The Relations between Learner Motivation and Satisfaction with Aspects of Management Training

This research examined relations among the vriables among 62 graduate students. The independent variable is learning motivation, the dependent variable is learning satisfaction and the interfering variables are gender, age, line of business, annual income, and ranking of position. The results of the research showed that there is significant correlation between learning motivation and learning satisfaction. The contribution of this research includes providing a theoretical explanation for the relationship between learning motivation and learning satisfaction, conducting performance evaluations, and providing constructive suggestions for the career development of business managers. Introduction According to the survey conducted by Cosmos Magazine in 1999 on the CEOs of 1000 leading business entities the biggest bottleneck of industries encountered today is Training of Human Resources, accounted for 47.5%. For maintaining competition advantages and accumulating sufficient intelligence capital, the most important part for a business entity to proceed is the incubation of high caliber management human resources. Among channels available, the one that combines theory with practices to the utmost. Therefore, it attracts the participation of many business undertakers. To cope with the needs of business in various field, the education agencies of Taiwan actively promoted life-long learning since 1999, providing all kinds of on job educations. At the same time, the employed population is in need of opportunities of further education to meet with the challenges resulted from changes in contents of work and required skills. Under such needs and pressure, high education returning was attached with importance to very high level. The common features of EMB A students are they are currently employed as well as graduated students. EMBA class is a new education system that was commenced in the past 5 years, there may be room for improvement with regards to the appropriateness of planning. Hence, we took Institute for Management Research of Chia Yi University to study the relationship between learning motivation and learning satisfaction of graduate students of EMBA class. When EMBA class is able to recruit suitable middle and high level business managers and form proper learning motivation for them, it should be able to generate excellent learning satisfaction, and what these elites learned from EMBA classes would be applied to the practical work and would be helpful to the growth and development of their own company and maintain the competition advantage. The purpose of this paper is to study the relationship between learning motivation and learning satisfaction of EMBA student. It is also hoped to find out the way to promote the learning motivation and learning satisfaction of business manager students, so that the EMBA class provided by universities would meet the need of industries, and finally, the EMBA students would exercise their driving forces within the business entities they served to bring up knowledge change and organization transition as well as creating core advantages. Literature Research Chang (1996) believed that motivation is an internal process that causes the activities of an individual, maintaining the activities caused and guiding such activities to certain targets. Kotler (1997) believed that motivation is a need stimulated which may initiate individual to take action. Regarding the content of learning motivation, there are diversified arguments (Table 1). Learning Satisfaction is a positive feeling or attitude toward learning activities. The formation of such feeling and attitude derives from the fact that students like such learning activities when their expectations or needs are satisfied through the learning process. Therefore, learning satisfaction may be applied to explain the motivation of student's participation in learning activity and the results of participating in learning. …