Exploring Malaysian Mall Manager's KSAOs

Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 62 (2012) 144 – 158

WC-BEM 2012

Mohd Zaki Arif *, School of Housing, Building and Planning. Unversiti Sains Malaysia. 11800 USM, Pulau Pinang, Malaysia.

Abstract In Malaysia, property managers are required to enrol with The Malaysia Board of Valuer and Estate Agent to get their licenses . However disagreements between the licensed and unlicensed property managers reap in the mass media, particularly in prominent areas such as technical knowledge, skills, attitude and abilities which contribute to the performance of the shoppi ng mall management. These prompt the aspiration to determine the list of competencies that are crucial for the Malaysian shopping mall managers. This article outlines the knowledge, skills, abilities and others characteristics which are essential by mall managers based on the existing literature. Forty five variables are identified and validated by subject matter expert of five practicing shopping mall managers. The response rate of 45.5% is a mix of the results of self-administered postal and face to face surveys carried out. Internal consistency analysis is conducted to confirm the validity of survey instrument. Exploratory factor analysis and internal consistency analysis are conducted to recover and determine the reliability of the constructs. Thirteen items are omitted, leaving three main constructs i.e. knowledge, skills and conscientiousness. The values of Cr construct are 0.780, 0.971 and 0.944 respectively. We wish this paper will initiate new understandings on the essential competencies required by Malaysian Shopping Mall Managers. . © byby Elsevier Ltd.Ltd. Selection and/orand/or peer review under responsibility of Prof. Dr.ofHuseyin Arasli © 2012 2012Published Published Elsevier Selection peer review under responsibility Prof. Dr. Hüseyin Arasli

Open access under CC BY-NC-ND license. Keywords: Mall Manager, Competencies, KSAOs and Conscientiousness.

1. Introduction Nowadays property management is emerging as a managerial science (Kyle & Baird, 1995). It has gone beyond rent collection (Li, 1997). Managing properties involves establishing goals, objectives and policies and executing strategies to achieve those goals and objectives. Singh (1996) posits that property management is an activity that seeks to control the interests of property owners and particular purpose for which the property is held. Property management is considered the work carried out to supervise and maintain a development and its facilities at the level that will maintain or improve the value of the development, create a safe, functional and conducive living environment for occupants, keep or restore every facility in well-organized working order and in good state of repair, and project a good appearance or image for the development. Ismail (1996) believes that economic and physical liveliness of property assets should also be considered a responsibility of property management.

*

Mohd Zaki Arif. Tel.: +0-6017-577-3455 E-mail address: [email protected]

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Arasli Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2012.09.024

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2. Shopping mall development in Malaysia Shopping mall is define as a group of retail and other commercial establishment that is planned, developed, owned, and managed as an operating unit related in its location, size, and type of shops to the trade area that the unit serves (Institute, 1997). The property manager has the accountability to enhance the business value, through the successful management of the tenant mix, leases, building maintenance and operations and promotions (Fisher, et al., 1990). The development of shopping centres in Malaysia can be divided into three stages. The early development of shopping confines at Jalan Tuanku Abdul Rahman, Jalan Bukit Bintang, Jalan Petaling and Jalan Sultan, mark the commencement of stage 1 (1960-1970). The type of developments is departmental store in nature. Supermarkets that are launch in 1963 are The Weld, Selangor Emporium, Yuyi Supermarket and Batu Road Supermarket. Ampang Park Shopping Complex is the first purpose built and true shopping complex developed in 1970s inclusive of car park facilities, public amenities, restaurants and others. Other developments that follow are Campbell Shopping Centre, Wisma Stephen, Wisma Central, Sun Complex, Pertama Complex and Wisma MPI. Plaza Armada and Jaya turn up in the suburban of Kuala Lumpur. Better purpose-built shopping centres mushroom -1990). Sungei Wang Plaza was develop in 1978 and followed by BB Plaza in 1979. Others that follow through are Kota Raya, Plaza Yow Chuan, Imbi Plaza, Plaza KL, Lot 10 and Ampang City. Improvements down suburban are The Atria and Subang Parade. These shopping centres are better in term of design, shop lots configuration, shopper amenities and tenant mixed. The development reaches the southern states, developing Komtar, Lien Hoe Complex, Holiday Plaza and Merlin Towers in Johor Bharu. While in Penang, Komtar is the only purpose-built shopping centre in the north during that time. Mega size centres are introduced during stage 3 (1990 onwards). They are Sunway Pyramid, Mid Valley Megamall, The Mines Shopping Centres, Suria KLCC and Berjaya Times Square. Sunway Pyramid, Mid Valley Megamall and Suria KLCC go together with hotels, convention centre and leisure outlet. Hypermarkets are huge and stand alone development that combine supermarket, departmental stores and retail outlets. In 1990s Carrefour, Giant, Tesco and other hypermarket branches throughout Malaysia. The latest development in shopping centres is power centres which contain large warehouse, factory or discount stores and specialty outlets. Ikano Power Centre and IKEA are developed in 2003. The demand for competent mall manager increases appropriate with the developments of the shopping mall ("Shopping centres over the years," 2004). In Malaysia, shopping malls have transcended their early function in the economy as the community centre for social and recreational activities. There is an increasing inclination among Malaysians to shop for pleasure and spend their leisure time in shopping malls (Ahmed, et al., 2007). Research conducted by Frank Small and Associates found that Malaysian adults (above 18 years old) spend 48 percents of their leisure time in shopping malls. This age cohort group consisting of people from18 to 44 years old is the largest in Malaysia. This age cohort group is also roughly 49 percents of the population and a clear target market for retail marketers (Lee, 1995). Shopping Mall developers across Malaysia have realized the importance of students as key targets for shopping malls, resulting shopping malls to be built close to institutions of higher learning. The Mines Shopping Mall is located close to the University Putra Malaysia and University Tenaga Nasional, Mid Valley Mega Mall is built close to the University Malaya, and One Utama Mall is constructed in close vicinity to the College Damansara Utama and College Bandar Utama. Closeness to students has played a key role in the positioning of shopping malls in Malaysia (Ahmed, et al., 2007). 3. Research on shopping mall Rigorous literary research on shopping mall management performance note that studies are mostly centred toward prominent subjects such as location (Dawson, 1983; Guy, 1994),design (Cowell, 1984; Guy, 1994; Kaye, 1989; Laurie, 1989; McGoldrick & Thomson 1992; Morgan & Walker 1988), environment (McGoldrick & Thomson 1992; Pitt & Tucker, 2008), maintenance (Baum, et al., 1999; Paul 1999), investment (Martin, 1982; Morgan & Walker 1988), parking (Morgan & Walker 1988), market value and planning (Howard, 1997). Other areas that attract the concern of scholars on shopping mall research area are demography (Anderson, et al., 2003;

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Carpenter & Moore, 2005; Wilhelm & Mottner, 2005), customer behaviour (Baker & Haytko, 2000; Fowler, et al., 2005; Hong, 2008; Hu & Jasper, 2004; Taylor & Cosenza, 2002), shopping mall format (Kim, et al., 2005; Yan & Eckman, 2009), tenancy and marketing (Cook, 1993; Fisher & Collins, 1999; Guy, 1994; Howard, 1995; Kirkup & Rafiq, 1994 & 1999; Liu, et al., 2005; Pitt & Musa, 2009; Solomon, et al., 2002), entertainment facilities (Chistiansen, et al., 1999; Eastlick, et al., 1998; Kang & Kim, 1999; Kim, 2002; Kim, et al., 2003), environment (Balazs, 1994; Blair & Larsen, 2005; Heitmeyer & Kind, 2004), investment capital (Baum, 2008; Newell, et al., 2002; Ulrich-Schacht & Wimschulte, 2007), management skills (Donnellan, 1998), factors attracting shoppers (Ali & Ling, 2010; El-Adly, 2007); trust and cooperation (Roberts, et al., 2003) and sale staff satisfaction (Good, et al., 1999). Despite the importance of planning in shopping mall sector, little research about the relationships between shopping mall management (the property manager or shopping mall manager) and shopping mall performance is available. 4. Property manager competencies Thorncroft (1965) put forward that property manager is the person that always concentrate on the implementing and interpretation of owner policies while practicing property management is giving advice on the possible outcomes from any alternative action proposed. Jenkin (1972) added that property manager is the person who leads a team which provide, supervise and controlling the property management activities to archived the landlord goals and objectives. While Shankel (1980), distinct property manager as the expert who manage property for a fees. They manage property to realize capitalize on the benefit from holding property. These benefits are in form of maximizing income, adequate insurance coverage, reduces taxes and maintaining high capital appreciation. Consequently competency is a set of behavioural patterns that incumbents need to perform when performing their tasks and functions with competence (Woodruffe, 1993). McClelland (1973) originally proposed the concept of competency-based human resource management which is related to performance 38 years ago. Competency is distinct as a capability or ability (Boyatzis, 1982 & 2008; McClelland, 1973 & 1985). It is a set of interrelated but alternate manifestations of the intent that are appropriate in various situations or times. Competency is a group of reasonably long period of time (Guion, 1991) trait, selfjob is done well enough so that the person is not fired. It is not associated to superior performance (Boyatzis, 1982; George O. Klemp & McClelland, 1986; Lees & Cordery, 2000; Spencer & Spencer, 1993). Consequently competency is more related to behavioural patterns while competence (threshold competency) is more related to the job roles needed for a specific job. The two variables of competencies and job roles must be kept separate (Woodruffe, 1993). There are three clusters of competency that differentiate outstanding performers from the average in many countries of the world (Boyatzis, 1982; Dreyfus, 2008; Goleman, et al., 2002; Hopkins & Bilimoria, 2008; Koman & Wolff, 2008; Williams, 2008) they are Cognitive competency that involves thinking systems and pattern recognition, Emotional intelligence competency, that involves self-awareness and selfmanagement (self-control) and Social intelligence competency that involves social awareness and relationship management (empathy and teamwork). We learn that there is a very little research done on the competency of shopping mall managers. Pheng & Lee (1993) carry out a survey to 350 residential property managers in Singapore and conclude that the property managers have good knowledge on land title and communication skill and the ability to built rapport with council members. They also conclude that cooperative council members and council members should be committed and active. Tas (1996) in his research on property management trainees, of a hotel, has chosen the skills in public relation, professional ethics and diplomacy in both oral and written relations as the competency requirement to guarantee the success of a management. Johnson (1996) discovers in his research involving 486 property managers, that to become a successful property manager, skills (Interpersonal, supervisory, oral communication, leasing/sales,

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accounting, computer) and knowledge (financial management, marketing, maintenance, landlord/tenant law) are very important. Mc Lagan (1980) knowledge, skills, attitudes or intellectual strategies. At their best, competency models can be more reliable than job description (which talk about job not skill and knowledge specification), more succinct and valid than skill list, Spencer & Spencer (1993) identified very similar uses for competency models: assessment and job-person matching for recruiting, placement, retention and promotion; succession planning; development and career patching. In addition the following, the following uses were identified as applications of competency model: performance management, competency-based pay, integrated human recourses management information system and competencybased workforce planning. Alias (2007) suggested that the core competencies for Facilities Asset Manager which are very similar to Property Manager consisted of core competencies and new competencies needed. The core competencies are, education, experience, specific body of knowledge, skills and other trainings while the new competencies needed are, business process knowledge, strategic thinking planning, strong analytical capabilities, relationship building skills, ability to negotiate, listening and communication skills, interdisciplinary team management and the need to establish user evaluation schedule for new and old asset facilities. There are four types of competency needed by a property manager; Administrative competency (Time management and prioritizing, setting goals and standards, planning and scheduling work), communication competency (Listening and organizing, giving clear information, getting unbiased information), supervisory competency (Training, coaching and delegating, appraising people and performance, disciplining and counselling), and cognitive competency (Identifying and solving problems, making decisions, weighting risks, thinking clearly and analytically)(Gross, 1976; Johnson & Gross, 1996; Parry, 1998). Donnellan (1998) conducted a survey involving major retailers in United State and claims that communication skills and entertaining customers appear to be the most important factors to triumph in retail business. Li (1997) emphasize that it is always important to bear in mind that the basic management tool in good property management practice is human resources and the target of service is people rather than the physical building. 5. Mall manager competencies Woodruffe (1993) recommends that competency must be oriented to the future and not a device for cloning the past. Athey & Orth (2005) conclude that competency embraces all possible attributes of KSA - Knowledge, Skills, Attitudes and Behaviours at individual level. A broader term known as KSAOs Knowledge, Skills, Abilities and Others characteristics which is corresponding to competency is also used sometimes. KSAOs are more likely to be associated with performance (Hanges, et al., 2000; Stewart, 1997; Subramony, 2009; Takeuchi, et al., 2007; Weiner, 2003). These are accepted by most scholars in the related field (Alias, 2007; Arif, et al., 2011; Campion, et al., 2011; Ismail, 2007; Kay & Moncarz, 2004; Ketelhohn, 1998a). Refereeing to this understanding the competencies for shopping mall manager are summarised as in Table 1, 2, 3 and 4. 6. Methodology This cross sectional survey uses questionnaires for collecting data. The questionnaires consist of five point likert scale and are divided into five sections namely demography, knowledge, skills, abilities and other characteristics. It consists of 45 items which can be categorized into knowledge (9), skills (12), abilities (11) and others (13). The questionnaires are validated by an expert panel of five shopping mall managers. Questionnaire is upgraded and sent to all shopping mall managers in Malaysia. The population (275) is used due to the small number of shopping malls in Malaysia (Allvin, et al., 2009; Rossiter, 2008). The survey is conducted by combining postal and face to face methods. The questionnaires are distributed in two stages and the response rate is 45.45%. Exploratory factor analysis (EFA) with varimax rotation is used to group the underlying factors together (Vaus, 2002). The factor loading used is 0.3 (Tabachnick & Fidell, 1996).

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Table 1:

Knowledge

Knowledge

Scholars

1

Customer and Personal Service

The principles and processes in providing customer and personal services.

(Chung-Herrera, et al., 2003; Donnellan, 1998; Peters, 1990; Pheng & Lee, 1993; Tas, et al., 1996)

2

Administration and Management

(Chung-Herrera, et al., 2003; Tas, et al., 1996)

3

Sales and Marketing

Principals involved in strategic planning, resource allocation, human resources modelling, leadership technique, production methods and coordination of people and resources. The principles and methods of marketing strategy and tactics, product demonstration, sales techniques and sales control systems.

4

Economics and Accounting

Economic and accounting principles and practices, financial markets, banking and the analysis and reporting of financial data.

(Alias, 2007; Johnson & Gross, 1996; Tas, et al., 1996)

5

Personnel and Human Resources

(Phillips & Roper, 2009; Richard & Johnson, 2001)

6

Building and Construction

The principles and procedures for personnel recruitment, selection, training, compensation and benefits, labour relations and negotiation, and personnel information systems. Knowledge on materials, methods, tools involved in the construction or repair of buildings and structures such as roads.

7

Computers and Electronics

(Donnellan, 1998; Hashim, 2008)

8

Law and Government Public Safety and Security

Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders and agency rules. Knowledge of relevant equipment, policies, procedures, and strategies to promote effective protection of people, data, property, and institutions.

9

Table 2:

Active Listening

2

Critical Thinking

3

Social Perceptiveness Management of Personnel Resources Service Orientation

4

5 6 7 8

Judgment and Decision Making Writing

9 10

Management of Financial Resources Instructing Negotiation

11

Monitoring

12

Complex Problem Solving

(Ismail, 2007; Singh, 1996)

(Bennett, et al., 2008; Scarret, 1983; Singh, 1996; Tangga, 2005) (Cheng, et al., 2005; Singh, 1996)

Skills

Skills 1

(Donnellan, 1998; Johnson & Gross, 1996)

Scholars Giving full attention to what other people is saying, taking time to understand the points being made, asking questions as appropriate and not interrupting at inappropriate times. Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Being aware of others' reactions and understanding why they react as they do. Motivating, develop and directing people as they work, identifying the best people for the job.

(Cooper, et al., 1998; Shepherd, et al., 1997)

Actively looking for ways to help people.

(Phillips & Roper, 2009; Wagner, et al., 2006)

Considering the relative costs and benefits of potential actions to choose the most appropriate one. Communicating effectively in writing as appropriate for the needs of the audience. Determining how money will be spent to get the work done, and accounting for these expenditures.

(Bloom, et al., 2010)

Teaching others how to do something. Bringing others together and trying to reconcile differences.

(Hashim, 2008; Wren, 1995) (Brown, 1992; Crosby & Murdoch, 2000; Erkip, 2003; McAllister & Tarbert, 1999)

Assessing performance of you, other individuals and organizations to make improvements or take corrective action. Reviewing related information to, develops and evaluates options to implement solutions.

(Baharum & Pitt, 2010; Schapker, 1956; Wei, 2009; Zhao, et al., 2009) (Chakravorty, et al., 2008; Guilford, 1964; Hayes, 1981; Kepner & Tregoe, 1997; Mumford, et al., 1994)

(Howkins, 2001; Kent, 2007; Stacey, et al., 2000) (Friedman, et al., 1992; Prastacos, et al., 2002) (Boyatzis, 1982; McClelland, 1973; McLagan, 1980; White, 1959)

(Cobanoglu, et al., 2007; Cotts, et al., 2010) (Eccles & Holt, 2001; Ketelhohn, 1998b)

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Table 3:

Abilities

Abilities 1 2 3 4 5 6 7

Oral Comprehension Oral Expression Written Comprehension Written Expression Speech Clarity Speech Recognition Problem Sensitivity

8

Near Vision

9

Deductive Reasoning Inductive Reasoning

10

11

Selective Attention

Scholars The ability to listen to and understand information and ideas presented through spoken words and sentences. The ability to communicate information and ideas in speaking so others will understand. The ability to read and understand information and ideas presented in writing. The ability to communicate information and ideas in writing so others will understand. The ability to speak clearly so others can understand you. The ability to identify and understand the speech of another person.

(Donnellan, 1998; Friedman, et al., 1992; Hausknecht & Langevin, 2010) (Donnellan, 1998; Friedman, et al., 1992; Hausknecht & Langevin, 2010) (Donnellan, 1998; Friedman, et al., 1992)

The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. The ability to see details at close range (within a few feet of the observer). The ability to apply general rules to specific problems to produce answers that make sense. The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). The ability to concentrate on a task over a period of time without being distracted.

(Amaratunga, et al., 2000; Gibson, 1994)

Table 4:

(Donnellan, 1998; Friedman, et al., 1992) (Donnellan, 1998) (Ingram, et al., 1992; Shepherd, et al., 1997)

(Tregoe & Tobia, 1995) (Mei, et al., 2010; Nobre, et al., 2010; Nobre & Walker, 2011; Ree, et al., 2002) (Ainon & Abdullah, 1994; Baharom, et al., 2008)

(Andersen, 1972)

Others

Others

Scholars

1

Dependability

Job requires being reliable, responsible, and dependable, and fulfilling obligations. Job requires being honest and ethical.

2

Integrity

3

Attention to Detail

4

Stress Tolerance

5

Self Control

6 7

Adaptability/Flexi bility Cooperation

8

Innovation

9

Independence

10

Leadership

11 12

Analytical Thinking Persistence

Job requires being careful about detail and thorough in completing work tasks. Job requires accepting criticism and dealing calmly and effectively with high stress situations. Job requires maintaining composure, keeping emotions in check, controlling anger and avoiding aggressive behaviour, even in very difficult situations. Job requires being open to change (positive or negative) and to considerable variety in the workplace. Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. Job requires a willingness to lead, take charge, and offer opinions and direction. Job requires analyzing information and using logic to address workrelated issues and problems. Job requires persistence in the face of obstacles.

13

Initiative

Job requires a willingness to take on responsibilities and challenges.

(Butler, 1986; Grossman, 1998; Rempel & Holmes, 1986) (Bennis, 1984; Conger & Kanungo, 1988; Kaiser & Hogan, 2010; Kouzes & Posner, 2001) (Boyatzis & Saatcioglu, 2008; Pickett, 1998) (Durek & Gordon, 2009; Forgie & DeRosa, 2010) (Berkowitz, 1968 & 1993; Jensen-Campbell, et al., 2007) (Chong, 2011) (Teller & Elms, 2010) (Amidon, et al., 2006; Stephenson, et al., 2010) (Yu-tong, 2011)

(Barrow, 1977; Zaccaro, 2007) (Boyatzis, 1982; Wu, 2009) (Fernandez-Duque, et al., 2000; Friedman, et al., 1992) (Cheng, et al., 2005; Khandwalla, 2004)

149

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The validity of each factor is tested with internal consistency analysis. Non respond bias analysis has been conducted on the data gathered from mail and face to face methods to verify the answers given by the two groups and make sure they are consistent and not biased. Non response bias can be tested by comparing the mean between the early received questionnaires and the late questionnaire (Armstrong & Overton, 1977; Bjertnaes, et al., 2010). Usually 10% of each sample are analyses using T test to see whether there is any significant difference (Baark, et al., 2011; Lenzer & Broedel-Zaugg, 2011). The items that are examined are demographic items which are not primary(Abraham, et al., 2008). However in this article the respond received by mail (92) and face to face (33) are used since the questionnaires that are received by face to face survey are consider late due to the respondent do not react after two reminders. 7. Results A total of 125 useable samples have been collected. 87 of the respondents are male 87 (70 percents) and only 38 (30 percents) of them are female. Majority of the respondents are Malays (62 percents) and it is followed by Chinese (28 percents), India (8.8 percents) and others (1.6 percents).The biggest age group is the age group of 30 to 39 years old (46 percents) and it is followed by age group under 30 years old (17 percents), from 40 to 50 years old (32 percents) and above 50 years old (5 percents). Majority of the respondents have less than 5 years experience (30 percents), and the rest have 5 to 9 years of experience (28 percents), 10 to 14 years (16 percents), 15 to 19 years (14 percents) and 20 to 29 years (12 percents). In terms of levels of education, 67 respondents (54 percents) have rest merely have certificates (6 percents). The data have been analyzed with SPSS 15. The first rotation is done by selecting the Eigen value greater than 1. Seven factors have been generated, however only the first three factors have more than 5% of variance. The data have been rotated again by forcing the factors into three groups (Piaw, 2009). The items that load to more than one factor are omitted (Piaw, 2009). These new factors are labelled as skills, conscientiousness and knowledge and the total variance explained is 66.19%. Conscientiousness is a new construct and it originates from one of the Five Factor Model (FFM) construct. The details of the factors are tabulated in Table 5. Since the response rate is less than 70%, there is a tendency for bias in the data. Therefore, the data have been tested using the non respond bias test and proven to have no significant difference. This means there is no biasness in the study and the details are in Table 7. 8. Discussion The outcomes of this paper substantiate that the competency for shopping mall manager encompass of knowledge, skills, conscientiousness. EFA somehow has eliminated two constructs namely abilities and other characteristics. This is due to the difficulty in inferring abilities and other characteristics to job performance. KSAOs reflects the psychological construct and is not directly observable (Harvey, 1991; Morgeson & Campion, 2000). The exclusion of the two constructs are also consistent to the fact that knowledge and skills are often directly linked to the performance of tasks and defined in terms of learned, observable behaviours, whereas ability and other characteristics are much more hypothetical and not generally tied to specific behaviours identified in a job description (Morgeson & Campion, 2000). However a new construct has materialized and it is more observable and can be directly linked to performance. It is labelled as conscientiousness and related to personalities. Morgeson et al. (2009) affirm that a personality is built of the dimensions of extraversion, emotional stability, agreeableness, conscientiousness and open to experience. In many studies, conscientiousness has shown significant correlations with performance and it is the one global factor of personality that is important across all jobs (Barrick & Mount, 1991; Barrick, et al., 2001). Schmidt & Hunter, (1992) have called conscientiousness the most important trait-based motivation construct in the organizational science.

Mohd Zaki Arif et al. / Procedia - Social and Behavioral Sciences 62 (2012) 144 – 158 Table 5: Exploratory Factor Analysis

Item C301 Oral Comprehension C211 Monitoring C206 Judgment & decision making C302 Oral Expression C210 Negotiation C203 Social Perceptiveness C205 Service orientation C304 Written Expression C202 Critical Thinking C412 Persistence C209 Instruction C406 Adaptability/Flexibility C303 Written Comprehension C208 Management of financial C413 Initiative C401 Dependability C411 Analytical thinking C101 Customer and personal service C307Problem Sensitivity C207 Writing C311 Selective Attention C404 Stress Tolerance C109 Public safety & security C102 Administration and management C405 Self control C308 Near Vision C410 Leadership C403 Attention to detail C402 Integrity C408 Innovation C409 Independence C407 Cooperation C309 Deductive Reasoning C305 Speech Clarity C204 Management of personnel C306 Speech Recognition C310 Inductive Reasoning C212 Complex problem solving C201 Active Listening C104 Economic and accounting C106 Building & construction C107 Computers and electronics CI08 Law & government C103 Sales and marketing C105 Personnel & human resource

1 0.806 0.790 0.783 0.779 0.764 0.763 0.753 0.739 0.732 0.731 0.728 0.728 0.726 0.718 0.715 0.715 0.684 0.677 0.675 0.674 0.657 0.653 0.612 0.552

0.408

0.426

Components 2

3

0.434

0.437 0.415

0.413 0.414 0.895 0.808 0.787 0.774 0.741 0.723 0.707 0.698 0.695 0.686 0.638 0.625 0.621 0.575 0.547

0.498 0.538 0.422

0.400 0.436

0.437 0.762 0.760 0.651 0.588 0.539 0.477

151

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Table 6: Test of internal consistency

Conscientiousness 1 2 3 4 5 6 7 8 9 10

0.806 0.790 0.783 0.779 0.764 0.763 0.753 0.739 0.732 0.731 0.728 0.726 0.718 0.684 0.677 0.675 0.674 0.657 0.612

Cronbach's Alpha 0.971

component matrix

Oral Comprehension Monitoring Judgment & decision making Oral Expression Negotiation Social Perceptiveness Service orientation Written Expression Critical Thinking Persistence Instruction Written Comprehension Management of financial resources Analytical thinking Customer and personal service Problem Sensitivity Writing Selective Attention Public safety & security

component matrix

Self control Near Vision Leadership Attention to detail Integrity Innovation Independence Cooperation Deductive Reasoning Inductive Reasoning

0.895 0.808 0.787 0.774 0.741 0.723 0.707 0.698 0.695 0.621

Cronbach's Alpha 0.944

Skills 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Knowledge - component matrix 1 2 3

Economic and accounting Building & construction Computers and electronics

0.762 0.760 0.651

Cronbach's Alpha 0.780

It has been well established that, of all of the FFM personality dimensions, conscientiousness has demonstrated the strongest relationship with job performance, generalizing across a range of positions (Barrick & Mount, 1991; Salgado, 1997). Conscientiousness individuals are characterized as organized, hardworking, determined, selfdisciplined and achievement oriented (Costa & McCrae, 1992; Goldberg, 1992). The outcomes of the study are consistent with the recent research findings which claim that job performance does not depend entirely on knowledge or skills but it also depends on individual personalities (Barrick, 2005; Conard, 2006; Forero, et al., (1997) recommendation that shopping 2009; Ozer & Benet-Martinez, 2006) mall research needs to focus on how centres can be best managed to ensure that tenants and centre managers are working for common goals. We hope this can add values to the body of knowledge on shopping mall management and competency. However the relationship between knowledge, skills and conscientiousness to job performance can be furthered explored.

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Mohd Zaki Arif et al. / Procedia - Social and Behavioral Sciences 62 (2012) 144 – 158 Table 7: Independent sample T test

Levene's Test for Equality of Variances

t-test for Equality of Means

F

Professional background

Equal variances assumed

1.653

Sig.

.201

Equal variances not assumed Education

Equal variances assumed

Equal variances assumed

Equal variances assumed

Equal variances assumed

Equal variances assumed Equal variances not assumed

-.569

123

.570

-.358

.629

-1.603

.887

-.526

49.323

.602

-.358

.681

-1.727

1.011

.032

.151

-.267

.330

123

.834

.223

63.742

.824

.032

.142

-.252

.315

.565

.454

-.455

123

.650

-.067

.148

-.359

.225

-.481

63.026

.632

-.067

.140

-.346

.212

.181

.671

-.808

123

.421

-.241

.298

-.831

.349

-.822

58.304

.415

-.241

.293

-.827

.346

-.587

123

.558

-.171

.292

-.749

.406

-.588

56.685

.559

-.171

.291

-.755

.412

.817

123

.416

.079

.096

-.112

.269

.794

53.674

.431

.079

.099

-.120

.278

.829

.364

Equal variances not assumed Types of mall

Upper

.210

Equal variances not assumed Experience

Lower

.327

Equal variances not assumed Age

Sig. (2tailed)

df

Std. Error Differ ence

.970

Equal variances not assumed Race

t

95% Confidence Interval of the Difference

Mean Differ ence

2.043

.155

Acknowledgements The authors acknowledge the support of Research University Postgraduate Research Grant Scheme (USM-RU-

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