European Journal of Social Sciences

ISSN 1450-2267 Vol. 47 No 4 June, 2015,, pp.361-376

http://www.europeanjournalofsocialsciences.com/

Factors that Influence the Effectiveness of Students

Field Working Practices in Higher Education
Tourism Institutions in Medan
Bahagia Tondang
Education Management Department, Medan State University
RS Haji Street, Medan, Indonesia
E-mail: dosentondang@yahoo.co.id
Tel: +62813 961 68188
Abstract
This research aims to identify and assess the influence of organization culture, satisfaction
of learning, creative behavior and achievement motivation against the effectiveness of the
implementation of the practice of field work. The population in this research is the practice
of student field work that exist in the institution of higher education in the field of tourism
which totaled 365 people. Proportional sampling technique using stratified random
sampling in order to obtain a sample of 190 people. The data collected by using question
form which is filled out by the respondents coming from 7 units of the Academy of
tourism. Further data were processed by using the path analysis. The results showed that:
work culture (X 1) the direct positive effect on Satisfaction Study (x 2) demonstrated that =
0,427; Work culture (X 1) the direct positive effect on Creative Behavior (X 3) indicated
that = 0,398; Work culture (X 1) positive direct effect on the motivation of Overachievers
(X 4) indicated that = 0,592; Work culture (X 1) the direct positive effect on the
effectiveness of the implementation of the practice of field work (X 5) indicated that =
0,172; The satisfaction of Learning (x 2) a direct positive impact on the effectiveness of the
implementation of the practice of field work (X 5) indicated that = 0,323; Creative behavior
(X 3) a direct positive impact on the effectiveness of the implementation of the practice of
field work (X 5) indicated that = 0,282; and motivation of top achievers (X 4) a direct
positive impact on the effectiveness of the implementation of the practice of field work (X
5) indicated that = 0,329.

Keywords: organizational culture, Learning, conduct Creative Satisfaction, motivation

and effectiveness of Implementation, an accomplished Practical field work

1. Introduction
Successful development of Human Resources (HR) quality is expected to become the motor of
economic progress and welfare of Indonesian society. The human resource development become the
national education goals as stated in the Law of the Republic of Indonesia No 20 of 2003 that the
national education serves to develop the ability and character development and a dignified civilization
in order to educate the nation, aimed at developing students' potentials in order to become a man of
faith and fear of God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and
become citizens of a democratic and accountable. The goal is to develop briefly competent human
resources to be able to contribute in a business that drives the economy.
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Competent human resources are needed by all the services and manufacturing industries in the
fields of business including business trending tourism industry. Business people or workers who are
reliable and professional is one of the main and decisive factor in achieving progress and success in
building and developing the tourism industry. Related tourist industry and classified in the creative
industries are currently managed in a single ministry, the Ministry of Tourism and Creative Economy.
In the field of tourism and culture that is packaged as a product of the creative economy in various
related fields, increasingly spurred to move the locomotive of the economy people through the creative
economy and the tourism sector to the achievement of a society that is peaceful, fair and prosperous.
Generate human resources for business tourism and creative economy became a special purpose carried
by tourism college in the city of Medan and other cities that are members of the Association of Higher
Education Institutions Tourism Indonesia (HILDIKTIPARI). The effectiveness of an institution of
higher tourism education evaluated on the extent to which the institution can achieve the above
objectives. Robbins defines effectiveness as the level of achievement of the organization's long term
and short term. In the context of higher education institutions of tourism, said to be effective if these
institutions successfully meet the wishes of the stakeholders associated with the quality of graduates
who work in the tourism industry.
Problem Formulation
Based on the above issue, restrictions proposed formulation issues as follows: (1) Is the organizational
culture directly influence the satisfaction of learning? (2) Is the organizational culture directly
influence the creative behavior? (3) Is the organizational culture directly affect achievement
motivation? (4) Is the organizational culture directly affect the effectiveness of the implementation of
job training? (5) Is the learning satisfaction directly affect the effectiveness of the implementation of
job training? (6) Is the creative behaviors directly affect the effectiveness of the implementation of job
training? (7) Does achievement motivation directly affect the effectiveness of the implementation of
field work?

2. Theroretical Study
2.1. The Effectiveness of Fieldwork Practice
The effectiveness of the implementation of student field work practice is the effectiveness of the
individual that is part of the effectiveness of the organization. Thus, the effectiveness of the
Organization include the effectiveness of individual and group effectiveness. Gibson, Ivancevich,
Donnelly and suggests that effectiveness can be identified through two approaches, namely: approach
according to the objectives and approach according to systems theory. Approach according to the
objectives is to formulate and measure effectiveness through the achievement of the objectives that
have been set up with the cooperation efforts, whereas systems theory approach places emphasis on the
importance of adapting to the demands of the external assessment criteria as effectiveness. Then
Gibson, Ivancevich, Donnelly and suggested that in the perspective of effectiveness, individual
performance is the effectiveness of the individual because of the effectiveness of the Organization
include the effectiveness of individual and group effectiveness. With respect to the performance of
individuals as part of the effectiveness of the organization. Mullins explains some of the factors that
influence the effectiveness of the Organization, the individual factor, organizational factors, and
environmental factors. Organizational effectiveness model of Mullins made in image as in Figure 1.
below.

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Figure 1: Organization Effectiveness Model

Size
Age
Cohesion
Goals
Relationship
Leader
Task

Leadership
History
Size
Values

Personal situation
Other activities
Need
Hierarchy
Expected results
Level of aspiration
Reward
Time and place
Job

Personality
Aptitude
Experience
Training
Age

Motivation to work

Group
relations
Objectives
Unions
Type of
people

Ability

The Individuals

Skill and knowledge

Style
Standards
Goals
Power base
Type of People
Relationship
Task

The effectiveness
of the organization

Economy
Competition
Resources
Capacity

Physical environment
Admin structure
Control System
Reward System
Power Structure
Type of people

System and
structures

Condition of plant
Type of technology
Raw materials
Rate of exchange

Based on Figure 1. The aforesaid interpretation can be argued that competence, motivation and
role as part of the individual factors: leadership, group relationships, systems and structures as part of
the organizational factors and the economic environment, physical environment, and environmental
technology as part of the factor environment affects the effectiveness of the organization. Mullins
explanation about the factors that affect performance in line with the Castetter explanation who argued
that individual factors, organizational factors, and environmental factors affect the performance.
2.2. Organizational Culture
Culture is a system of values, beliefs and unique norms that is owned jointly by members of the
organisation and its culture can be an important cause for effectiveness. Robbins defines organizational
culture (organizational culture) as a system of shared meaning is shared by members of the
organization that distinguishes the Organization to another. Further, Robbins stated that a system of
shared meaning is shaped by its citizens, which at once became the criterion with other organizations.
The definition of the system with a set of key characters from the Organization's values ("a system of
shared meaning held by members that distinguishes the organization from other organizations. This
system of shared meaning is, on closer examination, a set of key characteristics that the characteristics
that the organization values ").
Gibson argued that the culture has the meaning and for the purposes of this study, culture is
defined as a system of shared values and beliefs that result in behavioral norms. Organizational culture
is the common perception that lived by the members of the Organization as a system of values that
subsequently received together. In carving out the effectiveness of an organization's culture is one of
the dominant variable variable, in addition to the strategy, the environment and technology. Robbins
says that the Organization has a personality as well as individuals, we call the personality as the
organizational culture.
Organizational culture also was defined as a system of understanding received together. Its
main characteristic is the initiative, individual, tolerance of risk, the direction (direction), integration,
management, control, support identity, reward system, tolerant of conflict and communication pattern.
According to Hofstade, culture is defined as "the collective programming of the mind or mental
colective \ program. Mental programming contained on three levels: (1) universal level of mental
programming, namely the operational human biological systems including behaviour that are universal,
such as smile, the cry is happening everywhere throughout history, (2) the colective level of mental
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programming, such as languages, and (3) individual level of mental programming, such as the interests
of the individual.
On the one hand the basic value-laden culture (basic, of establishment) actualize themselves in
physical form (Act function) through behavior in certain ways and in the other party's culture is formed
(value to cultivate himself) through the physical done (teaching by example) in a certain way anyway.
Organizations have different cultures, as well as the who has distinct personality. Like humans, the
organization is also a nimble, creative, there exists a very close attention, while others feel depressed,
rebellious and indifferent. Organizational culture is the framework behavior, emotion and psychology
that are embedded in and held together by the members in the organization.
Organizational culture in management education, generally have the same characteristics, in
which the agencies or educational institutions who manage them are usually managed by the way
multi-layered hierarchical and structured in a post-structuralist, and usually have a monopoly. Osborne
and Plastrik Said that the management system of private and Government agencies tend to implement
specifications-specifications are very detailed, functional units, procedural rules and job descriptions to
determine what should be done by the staff of employees, staff and educators.
2.3. Study Satisfaction
The satisfaction of the individual's attitude toward learning is learning that describe the feeling satisfied
and/or not satisfied based on the difference between what is expected and what is derived from
learning. Peter, in his Sources of Statisfaction. School Subjects and What Secondary School Students
concluded that theory Herzberg about job satisfaction was used as the basis for explaining the theories
of learning satisfaction of students, as well as the theories of management may be used in the
classroom and teaching techniques that are better and will reduce students ' discontent. Based on such
statement can be inferred that the theory can be used to explain the Herzberg theory regarding student
satisfaction.
According to Popi Sopiatin, in the book-based Learning Management Student Satisfaction
(2010) that the sense of satisfaction of students with the notion of job satisfaction, which reconstruct
the student satisfaction by way of defenisi menganalogkan as the company, the subject of schools
(teaching and learning) as the job (a job) should be done by students and professors as foreman
(Manager) or Manager in the implementation of the process of teaching and learning. In the work it
does can provide what is desired and expected by students, then he will be satisfied. From the
description it can be concluded that the satisfaction of student learning is a positive student attitudes
towards the teaching and learning process service implemented by the lecturer for congruency between
what is expected and needed by the fact that he received. Thus, it may be mentioned that the
satisfaction of learning is a function of service received with expectation, and satisfaction is directly
proportional to expectations and service learning.
2.4. Creative Behavior
Creative behavior has evolved into one of the required factors in optimizing the achievement of
learning objectives as well as its effectiveness in carrying out the work. Munandar (1999) suggests that
creativity is the ability to create new combinations, based on the data, information, or other elements
there are, indeed, what created that do not need new things at all, but is a combination (combination) of
things which already existed before. Munandar (2009) also suggested that creativity arises from the
interaction of individuals with their environment. A person's affect and are affected by the environment
in which it is located, thus changes in individuals and in the environment can support or inhibit creative
endeavors. The implication is that creative ability can be improved through education. Solso et.al
(2008) says that creativity is a cognitive activity that generates a new view about a problem and not
confined to a pragmatic outcome. Creativity is also often defined as fluency, originality and flexibility
of thinking, and the ability to generate original ideas and not ancient (Munandar, 1999).
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Al-bayhaqi (2008) suggests that creativity is defined differently, so the sense of creativity
depends on how one defines it. Therefore there is no one definition-which is considered to be
representative of the diverse understanding about creativity. It is caused due to creativity is a field of
study that is difficult, which led to a wide difference of views. The difference lies in the definition of
criteria of creativity, creative behavior, creative process, creativity and intelligence relationships, the
characteristics of creative people, and efforts to develop creativity (Supriadi, 1997: 6). Guilford (1950)
also suggests that creativity is a mental process specifically and creativity also overlaps with
intelligence and cognitive styles. The lack of clarity about the definition of creativity is caused by two
reasons. First, as an invalid constructs hypotheses, creativity is the domain of a complex and
multidimensional psychological, invite a variety of diverse interpretations. Secondly, the definitions of
creativity put pressure varies, depending on the theory that became the reference constructor definition.
2.5. Achievement Motivation
In the late 1940s, David McClellan and his colleagues experimented with Thematic Apperception Test
(TAT) to examine the human needs. TAT is asking employees to see the painting and wrote a story
about what they see. The story was subsequently analysed the contents to know themes themes
showing the individual needs. The study identifies three kinds of needs that is the central point of her
approach to motivation. Achievers need is a desire to do something with better and more efficiently,
solve problems, prioritize tasks tasks that are complex. The need for power is the desire to control
others, influencing their behavior, to be responsible for them. Need for affiliation is the desire to
establish and maintain a warm and friendly relations with others.
Motivated achievers given the term need for achievement by Mc Clelland (1961) as "the nach". The motif is an accomplished mental impulse which is the mind that is associated with a way of
doing activities with better than a way never done before. If you have already contracted this virus
results in individual behaviour become more active and individuals are becoming more active in
conducting activities to achieve better accomplishment of achievements never achieved before.
Individuals who demonstrate motivation achievers is their task-oriented and ready to accept challenges
in his work. Individuals who have high motivation in beprestasi will perform a variety of evaluation to
assess the results of the work he has done. McClelland also defines motivation as a standard of high
achieving exellence i.e. the tendency of individuals to achieve optimal performance.
The study also found the fact that supported a wide range of other research suggests that there
is a positive correlation between needs and results achievement with merit close execution of a job.
Empirical research proves that the entrepreneurs, scientists and professional achievement motivation
level are above average. The motivation of an entrepreneur does not merely want to achieve profit for
the benefit of itself, but she has a strong desire to excel. Profit is merely a simple measure that
indicates how good a job has been done, but not as important as the goal itself. The achievement needs
can be developed in adults.
Maslow's hierarchy of needs at located between the need for recognition and the need for selfactualization. Inidividu characteristics that indicate high orientation among others willing to accept
relatively high risks, the desire to get feedback on their work, the desire to get the responsibility of
solving the problem. Individuals who have motivated achievers have a preference for achievements in
relation to the value of standards of excellence. In starting a job, motivated individual with high
achievers to find out how his job immediately receive feedback. The motivation of doing this is very
important in everyday life, because the motives of overachievers will encourage someone to overcome
challenges or obstacles and solve a problem someone healthy, compete, and will affect a person's work
performance. Atkinson (1997) says that the motivation of individual behavior in Excel contains two
trends of behavior, namely: individual who tend to pursue or approach the individual success and
trying to avoid failure.

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Hypothesis
Based on theoretical and conceptual studies above, the proposed hypothesis is as follows: (1) Cultural
organizations and significant positive direct effect on satisfaction of learning, (2) Cultural
organizations and significant positive direct effect on Creative Behavior (3) Cultural organizations and
significant positive direct effect on achievement motivation (4) Cultural organizations are positive and
significant direct effect on the effectiveness of the implementation of field work practices, (5)
Satisfaction learn positive and significant direct effect on the effectiveness of the implementation of
job training (6) Behavior creative positive and significant direct effect on the effectiveness of the
implementation of practices field work, and () achievement motivation positive direct and significant
impact on the effectiveness of the implementation of field work.

3. Research Methods
This research includes research of ex Post Facto because this research was conducted to examine the
events that have happened and then it did to the back to find out the cause factors. It is supported with
the Sugiyono explanation that the ex Post Facto research is conducted to examine the events that have
happened and then according to the back to find out the factors that lead to the onset of the incident.
According to the research instrument used to trawl data was the question form, then this so-called
research method of the survey. This research is also called exploratory research because it aims to find
out the influence of the exogenous variable to the endogenous variable using the path analysis. This is
in accordance with Sitepu statement that research aimed to determine the influence of a variable
against the influence of other variables, either direct or indirect influence can be used that path analysis
is Exploratory.

4. Result and Discussion

4.1. Research Hypothesis Testing
In accordance with the theoretical model developed in this study, there were seven hypotheses were
tested by Path Analysis. In diagramtik, pathway diagrams depicting the structure of a causal
relationship between exogenous variables with endogenous variables created as in Figure 2 below. The
theoretical model of study variables as in the figure below.
Figure 2: The paradigm of causal relationships between Exogenous Variable and Endogenous variable.

e3

e2
1 2)
Study Satisfaction (X

Organizational
Behavior (X1)

Creative Behavior (X3)

e3

The Effectiveness
of Field Work
(X5)

Achievement
Motivation (X4)

e5
e4

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Description:
X1
=
Organizational Behavior
X2
=
Study Satisfaction
X3
=
Creative Behavior
X4
=
Achievement Motivation
X5
= The Effectiveness of Field Work
e2, e3, e4, dan e5 = Residual Variables
Based on the above path diagram, created substructure equation to determine the prices of the
path coefficient as follows:
r12 = 21

r13 = 31
r14 = 41
r15 = 51 + 52 r21 + 53r13 + 54r14
r25 = 51r12+ 52 + 53r23 + 54r24
r35 = 51r13+ 52 r23 + 53 + 54r34
r45 = 51r14+ 52r24 + 53r34 + 54
By using the computer application SPSS for Windows version 21 obtained a summary of the
results of correlation analysis and path analysis between exogenous variables as endogenous variables
in Table 1 below.
Table 1:

Results of Correlation Analysis and Path Analysis Summary between exogenous variables to
endogenous variables, and its significance.

Hypothesis
Number
1
2
3
4
5
6
7

Correlation
Coefficient*
r12= 0.427
r13= 0.398
r14= 0.592
r15= 0.617
r25= 0.710
r35= 0.669
r45= 0.796

Path
Coefficient*
0.423
0.398
0.952
0.172
0.323
0.282
0.329

Tsum

Signification

6.474
5.954
10.080
3.947
7.411
6.690
6.506

0.000
0.000
0.000
0.000
0.000
0.000
0.000

Description
Imply Path
Imply Path
Imply Path
Imply Path
Imply Path
Imply Path
Imply Path

All significant path coefficient has sig smaller than 0.05. Thus, all are imply paths.
Furthermore, to see the connection between the correlation coefficient, the direct/indirect path.
Suprious and Unanalysis can be obtained from the equation substructure path diagram above, the
obtained result, as shown in Table 2 below.
Tabel 2:

A summary of the correlation, path linkages direct and Indirect Pathways, Suprious, Unanalysis
between the Exogenous variable with the Endogenous variable

Hypothesis Number

Correlation Coefficient

1
2
3
4
5
6
7

r12=0.427
r13=0.398
r14=0.592
r15=0.617
r25=0.710
r35=0.669
r45=0.769

Path Coefficion
Direct
Indirect
0.427
0.398
0592
0.172
0.445
0.323
0.282
0.329

367

Non Path
Suprious
Unanalysis

0.0734
0.0685
0.1018

0.3136
0.319
0.3378

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The correlation coefficient = coefficient of direct path + indirect path + non path coefficient
(suprious + unanalysis).
Based on the results of path analysis showed that all the significant path coefficients, means Q
= 1, so that it can be concluded that the model is a perfect fit diusukan (the fit is perfect) to the data.
So, based on the results of the study found that the path diagram depicting the structure of a causal
relationship between exogenous variables as endogenous variables in Figure 4.7 below. Organizational
culture (X1), the satisfaction of learning (X2), Creative Behavior (X3), Achievement Motivation (X4)
positive and significant direct effect on the effectiveness of the implementation of job training (X5).
Figure 3: Relative Paradigm Causal Relationship between exogenous variables with endogenous variable

p51 = 0.172
r15 = 0.617

X2
p52 = 0.323
p21 = 0.427
r12 = 0.427

X1

p31 = 0.398
r13 = 0.398

e2
X3

p53 = 0.282
r35 = 0.669

X5

p54 = 0.329

p41 = 0.592
r14 = 0.592

r25 = 0.710

e3

r45 = 0.769

e5

X4
Description:
X1
=
Working Behavior
X2
=
Study Satisfaction
X3
=
Creative Behavior
X4
=
Achievement Motivation
X5
=
The Effectiveness of Field Work Implementation
e2, e3, e4, and e5 = Residues Variable

Effect of Direct and Indirect Influence

In accordance with the theoretical model of the variables as well as referring to the provision in the
determination fedhazur exogenous variables on endogenous variables in a path diagram.
Organizational culture can be calculated variables (X1), the satisfaction of learning (X2), Creative
Behavior (X3), Achievement Motivation (X4) positive and significant direct effect on the effectiveness
of the implementation of job training (X5). With theoretical models and analytical results of research
variables that influence the total proportional (Effect of Direct and Indirect Influence) Cultural

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organizations (X1), the satisfaction of learning (X2), Creative Behavior (X3), Achievement Motivation
(X4) positive and significant direct effect on the effectiveness of implementation of job training (X5).
Table 3:

Summary of Direct Impact Proportional organizational culture (X1), the satisfaction of learning
(X2), Creative Behavior (X3), Achievement Motivation (X4)
Variable

Organizational Culture (X1)

Direct Influence Against

Satisfaction of Learning (X2) Creative Activity (X3) Achievement Motivation (X4)
0.182
0.158
0.35

In accordance with the structure of the above relationships, The direct effect relative to the X2
X1 is 0.427, further by using a formula developed by the disproportionate influence of Al-Rasjid
calculated directly proportional effect = 0.427 x 0.427 = 0182. Thus the power of organizational
culture (X1) which directly determines changes to the satisfaction of learning (X2) is 0182 = 18.2%,
while the rest of 1-0182 = 0818 = 81.8% is determined by other factors outside the organization's
culture (X1) with a path coefficient px2e1 = Subsequently, based on calculations made a summary of
the effect of direct and indirect influence of organizational culture (X1), the satisfaction of learning
(X2), Creative Behavior (X3), Achievement Motivation (X4) positive and significant direct effect on
the effectiveness of the implementation of job training (X5) as in Table 4 below.
Table 4:

Variable
X1
X2
X3
X4
Total

Summary of Effects of Direct and Indirect Influence Proportional organizational culture (X1), the
satisfaction of learning (X2), Creative Behavior (X3), Achievement Motivation (X4) on the
effectiveness of the implementation of job training (X5)

Direct against X5
0.0296
0.1043
0.0795
0.108

Influence
Indirect against X5 through
X2
X3
X4
0.0237
0.0193
0.0335

Non Path

Total
Effect

0.1061
0.1043
0.0795
0.108
0.3979

0.0237
0.0193
0.0335
0.0765

0.101
0.0899
0.1109
0.302

Based on Table 4 above can be seen that the direct influence of organizational culture (X1) on
the Effectiveness of Field Work Practice (X5) of 0.0296. The indirect effect of Organizational Culture
(X1) of the Effectiveness of the Implementation of Field Work Practice (X5) via Satisfaction Study
(X2) is 0.0237. The indirect effect of Organizational Culture (X1) of the Effectiveness of the
Implementation of Field Work Practice (X5) through Creative Behavior (X3) of 0.0193. The indirect
effect of Organizational Culture (X1) of the Effectiveness of the Implementation of Field Work
Practice (X5) with Achievement Motivation (X4) of 0.0335. Thus, the total direct and indirect
influence of organizational culture (X1) of the Effectiveness of the Implementation of Field Work
Practice (X5) of 0.1061. Thus, the power of organizational culture (X1) that directly and indirectly
define the changes Effectiveness of Field Work Practice (X5) amounted to 10.61%.

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Figure 4: Causal Relationship Diagram Proportional X1, X2, X3, X4 to X5

X2
0.182
0.1043

X1

0.158

X3

0.35

0.0795

X5

0.108

X4
Discussion
In accordance with the theoretical model of the variables as well as referring to the provision in the
Fedhazurs provisions exogenous variables on endogenous variables in a path diagram. Organizational
culture can be calculated variables (X1), the satisfaction of learning (X2), Creative Behavior (X3),
Achievement Motivation (X4) positive and significant direct effect on the effectiveness of the
implementation of job training (X5).
Data Effectiveness of Field Work Practice shows that the distribution of scores Effectiveness of
Field Work Practice 93 (48.95%) is below the average grade interval or less category and 93 (51.05%)
which is above the average grade interval. Based on these data, the Effectiveness of Practice Field
Work generally spread around the average. the tendency of the rate of Variable Effectiveness of Field
Work Practice (X5) is likely to be less. Thus it can be argued that the Effectiveness of Field Work
Practice (X5), on average at less category. In more detail lacking stated that category reached 63.16%,
while the category quite reached 36.84%.
Work Culture (X1) positive direct effect on Satisfaction Study (X2). Ho testing criteria is
rejected, if the calculated significance value <0.05 or accept Ho if the calculated significance value>
0.05. It is shown that = 0.427 and t = 5.179 with a significance value <0.05. Thus, Ho is rejected and
Ha accepted, so that it can be concluded that the work culture (X1) positive direct effect on Satisfaction
Study (X2).
On the hypothesis put forward Satisfaction Study (X2) a positive direct effect on the
Effectiveness of Field Work Practice (X5). Ho testing criteria is rejected, if the calculated significance
value <0.05 or accept Ho if the calculated significance value> 0.05. It is shown that = 0.323 and t =
7,411 with significance value <0.05. Thus, Ho is rejected and Ha accepted, so that it can be concluded
that the Satisfaction Study (X2) a positive direct effect on the Effectiveness of Field Work Practice
(X5).
In the proposed hypothesis Creative Behavior (X3) positive direct effect on the Effectiveness of
Field Work Practice (X5). Ho testing criteria is rejected, if the calculated significance value <0.05 or
accept Ho if the calculated significance value> 0.05. It is shown that = 0.282 and t = 6.69 with a
significance value <0.05. Thus, Ho is rejected and Ha accepted, so that it can be concluded that the
Creative Behavior (X3) positive direct effect on the Effectiveness of Field Work Practice (X5).
On the hypothesis put forward Achievement Motivation (X4) positive direct effect on the
Effectiveness of Field Work Practice (X5). Ho testing criteria is rejected, if the calculated significance
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value <0.05 or accept Ho if the calculated significance value> 0.05. It is shown that = 0.329 and t =
6,506 with significance value <0.05. Thus, Ho is rejected and Ha accepted, so that it can be concluded
that the Achievement Motivation (X4) has no direct effect positively on Effectiveness of Field Work
Practice (X5).

5. Conclusion
Based on the results of data analysis and research results in the previous section conclusion taken as
follows:
1. Organizational culture positive and significant direct impact on customer satisfaction study. In
other words, the better the organizational culture the better the learning satisfaction anyway.
2. Organizational culture positive direct and significant effect on the behavior of the creative. In
other words, the better the organizational culture the better the Creative Behavior anyway.
3. Organizational culture positive and significant direct effect on the motivation of overachievers. In
other words, the better the organizational culture is getting higher the motivation of
overachievers.
4. Organizational culture positive and significant direct impact on the effectiveness of the
implementation of the practice of field work. In other words, the better the organizational culture
increasingly higher the effectiveness of the implementation of the practice of field work.
5. The direct positive effect of learning Satisfaction and significantly to the effectiveness of the
implementation of the practice of field work. In other words, the higher the satisfaction of
learning the higher the effectiveness of the implementation of the practice of field works.
6. Creative firsthand the positive impact Behavior and significantly to the effectiveness of the
implementation of the practice of field work. In other words, the higher the creative Behavior
increasingly higher the effectiveness of the implementation of the practice of field works.
7. Motivation a direct positive and influential achievers significantly to the effectiveness of the
implementation of the practice of field work. In other words, the higher the achievement
motivation the higher effectiveness of the implementation of the field works.

6. Implication
Based on the conclusions of the study, can be made some effort in improving the effectiveness of the
implementation of the practice of field work through the organizational behavior theory, especially the
theory of organizational culture, learning, conduct creative satisfaction, motivated achievers. Thus,
based on the conclusions of research there are some implications that can be addressed, namely, the
implications of research, theoretical implications, and policy implications.

1. Research Implication
Based on the research results obtained that the effectiveness of the implementation of the practice of
field works, are expected to contribute to the development of the theory of organizational behavior, in
particular the theory of organizational culture, learning, conduct creative satisfaction, motivation and
effectiveness of implementation, an accomplished practical field work. So it is expected to give an
answer to the problem of the effectiveness of the implementation of the practice of fieldwork, so
referable to enhance the effectiveness of the implementation of the practice of field work students of
higher education of tourism in the city of Medan.

2. Theoretical Implication
Increasing the effectiveness of the implementation of job training can theoretically be done by
increasing the satisfaction of learning, creative behavior and achievement motivation. By seeking
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increasing the satisfaction of learning, creative behavior, and achievement motivation expected
effectiveness of the implementation of job training will increase. Satisfaction learning, creative
behavior and achievement motivation can also be enhanced through the Enhancement organization
behavior. Thus if there is an attempt Increased organizational culture variables then will be able to
increase the satisfaction of learning, creative behavior, achievement motivation, which in turn will
boost the effectiveness of the implementation of job training.

3. Policy Implication
The effectiveness of the implementation of job training students an individual effectiveness that is part
of organizational effectiveness, organizational effectiveness include the effectiveness of individual and
group effectiveness. In the study the effectiveness always emphasized to the organization's ability to
adapt to the changing environment or through the process and succeed, is the main characteristic of
effective organization. If so, then the effectiveness of an organization can be seen also, how the
organization or institution that responds to the demands of society who want the speed and accuracy in
carrying out the public service or in other words, organizations or institutions that are required to be
more oriented to the demands of users of public services.

7. Sugesstion
Based on the research conclusions put forward some suggestions as follows:
1. For the lecturer in Improving ability should:
a. Really understand the theory study on the main principles and characteristics of effective
implementation of job training.
b. Involving all faculty to always discuss and interact positively, starting from the problems
associated with the effectiveness of the implementation of job training and cultural organization
made on campus.
2. The results of the analysis of the data generated in this study can be used as a reference in an effort
to improve the performance of lecturers especially in the same situation and the same situation
against the background of this research.
3. Leaders are expected to continue to improve theoretical and practical abilities in management and
thus can implement and organizational culture on campus made effective.

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