The Effect of Work Motivation, Work Skills, Cognitive Behavior on

Career Development of Civil Service Police Officers

Manahan P. Tampubolon, Erni Murniarti, Nourma F. Sidabutar

Universitas Kristen Indonesia

Keywords: Work Motivation, Work Skills, Cognitive Behaviour, Career Development.

Abstract: This study aims to determine the effect of work motivation, work skills, on career development, with variables

controlling cognitive behaviour. The independent variables are: work motivation (X1), work skills (X2),

cognitive behaviour (X3) and the dependent variable career development (Y). This research was conducted

at the Civil Service Police Unit of Kebayoran Baru District, South Jakarta City Administration during March-

June 2019. Population and employee samples totalling 50 employees with saturated sampling techniques. The

research instrument was a questionnaire that met the requirements of validity and reliability. Data analysis

used simple correlation, multiple correlation, and multiple regression tests at the significance level of alpha

0.05. Based on data analysis, the correlation coefficient between X1 and Y was 0.152 and significant at the

0.05 level, while the correlation coefficient between X2 and Y was 0.354, X3 with Y was 0.325 and X1, X2,

X3 with Y were 0, .377 and significant at the 0.05 level. Then the regression analysis obtained by the

regression equation between X1 and Y, Y = 19.414 + 0.471X1. The regression equation between X2 and Y

is Y = 5,415 + 0,808X2, the regression equation between Y and X3 is Y = 3,902 + 1,285X3. The results of

this study concluded that 1) there is a positive and significant influence between work motivation and career

development; 2) there is a positive and significant influence between work skills and career development; 3)

there is a positive and significant influence between cognitive behaviour with career development.

1 INTRODUCTION

Traditionally most career development is as part of

Human Resource Development in companies and/or

organizations still based on kindship, closeness,

friendship, and personal interests. It is not based on

competence and needs. Often the career path of

someone who is placed as an employee still depends

on good fortune alone. And because they are not

ready to tread their career paths or are not prepared in

advance their career levels cause employees to

become inefficient and ineffective in passing through

their career paths.

Career development has become a concern of

employees in the life of today's organizations (Hall

and Goodale: 1986) Further in most organizations

career development employees have become staffing

problems that require special attention and career

development programs have begun to mushroom in

almost all organizations. In this case, what is meant

by career development is a process in which

individuals and organizations evaluate the strengths

and weaknesses and career plans of employees in the

organization. The above opinion is supported by a

tendency towards a shift in career development

approaches and traditional career approaches to a

modern career approach by emphasizing a more

global perspective. The description of traditional

career development emphasizes the aspect of know

how which means that a person is required to have

qualified expertise and knowledge aimed at providing

a service or producing a product (Noe: 1999)

Whereas in the modern career approach a person is

expected to have the know why aspect which means

to understand a company and culture so that they can

build and use knowledge and expertise that can help

the business, and have an understanding whow, which

means understanding the relationship that workers

have significance to the success of the business. The

shifting pattern of career development occurs because

of the demands that are internal and external.

Traditional career development patterns are

depicted more likely to be in a hierarchical position,

authority and responsibilities as well as

compensation. This pattern has shifted towards the

development of modern careers, which is illustrated

478

Tampubolon, M., Murniarti, E. and Sidabutar, N.

The Effect of Work Motivation, Work Skills, Cognitive Behavior on Career Development of Civil Service Police Ofﬁcers.

DOI: 10.5220/0010317400003051

In Proceedings of the International Conference on Culture Heritage, Education, Sustainable Tourism, and Innovation Technologies (CESIT 2020), pages 478-485

ISBN: 978-989-758-501-2

that the development of modern careers is aimed at

fostering employees by providing opportunities to

choose personal interests, expertise, and the

availability of information to seek experience in terms

of career development In the actual context, career

development is one of the important aspects for a

changing organization. organizations that are

changing or organizations that are facing challenges

of change both from within and from outside, need a

paradigm of modern career development (Gordon C.

1993) ,. The approach should emphasize an approach

that provides an opportunity for individuals to

increase new knowledge and expertise, be proactive,

systematic, self-assessment and provide motivation.

The shift in career development approach not only hit

the business sector but also began to penetrate the

public sector. This is due to the rapid and fundamental

changes taking place in all fields, so that it requires

the readiness and readiness of public organizations to

adapt.

Career development and utilization of human

resources are the needs of the organization, stating

that their employees are the most valuable assets.

Nevertheless, employees who are placed in

inappropriate positions and experience frustration to

grow and develop harm the organization.

The emergence of the phenomenon of demotion

and demotion, the transfer of employees known as

mutations and the existence of an employee

promotion is a form of career development. Judging

from the importance of the agency's policies, a

formula is needed to regulate the administration of all

types of employee transfers. Career development can

be influenced by the following: boss / manager role,

organizational role, training, outsiders. Help in

development Employee careers can be obtained from

various sources, for example educational institutions

or consultants or the labor department.

Another thing related to career development is

promotion. Promotion is an opportunity for career

development of an employee. Organizational policies

in terms of promotion are very important for

employees who want their careers to develop.

Promotion must be wise, open and flexible, ie

responsive to individual needs. Every promotion has

risk factors for the organization as well as for the

individual. The higher the frequency of work, the

greater the risk factors, the possibility of giving the

wrong promotion can occur. Therefore it is expected

that the promotion of employees is adjusted to their

level of competence. From the description above, this

study seeks to explain how the planning and career

development of employees at the Jakarta Civil

Service Police Unit.

Career development consists of the personal

improvement of one undertakes to achieve a personal

career plan (Wherther, Jr., and Davis, 1996: 311). In

general, what influences a person's career is: (1)

Family; (2) Environment; (3) Education; (4)

Suggestions about careers from formal sources, for

example from labor centers, etc. (5) The role of the

employee itself; Today's employees are more

involved in establishing their careers in the company

as a result of government policies in the area of

employment.

According to Dessler, career planning and

development is "the deliberate process through which

a person becomes aware of personal career-related

attributes and the lifelong series of stages that

contribute to his or her career fulfillment." (Dessler,

2011: 383); is a deliberate process in which a person

becomes aware of the attributes associated with a

personal career and a series of lifelong stages that

contribute to the fulfillment of his career.

Likewise, Miner and Crane's opinion states,

"career planning is carried out by an individual in

order to become aware of the opportunities that exist,

of constraints on the availability of those

opportunities, of the choices that need to be made, and

of consequences that can be anticipated. Career-

related goals are established and development

experiences are identified in order to reach these

goals. Career development is the actual process of

implementing these plans. It is a joint effort between

individual and organization. " (Miner and Crane,

1995: 409);

Career planning is carried out by an individual to

become aware of the opportunities that exist, the

constraints on the availability of these opportunities,

the choices that need to be made, and the

consequences that can be anticipated. Career- related

goals are set and development experience is identified

to achieve these goals. Career development is the

actual process for implementing these plans.

Thus an employee needs to take certain steps to

realize the plan. The various steps that need to be

taken can be taken on the initiative of the workers

themselves, but can also take the form of activities

sponsored by the organization, or a combination of

the two. This is one of the very fundamental

principles of career development.

Flippo (1984: 271) states that "Career can be

defined as a series of work activities that are

inseparable and provide position and meaning in

one's life history. Meanwhile, according to Hani

Handoko in Sunyoto (2012: 165) there are three

career definitions, namely:

The Effect of Work Motivation, Work Skills, Cognitive Behavior on Career Development of Civil Service Police Ofﬁcers

479

1. Career as a sequence of promotion or transfer

(transfer) laterally to positions that are more

demanding of responsibility or better location

in crossing the hierarchy of work relations

during one's work life;

2. Career as a guide for jobs that form a clear

pattern of systematic progress in his career;

3. Careers as the history of one's work or a series

of positions held during work life.

Thus it can be interpreted that career development

must be passed through the preparation of the

prerequisites that must be possessed by an employee

to support career advancement. These prerequisites

are mutually supportive, in the sense that every career

advancement of an employee must go through several

predetermined criteria such as achievement, job / job

weights, the presence of vacancies, efficiency and so

forth.

Understanding career development as an HR

management activity is the realization of the

relationship between individuals as workers and their

organizations. In realizing career management for

oneself, the following conditions are needed: (1)

Awareness and understanding of workers that every

job / position always provides opportunities to

progress and develop; (2) Every worker must

understand that the responsibility for career

development rests with their respective workers,

which requires the implementation of career

development management itself; (3) Every worker

needs to realize and understand that it is not easy for

the organization / company to align themselves with

a career in the form of the position / position

available, because usually there is more daro than

someone who has the opportunity to get it. Broadly

speaking, motivation theory is grouped into three

groups, namely

Motivation theory with the content theory

approach, content theory with a process approach and

motivation theory with a reinforcement approach. It

is believed that to achieve the goal, peoplemust have

sufficient motivation (Ghenghesh, 2010:128)

Maslow's Hierarchy of Needs, Needs can be

defined as a gap or disagreement experienced

between a reality with an impulse that is within. If the

employee's needs are not met then the employee will

show disappointed behavior. Conversely, if their

needs are met then the employee will show happy

behavior as a manifestation of his satisfaction. Needs

are the fundamental underlying employee behavior.

Because it is impossible to understand behavior

without understanding its needs.

Abraham Maslow (Tampubolon: 2012) suggests

that the hierarchy of human needs is as follows:

1). Physiological needs, namely the need to eat,

drink, physical protection, breathing, sexual.

This need is the lowest level requirement or

also referred to as the most basic needs

2). The need for a sense of security, namely the

need for self-protection from threats, dangers,

conflicts, and living environments

3). The need for a sense of belonging (social), that

is, the need to be accepted by groups, affiliated,

interacting, and the need to love and be loved

4). The need for self-esteem, namely the need to be

respected and valued by others 5). The need to

actualize oneself, that is the need to use

abilities, skills and potential.

The need to argue with express ideas, ideas and

criticisms of something. Theory X and Y from

Douglas McGregor put forward a real view of

humans. The first view is basically negative called

theory X, and the second is basically positive called

theory Y. McGregor concluded that managers /

leaders' views of human nature are based on certain

groups of assumptions and that they tend to shape

their behavior towards employees based on these

assumptions.

Herzber's two-factor theory, this theory put

forward by Frederick Herzberg with the assumption

that an individual's relationship with work is

fundamental and that an individual's attitude towards

work can very well determine success or failure.

(Tampubolon: 2012) Herzberg views that job

satisfaction comes from the existence of intrinsic

motivators and bring job dissatisfaction from the

absence of extrinsic factors. Extrinsic factors (work

context) include: (1) Wages, (2) Working conditions,

(3) Job security, (4) Status, (5) Company procedures,

(6) Quality of supervision, (7)

Quality of interpersonal relationships among

colleagues, superiors, and subordinates. The

existence of these conditions for employee

satisfaction does not always motivate them. But their

absence causes dissatisfaction for employees,

because they need to maintain at least a level of "no

satisfaction", an extrinsic condition called

dissatisfaction, or hygiene factors. Intrinsic factors

include: (1) Achievement, (2) Recognition, (3)

Responsibility, (4) Progress, (5) The work itself, (6)

The possibility of developing. The absence of these

conditions does not mean proving a very dissatisfied

condition. But if there is, will form a strong

motivation that results in good work performance.

Therefore, the extrinsic factor is referred to as a

satisfaction or motivator.

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McClelland's need theory was advanced by David

McClelland. This theory focuses on three needs

(Tampubolon: 2012), namely:

1). Need for achievement (need for achievement):

Encouragement for achievement and

outperform, reach standards, and strive to

succeed

2). The need for power (need for pewer): the need

to make others behave in such a way that they

will not behave otherwise.

3). Relationship needs (need for affiliation): A

desire for interpersonal relationships friendly

and friendly. Expectancy Theory, this theory

argues that the strength of a tendency to act in

a certain way depends on the strength of an

expectation that the action will be followed by

a certain output and on the attractiveness of that

output to the individual (Tampubolon: 2012).

Expectation theory says that an employee is

motivated to carry out a high level of effort if he

believes the effort will lead to a good performance

appraisal, a good appraisal will encourage

organizational rewards, such as bonuses, salary

increases, or promotions and the rewards will satisfy

the goals the employee personally.

Clayton Alderfer's theory emphasizes the theory

of ERG motivation which is based on human needs

for existence (exsistence), relationships (relatedness),

and growth (growth) (Tampubolon: 2012). This

theory is slightly different from Maslow's theory.

Here Alfeder argues that if higher needs are not or

cannot be met then humans will return to the flexible

motion of meeting needs from time to time and from

situation to situation.

Theory of Justice is based on the assumption that

people are motivated by the desire to be treated fairly

at work, individuals work to get exchanges of rewards

from organizations (Tampubolon: 2012).

The term motivation comes from the Latin word

"movere" which means encouragement or move.

Motivation questions how to direct power and

potential to work towards the specified goals.

Basically, a person works because he wants to fulfill

his daily needs. The urge to desire from one person to

another is different so that human behavior tends to

vary at work. According to Vroom in motivation

refers to a process of influencing individual choices

to various forms of desired activities (Ngalim

Purwanto, 2006: 72) ,. In addition, the term includes

a number of concepts of drive (drive), needs (need),

stimuli (incentives), rewards (reinforcement),

reinforcement, goal setting, expectancy, and so on.

Thus it can be concluded that work motivation is

an employee's response to a number of efforts arising

from within the employee as a driving force to work

well for the desired goals of the employee and the

workplace organization is achieved.

Job skills, that everyone has skills that are a talent

of the Almighty. Some people are aware of the skills

they have, but some are not yet or are not aware of the

skills in themselves. The definition of skill is the

ability of a person to change something into

something more valuable and meaningful. Using

skills can be with mind, reason and creativity. If the

skills are honed, it is possible if it will produce

something profitable.

Every expert has his own views on the definition

of skills. The following understanding of skills

according to experts:

1). Skills are an ability to operate work more easily

and precisely. This definition of skill according

to Gordon tends to lead to psychomotor activity

(Gordon, 1994).

2). Skills means developing the knowledge gained

through training and experience by carrying out

a number of tasks (Dunette, 1976)

3). Skills must be done with practice as an activity

development (Nadler, 1986).

4). Skills not only require training, but the basic

abilities that everyone has can help produce

something of value more quickly (Iverson,

(2001)

5). Skills are divided into 4 categories, namely:

a)Basic Literacy Skill: Basic skills that are

definitely a must for every like reading,

writing, counting and listening.

b)Technical Skill: Technical expertise gained

through deep learning engineering such as

operating computers and other digital devices.

c)Interpersonal Skill: Everyone's expertise in

communicating with each other others like

listening to someone, giving opinions and

working in teams.

d)Problem Solving: A person's expertise in solving

problems using his logic (Robbins, 2010).

Thus it can be concluded that a person's work

skills are honed through training programs or other

guidance, which is supported by the basic abilities

that a person already has in him. Combined abilities

that are intensive will certainly be able to overcome

the problem to produce something useful and

valuable for yourself and others.

The cognitive domain is the domain that includes

mental activities (brain). All efforts concerning brain

activity are included in the cognitive realm. The

cognitive domain has six levels or aspects, namely:

1). Knowledge / memorization / memory, 2).

Comprehension, 3). Application (application), 4).

The Effect of Work Motivation, Work Skills, Cognitive Behavior on Career Development of Civil Service Police Ofﬁcers

481

Analysis (analysis), 5). Synthesis (syntesis), 6).

Rating / award / evaluation

The purpose of cognitive aspects is oriented to the

ability to think that includes more simple intellectual

abilities, namely remembering, to the ability to solve

problems that require students to connect and

combine several ideas, ideas, methods or procedures

learned to solve the problem. Thus the cognitive

aspect is the subtaxonomy that reveals mental

activities that often start from the level of knowledge

to the highest level, namely evaluation.

Behavior Theory is a theory coined by Gage and

Berliner about changes in behavior as a result of

experience. Then this theory developed into a flow of

learning psychology that influenced the development

of educational and learning theories known as

behavioristic flow. This flow emphasizes the

formation of behavior that appears as a result of

learning.

Behavior theory with its stimulus-response

relationship model, seeks people to learn as passive

individuals. Specific responses or behaviors using

training or habituation methods only. The appearance

of behavior will be stronger if given reinforcement

and will disappear if subject to punishment. Hosland,

et al (1953) said that the process of behavior change

is essentially the same as the learning process.

The process of behavior change describes the

learning process in individuals which consists of:

Stimulus (excitement) given to organisms can be

accepted or rejected. If the stimulus is not accepted or

rejected, it means that the stimulus is not effective in

affecting individual attention and stopping here. But

if the stimulus is received by the organism means

there is attention from the individual and the stimulus

is effective.

If the stimulus has received attention from the

organism (received) then he understands this

stimulus and proceed to the next process.

After that the organism processes the stimulus

so that there is a willingness to act for the

stimulus it has received (to act).

Finally, with the support of facilities and

encouragement from the environment, the

stimulus has the effect of the actions of the

individual (behavior change).

Furthermore, this theory says that behavior can

change only if the stimulus (excitatory) given really

exceeds the original stimulus. Stimulus that can

exceed the original stimulus means that the stimulus

given must be able to convince the organism. In

convincing this organism, the reinforcement factor

plays an important role. The process of attitude

change seems that attitudes can change, only if the

stimulus that hits it actually exceeds the original.

Citing the opinion of Hovland, Janis and Kelley who

stated that in examining the new attitude there are

three important variables, namely: 1) attention, 2)

understanding, and 3) acceptance.

This theory bases the assumption that the cause of

behavior changes depends on the quality of the

stimuli that communicate with the organism. This

means that the quality of sources of communication

(sources) such as credibility, leadership, style of

speech really determine the success of changing the

behavior of a person, group or society.

Some experts distinguish forms of behavior into

three domains, namely knowledge, attitudes, and

actions or often we hear in terms of knowledge,

attitude, practice (Sarwono, 2004). Understanding

behavior is the act or activity of humans themselves

who have a very broad range of meanings, including:

walking, talking, crying, laughing, working,

lecturing, writing, reading, and so on.

It can be concluded that human behavior is all

human activities or activities, both those that are

directly observed, and those that cannot be observed

by outsiders (Notoatmodjo, 2003). While in the

general sense of behavior are all actions or actions

carried out by living things. In general, cognitive is

interpreted as intellectual potential which consists of

stages: knowledge (knowledge), understanding

(comprehention), application (application), analysis

(analysis), synthesis (synthesis), evaluation

(evaluation). Cognitive means an issue that concerns

the ability to develop rational ability (reason).

Cognitive theory emphasizes how the process or

effort to optimize the ability of rational aspects

possessed by others.

Thus it can be concluded that cognitive behavior

is an act or human activity itself based on the ability

to develop rational abilities (reason).

Based on the theoretical study conducted, a

research hypothesis can be formulated on employee

job satisfaction as follows:

1. There is a positive influence between work

motivation and employee career development.

2. There is a positive influence between work

skills and career development employee.

3. There is a positive influence between cognitive

behavior with career development employee.

4. There is a positive influence between work

motivation, work skills, together on career

development after being controlled by

cognitive behavioral variables.

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2 RESEARCH METHODOLOGY

Quota sampling is a sampling technique that

determines the number of samples from populations

that have certain characteristics to the desired quota

number (Suryana, 2015: 254). The sample was

employees of a total of 50 people, the Civil Service

Police Unit of the Kebayoran Baru District, South

Jakarta City Administration.

Data analysis techniques in this study used

regression statistical calculations. To conduct data

analysis, it is necessary to first test the analysis

requirements, namely normality test, homogeneity

test, and linearity test.

The Coefficient Test is used to determine the

magnitude or strength of the relationship between the

independent variable and the dependent variable.

Calculates r xy using the product moment formula

from Pearson.

Statistical Hypothesis:

Ho: There is no positive direct effect between

Variable X with Variable Y Ha: There is a

positive direct effect between variable X and

variable Y

Testing Criteria: Ho is accepted if t arithmetic < t

table and rejected if t arithmetic > t table,

meaning the correlation coefficient is

significant if Ha is accepted. This is done at a

significant level of 0.05 with degrees of

freedom: (dk) = n-2

Statistical Hypothesis 1:

Ho: py1 = 0 there is no positive effect between

variables X1 and Y H1: py1> 0 there is a

positive effect between the variables X1 and Y

Statistical Hypothesis 2:

Ho: py2 = 0 there is no positive influence between

the variables X2 and Y H1: py2> 0 there is a

positive influence between the variables X2

and Y

Statistical Hypothesis 3:

Ho: py3 = 0 there is no positive influence between

variables X3 and Y H1: py3> 0 there is a

positive influence between the variables X3

and Y

Information:

py1 = coefficient of influence between work

motivation and career development. py2 =

coefficient of influence between work skills

and career development.

Py3 = coefficient of influence between cognitive

behaviour with career development

3 RESULTS AND DISCUSSIONS

The path calculation is divided into 3(three) sub-

structures namely: The effect of Work motivation

(X1), Work skills (X2), Cognitive behaviour (X3) on

Career development (Y).

Calculation of path coefficient for Substructure 1

(one). The results of the calculation of Substructure 1

(one) can be seen in Table 1:

Table 1: Path Coefficient Substructure 1 (one).

Coefficients

Model

Unstandardized

Coefficients

Standardi

zed

Coeffici

ents

Sig.

Std.

Error

Beta

(Constant)

19.414

5.820

3.33

.002

Work

motivation

(X1),

.471

.160

.390

2.93

.005

a. Dependent Variable: Career development (Y).

Based on Table 1 above the regression coefficient

(Beta), Work motivation (X1) and Y Career

development (Y) are; from the calculation results

obtained a regression coefficient of 0.390. The

structural coefficients 1 (one) are: Y = 0.390 X1.

Calculation of path coefficient for Substructure 2

(two). The results of Substructure 2 (two) calculations

can be seen in Table 2:

Table 2: Path Coefficient Substructural 2 (two).

Coefficients

Model

Unstandardi

zed

Coefficients

Standar

dized

Coeffici

ents

Sig.

Std.

Error

Beta

(Constant)

Job Skills

(X2)

5.415

6.076

.595

.891

.377

.808

.158

5.123

.000

a. Dependent Variable: Career Development

(Y)

Based on Table 2 above the regression coefficient

(Beta), Job skills (X2) and Y Career development (Y)

are: from the calculation results obtained a regression

coefficient of 0.595. The 2 (two) structural

coefficients are: Y = 0.595 X2.

The Effect of Work Motivation, Work Skills, Cognitive Behavior on Career Development of Civil Service Police Ofﬁcers

483

Table 3: Path Coefficient Substructure 3 (three).

Coefficients

Model

Unstandardized

Coefficients

Standardiz

Coefficien

Sig.

Std.

Error

Beta

(Constant)

Cognitive

Behavior

(X3)

3.902

6.782

.570

.575

.568

1.285

.267

4.811

.000

a. Dependent Variable: Career development (Y)

Based on Table 3, the regression coefficient

(Beta), cognitive behaviour (X3), and career

development (Y) are: from the calculation results

obtained a regression coefficient of 0.570. The

coefficient of structure 3 (three) is: Y = 0.570 X2.

Figure 1: The Last Model Variable Flow Career

Development.

4 CONCLUSIONS

From the calculation results obtained, the following

conclusions can be drawn:

1. There is a positive direct effect between of

variable X1 (Work motivation), and Y (Career

development).Ho: ßγ1≤0 H1: ßγ1> 0 Work

motivation (X1) and Y Career development (Y)

are; from the calculation Results obtained a

regression coefficient of 0.390. The structural

coefficients 1 (one) are: Y = 0.390 X1.

2. There is a positive direct effect between of

variable (X2) Work skills and (Y) Career

development Ho: ßγ2≤0 H1: ßγ2> 0 Work

skills (X2) and Y Career development (Y) are:

from the results of calculations obtained a

regression coefficient of 0.595. The coefficient

of structure 2 (two) is:

Y = 0.595 X2.

3. There is a positive direct effect between of

variable (X3) Cognitive behaviour and (Y)

Career development Ho: ßγ3≤0 H1: ßγ3> 0

Cognitive behaviour (X3) and Career

development (Y) are: from the results of

Calculations obtained a regression coefficient

of 0.570. The structural coefficients of 3 (three)

are: Y = 0.570 X2.

4. Empirical evidence shows that career

development is influenced by work motivation,

this shows that Civil Service Police Officers in

the Kebayoran Baru District of South Jakarta

City Administration are already professional so

that technical matters do not significantly affect

their career development.

5. Empirical evidence shows that career

development is influenced by work skills. This

shows Employees of the Civil Service Police

Unit Kebayoran Baru District, South Jakarta

City Administration that work skills are already

influencing their career development.

6. Empirical evidence shows that career

development is influenced by cognitive

behaviour. This shows that Civil Service Police

Officers in the Kebayoran Baru District, South

Jakarta City Administration, that cognitive

behaviour is very supportive of their career

development.

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