trainees carry with
them into the workplace ” which may in turn influence behaviors such Satisfaction with
Workplace Training

Definitions of job satisfaction (Spector, 1997) and job training (Landy,

1985; Patrick, 2000) can be synthesized to create the term job training satis-
faction, defined as how people feel about aspects of the job training they
receive. Job training satisfaction is the extent to which people like or dislike
the set of planned activities organized to develop the knowledge, skills, and
attitudes required to effectively perform a given task or job. Several points are
critical in this definition. Made up of multiple constructs (similar to job satis-
faction), job training satisfaction examines employees’ feelings about the job
training they receive as a whole. It is not simply evaluation of a single course
or training program. Second, job training satisfaction is a measure of the for-
mal or planned (rather than informal or incidental) training activities offered
by the organization.
How important are employee feelings about their organization’s training
and development efforts? As evidenced by the surveys regarding workplace
learning opportunities that I have noted, those feelings are important enough
for employees to carry them into the workplace, important enough even to
consider in career decisions. Researchers have come to similar conclusions.
Bartlett (2001) found a positive relationship between workplace training
and organizational commitment and recommended that human resource
development professionals “adapt new research methods to demonstrate to
organizational decision makers that training and development contributes
to desired workplace attitudes . . . which may in turn influence behaviors such
Satisfaction with Workplace Training 483
Definitions of job satisfaction (Spector, 1997) and job training (Landy,
1985; Patrick, 2000) can be synthesized to create the term job training satis-
faction, defined as how people feel about aspects of the job training they
receive. Job training satisfaction is the extent to which people like or dislike
the set of planned activities organized to develop the knowledge, skills, and
attitudes required to effectively perform a given task or job. Several points are
critical in this definition. Made up of multiple constructs (similar to job satis-
faction), job training satisfaction examines employees’ feelings about the job
training they receive as a whole. It is not simply evaluation of a single course
or training program. Second, job training satisfaction is a measure of the for-
mal or planned (rather than informal or incidental) training activities offered
by the organization.
How important are employee feelings about their organization’s training
and development efforts? As evidenced by the surveys regarding workplace
learning opportunities that I have noted, those feelings are important enough
for employees to carry them into the workplace, important enough even to
consider in career decisions. Researchers have come to similar conclusions.
Bartlett (2001) found a positive relationship between workplace training
and organizational commitment and recommended that human resource
development professionals “adapt new research methods to demonstrate to
organizational decision makers that training and development contributes
to desired workplace attitudes . . . which may in turn influence behaviors such
Satisfaction with Workplace Training 483
Definitions of job satisfaction (Spector, 1997) and job training (Landy,
1985; Patrick, 2000) can be synthesized to create the term job training satis-
faction, defined as how people feel about aspects of the job training they
receive. Job training satisfaction is the extent to which people like or dislike
the set of planned activities organized to develop the knowledge, skills, and
attitudes required to effectively perform a given task or job. Several points are
critical in this definition. Made up of multiple constructs (similar to job satis-
faction), job training satisfaction examines employees’ feelings about the job
training they receive as a whole. It is not simply evaluation of a single course
or training program. Second, job training satisfaction is a measure of the for-
mal or planned (rather than informal or incidental) training activities offered
by the organization.
How important are employee feelings about their organization’s training
and development efforts? As evidenced by the surveys regarding workplace
learning opportunities that I have noted, those feelings are important enough
for employees to carry them into the workplace, important enough even to
consider in career decisions. Researchers have come to similar conclusions.
Bartlett (2001) found a positive relationship between workplace training
and organizational commitment and recommended that human resource
development professionals “adapt new research methods to demonstrate to
organizational decision makers that training and development contributes
to desired workplace attitudes . . . which may in turn influence behaviors such
Satisfaction with Workplace Training 483
Job satisfaction R/S Technical work skills
According to Maniscalco (2010), soft skills refer to “[a] cluster of qualities, habits, personality
traits, attitudes and social graces” that everyone possesses in varying degrees and are needed for
everyday life as much as they are needed for work. Lorenz (2009) refers to softskills as qualities
that make someone a good employee and a compatible co-worker’.Nevertheless, according to
Gibbons and Lange (2000), the term “soft skills” is synonymous with core skills, key
competencies and personal skills. Therefore, soft skills are then on-cognitive abilities that are
innate in individuals and are necessary for good social relationships at the workplace. Soft skills
are typically difficult to observe, quantify and measure. Others are extremely punctual or able to
make rational decisions under pressure. A person may also have the ability to work with co-
workers from other cultures or learn a new language quickly. According to Zedeck and Goldstein
(2000), soft skills such as dealing with conflict and gathering and sharing information are highly
sought after by organisations.Leigh et al. (1999) assert that workplace competencies include
problem-solving, communication skills, personal qualities and work ethics, which are soft skills
categories.

Language barrier RS with technical work skills and Job satisfaction

Language is the key to a person’s self-identity. It enables the person to express emotions, share
feelings, tell stories, and convey complex messages and knowledge (Kim & Mattila, 2011).
Communication is the exchange of meaning, when there is a language barrier; effective two-way
communication becomes even more difficult (Adler, 1991; Rabbani et al., 2017). Language is a
very important issues in manag-ing expatriates (Rubin & Rubin, 2011). Moreover, language
provides a significant frame of reference and a relational context that can representative a
person's identity. Therefore there are differences in language cause by culture difference in
expatriates. Understanding of the relationship between lan-guage barriers and social identity
patterns of an expatriate is important to determine the work perfor-mance. Language barriers are
a common challenge when working with expatriates. What native speak-ers often do not realize
is that frequently it is not the other person's accent but their own way of speaking that creates the
greatest barriers to effective communication (Berardo & Deardorff, 2012; Javadpour & Samiei,
2017). Language barriers often go hand-in hand with cultural differences, posing additional
problems and misunderstandings in the workplace (Morris, 2002). Thus, language barriers can
easily give impact in the work performance because messages can easily be misconstrued.
Language barriers way affect an expatriate’s performance in many aspects. The research states
that 65% company faced the problem of language barriers existed among their companies’
managers/executives and other workers and 67% of the respondents said that
miscommunications were leading to inefficiency and more than 40% noted that
miscommunication made collaboration difficult, and a similar percentage noted that productivity
was lower than it should be due to language barriers (Rubin & Rubin, 2011). These results show
the impact of these barriers may be significant. Language barriers cause difficulties of expatriates
to communicate with other workers, lack of communication could lead to lower productivity of
worker.

3- Methodology
The methodology will explain the nature of the study undertaken and describe and justify the
research design. This will allow for aspects to be studied to a greater depth in order to find out
why some individuals may have a different perspective. A deductive approach is used, involving
empirical research for the data collection (Gill & Johnson, 2010).

Theories’

1. Maslow’s Theory:

Abraham Maslow’s Hierarchy of needs on the needs fulfillment theory has already been
discussed in the section of Motivation. It is also relevant to the present topic of Job satisfaction.
As summarized in the needs fulfillment theory, a person is satisfied if his; needs are fulfilled and
he gets what he wants. If he does not get what he wants/he becomes dissatisfied. Employees find
greater satisfaction in those jobs which are able to satisfy a maximum of the Maslow needs. Jobs
which fulfill an employee’s need for self-actualization or a desire for self-fulfillment are most
satisfying
2. Herzberg’s Two-Factor Theory:
According to Herzberg’s Theory, merely the fulfillment of basic needs is not sufficient for job
satisfaction. Man tries to actualize himself in his job. His self-actualization needs act as factors
of job satisfaction. According to this theory, there are two types of work variables. Satisfiers and
dissatisfies. Satisfiers are those things or situations which lead to job satisfaction. Achievement,
recognition, advancement, responsibility etc. are things with give high satisfaction. As these are
related to the actual content of the job they are known as ‘job-content factors’ or “motivators.”
Dissatisfies are those things or situations that result in job-dissatisfaction. Matters relating to
company policy, supervision, salary and working conditions etc. are things that commonly result
in dissatisfaction. As these are related to the context in which a person performed the task, they
are known as ‘job-context factors’ or ‘hygiene factors. ‘Though both kinds of factors fulfill the
needs of a worker, job-satisfaction results primarily from the ‘motivators.’
3. Stogdill’s Theory of Job-Satisfaction:
According to Stogdill, the ‘output’ of an organization are-group integration, production and
morale. According to him, satisfaction should not be viewed as a ’causer’ of job performance.
Rather, the individual should be viewed in terms of the context of the total organization.
Satisfaction of individuals is not necessarily related to production. It merely results in group
integration and cohesiveness, not always production in organization. On the other hand, morale
and production are a function of group structure.When the conditions leading to high morale and
production also lead to reinforcement of worker’s exceptions, only then morale and production
can be related to job-satisfaction i.e., job satisfaction, according to Stogdill, is an output or
dependent variable.
4- Data collection
The design, distribution and analysis of the survey were completed using Bristol Online Survey
software. This was administered as a web-based questionnaire due the ease and limited cost and
response rates tends to be higher than other methods (Couper, 2000 and Dillman, 2007 cited in
Denscombe, 2007). Invitation and distribution was via email contact and the networks available,
such as Facebook and WhatsApp. A clear delimitation of this design was the distribution of the
survey through primary contacts (Hussey & Hussey, 1997). The respondents are likely to be
homogenous and have similar characteristics, so might not be a fair representation of the
millennial generation.
Questionnaire Design
Management sample is used to collect the data. Questionnaire is structured and consisting a scale
ranging from one to five from strongly agrees to strongly disagree. Questionnaire was developed
from a framework. A framework has four key variables. The first variables related to the job
satisfaction of gig employees, the second variables is Technical work skills; third variables is
about Training while the fourth one is about Language Barriers.
25 items is used in the final questionnaire that helps to determine the position and job satisfaction
of the workers which show that either they agreed or disagreed on their claim on Technical work
skills.
Data Analysis
To define and assess the nature and degree of job satisfaction and Technical work skills,
statistical analyze are applied. To measure the level of job satisfaction, liker type scale having
five points was used. The scale of likert style is an appropriate methodology for conducting
parametric analysis in applied management studies. To enable this analysis the Partial Least
Square (PLS) version was used .Standard results have been calculated from this software this
software calculates standard results in addition to assessing latent variables with path models
using the PLS-SEM algorithm.
5.0 Results
Before performing the data analysis we will first determined the reliability and validity of our
measurement. We tested internal consistency by calculating Cronbach alpha and composite
reliability. We evaluated convergent reliability by comparing AVE and composite reliability
ratings. By evaluating loads and cross loads and by comparing the square root of AVE with the
correlation among the variable of latent we checked discriminating variable.
PLS Algorithms:
Internal consistency
Cronbach Alpha:
We will first test the alpha value of Cronbach (Cronbach 1951) to assess the internal consistency.
This test is commonly used to determine the accuracy of respondents to the questionnaire
Mitchel (2012). Alpha coefficient value is considered acceptable if it is greater than 0.7.
Reliability coefficient of this test ranges from 0 to 1. Internal accuracy is greater if the value of
this test is closer to 1. In table value of Cronbach alpha is higher than 0.7 means reliability is
acceptable Glieem (2003).
Composite Reliability:
Henseler (2009) Cronbach Alpha may undervalue the latent variable reliability internal
consistency in PLS that is why reliability of composite is more acceptable. Composite reliability
is also used with PLS analysis to measure internal consistency. Value that is above 0.8, 0.9 is
treated as reasonable while value below 0.6 shows lack of reliability.
Average Variance Extracted:
Henseeler (2009) Convergent validity means that the same underlying constructs have been
defined by a number of measures. Average Variance Extracted as recommended by Forneel and
Laarcker (1981) has been used to test this validity subtype where at least 0.5 AVE value implies
convergent validity Kraaft (2010). Value of AVE should be 0.5 or greater and value of CR
should be 0.7 or greater to have convergent validity.
Table 1

Table 2
Discriminant Validity (Fornell-Larcker Criteria)

In discriminant validity, first stage is to show the indicators, then other constructs, that load more
easily on their respective constructs. Second step includes that comparing values of AVE to inter
construction correlations Chinn and Newssted 1999). The second step means that the average
shared variance amongst the construct and its measures should be greater than the shared
variance amongst construct and other constructs (Agarwaal 2000)
Structural Model:
Bootstrapping
Non parametric bootstrap technique is used by PLS-SEM to check the importance of estimated
route coefficients. Effron & Tibshiraani (1986). In bootsrapping from the original set of data
subsamples are generated. Then the subsample is used to approximate the pattern of the PLS
path. The process is repeated until a large number of random subsamples usually about 5000
have been created.
T values are determined with this knowledge to determine the importance of each prediction.
Two tail testing was conducted to test the hypothesis. T value greater than 1.94 indicates the t
value supports the hypothesis. Beta value reflects the association between variables ranges from -
1 to +1. Closer to +1 shows a strong positive association and closer to -1 reveals strong negative
association. P importance indicates a significance level of 5% in this study.
Table 3

Discussion:
Smart PLS analysis is used in our study to test the hypothesis. Our study first hypothesis is
accepted, that positive relationship between job satisfaction and Training .job satisfaction as the t
value is greater than 2 that are 2.152. The P value is also less than 0.05 that is 0.032 and beta
value is 0.050 which means training positively impacts job satisfaction.
Similarly our second hypothesis is also accepted; job Satisfaction with the Technical work skills
has positive impact on job satisfaction, as the t value is 20.240, P value is 0.000 and beta is 0.036
which means technically work skills impact job satisfaction.
We also accept third hypothesis that is language barriers, which is a Moderator, impacts job
satisfaction, as t value is -6.686, P value is 0.000 and beta is 0.066 so its mean language barriers
negatively impact job satisfaction.
Conclusion and Recommendations: This research aimed to examine job satisfaction level of gig
workers. This study also investigates how technically skills enhance satisfactions level and how
language barriers impact on job satisfaction. This study determined the significant positive
impact of training on job satisfaction. The mediating impact of technically work between
language barriers and job satisfaction is also significant.