Ref. No.

C07
Case Title An Investigation of the Factors Affecting the Adoption of E-Training in the
Sarawak Civil Service
Authors Diana Rafidah Binti Majani, Bibiana Lim Chiu Yiong, Rodney Lim Thiam
Hock

1. Introduction
Information communication technology (ICT) is shaping today’s global economy. In Malaysia,
the ICT industry is recognised as one of the main contributors to the nation’s economic growth
(Malaysia Economic Planning Unit 2015). Hence, the Malaysian government is focusing its
attention on the development and growth of infrastructure and environment of ICT to ensure the
nation’s readiness to move forward into the information age and to attain developed country
status.
As the largest state in the country, Sarawak is taking bold steps in venturing into the
exponentially growing digital economy. Inspired by Chief Minister (CM) Datuk Patinggi Abang
Johari Tun Openg’s call for a “Digital Sarawak”, the state is embarking on transformative
initiatives to improve access to information, increase the state’s efficiency in digital resource
management and improve service levels in public service departments through the development
of digital-focused public sectors (Borneo Post Online 2017). In tandem with these goals, the
government’s strategy on human capital development in the public sector focuses on nurturing
the work force with relevant ICT skills to ensure that it is properly trained and kept abreast with
progress in the technological age. To achieve this, the delivery of training and continuous
education of the work force must be expanded well beyond conventional methods of instruction,
especially the utilisation of online teaching and learning tools, which has become a critical part
of human resource development. In particular, electronic training (e-training) has gained
popularity as it allows simulated environments for learning in place of physically situated
training sites (Ramayah, Ahmad & Hong 2012).
Despite the many benefits of e-training, its adoption poses a challenge for many organisations,
especially those in the civil service. Research on e-training has produced mixed findings in that
the application of technology has not always yielded desired results (Ellis & Kuznia 2014). As
organisations grapple with issues of feasibility and effective implementation of e-training in the
Sarawak civil service, it is necessary to understand the nature of e-training, its benefits and
challenges. This case article sheds light on the importance of e-training adoption for human
capital development to gear Sarawak’s civil service workforce towards the CM’s initiative to
turn Sarawak into a digital economy.
2. E-training and e-learning
The key objective of training is to enhance job performance to create a productive workforce
through the acquisition of relevant knowledge, skills and attitudes. Training has evolved over
the years with the advent of real-time communication brought by ICT. E-training involves
knowledge that is technically acquired, supported, and facilitated to economically increase
performance at work and achieve organisational objectives (Loh, Lo, Wang & Modh-Nor 2013).
E-training also refers to learning or training delivered through electronic means, usually involving
the use of computers and other electronic devices to engage trainees. Technologically-mediated
training experiences offer a bundle of benefits to organisations, including cost-effectiveness,
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easy to access, flexibility and diverse content availability (Ellis & Kuznia 2014). The demand for
e-training has grown exponentially as organisations recognise its many benefits, including
global accessibility and reach, enhanced worker productivities and intellectual capacities and
the permanent use of resources within the organisation (Loh et al. 2013).
The term e-training is usually used interchangeably with electronic learning (e-learning) as both
refer to the delivery of learning using telecommunication and information technologies, such as
the Internet or Intranet. However, since e-training is particularly focusing on helping employee
acquire skills and knowledge needed for specific job tasks, it usually involves a shorter and
specified period of time in which the learning should occur and incorporates explicit designs to
enable achievement of specific work skills (Mohsin & Sulaiman 2013). Common types of e-
training are web-based training and video conferencing that enable e-training to occur anywhere
and at any time (Ellis & Kuznia 2014).
An e-training programme can be designed around two modes of electronic learning: fully online
or blended learning. Blended learning is hybrid learning that combines and utilises the strengths
of both traditional face-to-face learning and digital learning (Garrison & Vaughan 2008). It has
revolutionised the learning process as it enables employees to obtain learning experience in both
online and brick-and-mortar environment. The successful implementation of an e-training
programme depends on the organisation’s ability to identify and understand the determinants of
e-training adoption among employees. Adoption refers to people’s perceptions of a particular
technology or way of learning as new or innovative, coupled with their acceptance of it in
through their decision to use it or to display new behaviours in relation to it.
3. Innovation Diffusion Theory
One of the most popular theories used for studying adoption of information technology is the
Innovation Diffusion Theory by Rogers (1995). This theory has been used to study individuals’
adoption of a diverse range of information technologies and e-learning environments. For
example, Ng, Omar and Mohamed (2012) used innovation diffusion theory to assess and predict
the adoption of e-learning system at Universiti Sains Malaysia (USM). Generally, this theory
explains that innovation is an idea, process or technology that is perceived as new to individuals
within a social system (Jebeile & Reeve 2003). Diffusion is defined as the process by which the
information about the innovation flows from one individual to another over a period within the
social system (Rogers 1995). Rogers (1995) identified five salient characteristics of an
innovation which demonstrates satisfactory explanation of adoption. These characteristics
include relative advantage, compatibility, complexity, trialability and observability.
3.1 Relative advantage
Relative advantage is the degree to which people believe that the innovation is better than the
existing technology in which its economic profitability, social prestige, and other benefits can
be expressed. These attributes have been found to be the best predictors of the rate of adoption
for a given innovation (Carter & Belanger 2005). Relative advantage specifies the strength of
reward or punishment resulting from adoption of an innovation. For example, employees would
be more inclined to adopt e-training when they think they can benefit from it or when financial
incentives are used to support and encourage its adoption (Sahin 2006).
3.2 Compatibility
Compatibility is the degree to which an innovation is perceived to be consistent with the existing
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values, past experiences, and needs of potential adopters or the extent the innovation is perceived
to be consistent with the existing technical and social environment (Rogers 1995). Thus, if
people perceive an innovation to be incompatible with their needs, they are less likely to use it.
This means that the prospects for adoption is greater if e-training can be well integrated into or
coexist with employees’ existing values, past experiences and work needs.
3.3 Complexity
Complexity is defined as the degree to which an innovation is perceived to be difficult to
understand, implement or use. As postulated by Rogers (1995), an innovation that is less
complex is more likely to be rapidly accepted by end users. Thus, if an e-training platform or
process involves additional levels of knowledge that are perceived to be difficult, the degree of
adoption among employees is likely to decrease.
3.4 Trialability
Trialability is the ability of an innovation to be put on trial without total commitment and with
minimal investment (Rogers 1995). This means that an innovation is more likely to be adopted if
potential users are able to experience using the innovation itself. Thus, when given chances to
experience e-training, employees are more likely to adopt it, compared to those who do not have
the opportunity to do so. E-training trials allow employees to learn by doing, which helps them
to reduce their perceptions of uncertainty. The availability of e-training among civil servants
suggests that most of them have trial e-training in the past.
3.5 Observability
Observability is the extent to which the benefits of an innovation are visible to potential adopters
(Rogers 1995). It refers to having an opportunity to observe someone else use it to ascertain its
benefits and safety. Such visibility helps to stimulate peer discussion and potentially boosts the
adoption rate among other potential employees in e-training. Similar to trialability, it is known
that the state government has consistently provided services and assistance to civil servants in
relation to promoting e-training.
3.6 Attitudes
Liaw (2004) explained attitude towards behaviour as the set of overall beliefs and evaluations
regarding a behaviour held by an individual. In this case, employees’ attitudes can be taken as a
dependent variable since attitude has been proven to predict usage of innovation (Chau & Lai
2003) As stated by Chau and Lai (2003, p.126), “when intention is poorly formed, attitude will
thus have a direct effect on usage”. The concept of attitude towards technologies and innovation
has been recognised as an important factor in adoption of innovations.
4. Public Sector E-Learning
E-learning can be considered an efficient means of expediting the learning process among the
large number of civil servants dispersed at the various workstations and localities in the state.
One of the government’s initiatives is the establishment of Public Sector E-Learning (EPSA).
Started since July 2007, EPSA is a digital learning platform developed to promote continuous
and lifelong learning for all civil servants at anytime and anywhere. Nevertheless, the extent to
which the civil servants in Sarawak are adopting e-learning as part of their training is still
unknown. Thus, focusing on the Sarawak Timber Industrial Development Corporation (STIDC),
this case study deliberates on the adoption of e-learning platform, namely EPSA among civil
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servants in Sarawak. It discusses the determinants of e-training adoption and provides a better
understanding of current trends in developmental efforts among civil servants in the state.
5. Sarawak Timber Industrial Development Corporation
STIDC was established in June 1973 as one of the state agencies under the Ministry of Urban
Development and Natural Resources (MUDeNR). Following a holistic study on the forest
inventory in Sarawak, the Food and Agriculture Organisation (FAO) of the United Nations
recommended that STIDC be incorporated to provide technical expertise and effective
management of resources in order to stimulate the planned expansion of wood-based industries
throughout the state. Over the past 45 years, STIDC has performed outstandingly in ensuring
that the timber industry is able to sustain its role as one of the major contributors of revenue for
Sarawak.
STIDC budgets and spends approximately RM1 million each year in human capital development
in a variety of training programmes such as in-house training, external training and on-the-job
training. As it is a strategic part of the state’s initiative in digital economy transformation, there
is an opportunity to apply extensive usage of digital learning platforms to improve the levels of
ICT skills, knowledge and competencies among civil servants across the state. To date, STIDC
has 414 employees working at six offices at various locations in Sarawak, with the Human
Resource Development and Quality (HRDQ) Section responsible for formulating strategies on
human capital and organisational development in the organisation. Its core responsibility is the
strengthening of staff competency, which focuses on enhancing their skills, knowledge and
attitudes through continuous training and learning programmes.
In 2017, 131 public programmes and 41 in-house training programmes were successfully
organised in STIDC. However, e-learning was not introduced until early 2018, when HRDQ
together with a training provider designed blended learning or e-learning method specifically to
accommodate the learning process for 40 employees from management and professional groups
involved in the Talent Management Pool programme. E-training implementation in the state
government is still in the infant stage. Nevertheless, as an established and highly reputable state
agency, STIDC has the potential to become a leader in adopting e-learning platforms and e-
training programmes. The following section presents a postgraduate study into e-training
adoption among civil servants in STIDC, with an objective of understanding employees’
attitudes in digital learning and effective e-training diffusion in the organisation.
6. Survey findings
To gain insights into e-training adoption in STIDC, a research study focused on three constructs
in Rogers’ (1995) framework was implemented in March 2018. A quantitative research
approach was applied, involving self-administered questionnaires and Structure Equation
Modelling (SEM) techniques to analyse the data collected. Invitations to participate in the
questionnaire survey were sent through email and internal memorandum to head of divisions
and head of sections in STIDC Headquarters, as well as to employees in the northern and
southern regional offices. Respondents were given options to participate via either online survey
or through printed questionnaire. The online survey was developed to accommodate employees
at the northern and southern regional offices located in Sibu, Tanjung Manis, Bintulu, Miri,
Limbang and Lawas. Out of 300 questionnaires distributed, 286 questionnaires were returned,
representing a 69 percent response rate, which comprised 156 printed questionnaires and 132
online responses.
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The profile of respondents in relation to gender, age and education background is as follows:
55.9 percent of the respondents were males, 51.3 percent of the respondents were from the age
group of 50 to 59 years old, and 27.9 percent of them were diploma and technical certificate
holders. It is noteworthy that a majority of the respondents (88.2 percent) had experience in using
digital learning systems. Only 11.8 percent indicated that they had never been involved in e-
training or used e-learning before.
The results showed that relative advantage and compatibility were key antecedents in e-training
adoption in STIDC. In other words, relative advantage in terms of factors such as reduced cost,
image enhancement and time saving had a positive influence on STIDC employees’ attitudes to
e-training adoption. Another major reason for participants to adopt e-training was its
compatibility with their socio-cultural belief, past experiences and needs. Conversely,
complexity of e-training was found to have a significant but negative influence on STIDC
employees’ willingness to adopt digital learning programmes. This negative relationship
suggests that complex and difficult features in e-training platforms can impede the adoption of
digital learning among civil service employees.
7. Conclusion
The adoption of e-training is essential for civil sector employees to keep abreast of technology
trends. The survey underscores the importance of relative advantage and compatibility as key
determinants in affecting civil service employees’ attitudes towards e-training adoption in
Sarawak. While technology is pushing the limits of e-learning environments, the study
emphasises the importance of communicating the benefits and relevance of e-training to these
employees. Awareness or being informed about ICT upgrades can help change negative attitudes
towards adopting e-training programmes. Furthermore, if employees acknowledge the
effectiveness of e-training, they are more likely to adopt it to improve themselves. The issue of
complexity can be reduced by placing an emphasis on simplifying the process of e-learning and
considering user-friendly digital tools to facilitate knowledge exchange between employees and
trainers. As such, there is a need for state government to create a positive employee perception
that adequate e-training platforms, good policies, incentives, appropriate information and
assistance have been provided in the Sarawak civil service to reduce the barriers to e-training
adoption. This would ensure continual development with effective training in place for the
betterment of the civil service and the state.

Source: Adapted from Sarawak civil service case studies by Swinburne University of
Technology Sarawak Campus, 2019, Kuching: Leadership Institute of Sarawak Civil
Service.