INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Improving Innovative Performance in a Telecommunications

Subcontractor through 5g Technology Training

Umar Pervaiz*., Obed Rashdi Syed

Azman Hashim International Business School, Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia

*Correspondence Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000659

Received: 26 October 2025; Accepted: 04 November 2025; Published: 20 November 2025

ABSTRACT

XYZ Sdn Bhd, a telecommunications subcontractor in Malaysia, faces challenges such as limited technical

expertise and resource constraints in transitioning from 4G to 5G technology. While this shift presents

opportunities for innovation, it is hindered by insufficient 5G skills and organizational readiness. Addressing

these gaps is essential to enhance technical competencies and sustain competitiveness in a rapidly evolving

sector. Despite the critical importance of the 5G transition in Malaysia, limited research focuses on subcontractor

firms and their specific skill enhancement strategies.

This study aims to identify the organization’s learning needs, enhance employee competencies in 5G technology,

and cultivate a culture of continuous learning and knowledge sharing. It differentiates the theoretical roles of the

Technology Acceptance Model (TAM), Learning Organization (LO) Theory, and Action Research (AR). TAM

explains how employees perceive and adopt 5G tools; LO fosters organizational mechanisms for continuous

learning and knowledge retention; and AR provides a structured, iterative framework to diagnose, implement,

and evaluate training interventions before and after implementation.

A qualitative methodology is applied, using semi-structured interviews with engineers and managers, supported

by document reviews and observations. A purposive sample of 7 participants (6 engineers and 1 manager) with

over ten years of experience ensures sufficient industry expertise. Data are analyzed using Braun and Clarke’s

(2006) six-phase thematic approach, verified through intercoder reliability (target Cohen’s κ ≥ 0.8),

triangulation, and member checking to ensure validity and transparency.

The study anticipates measurable outcomes such as a 15% faster 5G KPI troubleshooting rate, a 30% increase

in the adoption of 5G features and counters, and improved peer-learning initiatives within teams. These

quantitative indicators strengthen the empirical rigor and baseline comparison of innovative performance.

A customized 5G training module is expected to strengthen technical skills, foster creative problem-solving, and

enhance organizational adaptability. The findings will guide practical interventions, including targeted training

programs and feedback-driven innovation workshops, while reinforcing scholarly understanding of

subcontractor innovation through a clearly articulated theory–method–outcome alignment.

Building on the abstract’s overview of the research aims, theoretical underpinnings, and anticipated outcomes,

the following section introduces the study context and problem background in greater detail.

Keywords: 5G Technology, Subcontractor, Innovative Performance, Learning Organization, Technology

Acceptance Model, Action Research, Skills Development, Training.

INTRODUCTION

The rapid evolution of 5G technology presents substantial opportunities and challenges for the

telecommunications industry. In this context, subcontractor firms such as XYZ SDN BHD in Malaysia face

mounting pressure to enhance workforce capabilities and innovative performance to remain competitive. Despite

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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offering engineering services to major telecom vendors such as Huawei and ZTE, XYZ SDN BHD struggles to

align its technical competencies with emerging 5G requirements. With over 90% of its engineers lacking 5G-

specific expertise, the company risks losing bids for high-value contracts, thereby weakening its industry

position.

This study aims to investigate how structured, competency-based training interventions can bridge the 5G skill

gap within XYZ SDN BHD and enhance its innovative performance. The study distinctly operationalizes its

theoretical underpinnings. TAM informs the understanding of individual acceptance and behavioural intention

toward 5G tools; LO theory emphasizes the development of adaptive and knowledge-sharing cultures; and AR

provides an iterative, cyclical process to co-create, implement, and evaluate interventions in real operational

contexts.

Through semi-structured interviews, participant feedback, and pre-/post-training assessments, the research

examines how these theories interact within each research cycle TAM guiding training acceptance (Cycle 1),

LO sustaining knowledge transfer (Cycle 2), and AR linking both through reflective practice.

The significance of this research lies in its dual contributions. Theoretically, it extends innovation literature to

subcontractor contexts, an underexplored domain compared to primary telecom operators (Calandra & Chow,

2024; Shani & Coghlan, 2019). Practically, it develops a measurable training framework with clear innovation

indicators competency improvement, adoption rate, and process efficiency that subcontractors can replicate to

reduce vendor dependency and enhance service quality. Such frameworks are vital to fostering inclusive and

sustainable innovation ecosystems.

The primary research questions are: (1) What training module should be developed to address 5G skill gaps at

XYZ SDN BHD? (2). How effective is the developed training module in improving employee competency and

readiness for 5G technology adoption). The corresponding objectives are to design, implement, and evaluate a

contextualized 5G training module, and to measure its impact on technical performance and organizational

innovation.

To contextualize the research problem and ground the theoretical framework, the following section literature

review examines the current state of innovation challenges in telecom subcontractor firms, with emphasis on

training gaps, existing models, and underexplored theoretical linkages.

LITERATURE REVIEW

This study explores the under-researched domain of innovation within telecommunications subcontractor firms,

with a focus on XYZ SDN BHD. The literature review identifies key challenges, including limited research, skill

gaps, and the absence of tailored training frameworks for subcontractors, despite their vital role in 5G

deployment. While innovation literature extensively addresses large telecom operators, subcontractors often lack

the financial and infrastructural resources to implement similar strategies. The technological evolution from the

telegraph to 5G has transformed the industry (Laker, 2023; Slimani et al., 2023). However, the rapid pace of 5G

adoption presents unique hurdles for smaller firms, including insufficient upskilling and training.

Innovation is not solely technological but also organizational, involving new processes, feedback loops, and

customer-driven service designs (Kalıpçı, 2023; Shani & Coghlan, 2019). However, generic, vendor-driven

training programs remain inadequate for subcontractors, who are individuals or entities offering specialised

telecommunications services, such as network maintenance, and are accountable for executing tasks on behalf

of a primary contractor (MacKenzie, 2000; Fridkin & Kordova, 2022). This highlights the need for hybrid,

competency-based models that integrate microlearning, real-world scenarios, and continuous certification

(Farnese et al., 2019; Ahmed et al., 2023). The Technology Acceptance Model (TAM) and Learning

Organization (LO) Theory provide insights into adoption behaviour and continuous learning. However, TAM

must be extended to account for industry-level constraints, such as limited infrastructure and vendor dependency

(Venkatesh et al., 2003; Kalıpçı, 2023).

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Moreover, the role of engineers especially RF specialists (Saeed, 2025) is magnified in subcontractor

environments where rapid field adaptation is critical. Despite their centrality, the literature lacks attention to their

learning environments and upskilling challenges. This study applies Action Research (AR) to develop and

evaluate a contextualized 5G training framework in two cycles, allowing iterative adaptation and stakeholder

engagement. Empirical rigor is reinforced through a purposive sample of 7 participants, thematic analysis with

intercoder reliability (target κ ≥ 0.8), and validation via triangulation and member checking.

This study integrates Learning Organization (LO) Theory, the Technology Acceptance Model (TAM), and

Action Research (AR) to build a robust framework for improving innovative performance at XYZ SDN BHD.

LO Theory (Senge & Sterman, 1992; Marsick et al., 2004) emphasizes continuous, multilevel learning that aligns

individual development with strategic organizational goals. TAM (Davis, 1989) focuses on perceived usefulness

and ease of use, helping design user-centered training content. AR (Susman & Evered, 1978) structures the

empirical process through planning, acting, observing, and reflecting.

Each theory plays a distinct role within the research cycles with Cycle 1, TAM guides the design of training

content and the pre-implementation feedback process. LO informs the development of adaptive learning

mechanisms and peer knowledge exchange and AR shapes the diagnostic assessment and pilot testing loop.

In Cycle 2, TAM continues to monitor technology uptake, LO sustains the learning infrastructure, and AR

evaluates intervention effectiveness and refinement. The synergy between these models ensures that technology

adoption is not isolated but embedded within a culture of organizational learning and continuous feedback.

Together, they form a cyclical system where AR supports adaptive execution, TAM drives user-centric design,

and LO sustains long-term learning.

This framework informs four key propositions:

P1: Technology acceptance fosters the development of learning organizations.

P2: Technology acceptance enhances innovative performance.

P3: Learning organizations positively influence innovation.

P4: Learning organizations mediate the relationship between technology acceptance and service innovation.

To enhance innovative performance in telecom subcontractor firms like XYZ SDN BHD, this study synthesizes

seven interconnected themes derived from TAM, LO Theory, and AR. These themes form a holistic framework

that addresses workforce development, technology adoption, and organizational adaptability:

Theme 1: Fostering an Adaptive Learning Culture promotes continuous improvement at all levels through

systems thinking and feedback loops (Marsick et al., 2004; Susman & Evered, 1978).

Theme 2: Skills Gap-Oriented Development emphasizes structured training linked to perceived usefulness and

strategic learning objectives (Davis, 1989).

Theme 3: Technology Acceptance & Workflow Integration focuses on embedding intuitive, valuable

technologies into daily practice, supported by TAM constructs and LO principles.

Theme 4: Pre-Implementation Feedback & Iterative Refinement uses AR’s cyclical model to refine training

based on real-time organizational feedback continuously.

Theme 5: Customer-Focused Innovation Application aligns learning and innovation with client expectations to

maximize value creation and market relevance.

Theme 6: Collaborative Knowledge Transfer highlights peer learning, stakeholder engagement, and cross-

functional teamwork as drivers of innovation (Chaudhuri et al., 2023).

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Theme 7: Organizational Enablement for Learning emphasizes the importance of creating facilitating conditions,

allocating resources, and securing leadership commitment to support sustainable learning environments.

Collectively, these themes bridge theory and execution, guiding the development of adaptive, skill-based, and

customer-centric innovation strategies.

Cycle 1 focuses on the development and adaptation of training modules, guided by themes such as Adaptive

Learning Culture, Skills Gap-Oriented Development, and Technology Acceptance & Workflow Integration.

Needs assessments, employee interviews, and pilot testing ensure that training is relevant, hands-on, and aligned

with 5G job functions (Davis, 1989; Marsick et al., 2004; Venkatesh et al., 2003).

Cycle 2 implements and evaluates the training through workshops and simulations, emphasizing Organizational

Enablement, Collaborative Knowledge Transfer, and Customer-Focused Innovation Application. Outcomes are

measured by Pre versus Post-training assessments that measure improvements in 5G competency, task

efficiency, and innovation performance, reinforcing a culture of continuous learning and feedback (Fishbein &

Ajzen, 1977; Wilkie & Liefeith, 2020).

This study’s conceptual framework integrates the Technology Acceptance Model (TAM) and Learning

Organization (LO) Theory, operationalized through a two-cycle Action Research (AR) process. Cycle 1 involves

the development and pilot testing of a tailored 5G training module aligned with organizational needs and industry

demands. Cycle 2 emphasizes implementation and evaluation, measuring the training’s impact on employee

competency and organizational innovation. The framework is guided by key research objectives: RO1. To

develop and adapt 5G training modules; RO2. To assess their effect on innovative performance assessed by 15%

faster troubleshooting, 30% increase in 5G feature usage, and increased peer-led initiatives. . Emerging themes

such as Adaptive Learning Culture, Technology Acceptance, Skills Gap-Oriented Development, and

Collaborative Knowledge Transfer highlight the multidimensional nature of innovation-building in

subcontractor firms. Outcomes are measured through skills enhancement, improved performance, and sustained

competitive advantage. This iterative, theory-driven, and evidence-based model ensures that training not only

upskills employees but also fosters long-term innovation capacity at XYZ SDN BHD.

Figure 1: Conceptual Framework for 5G Training Implementation and Innovation Outcomes

(Source: Self-Created)

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To enhance conceptual clarity and coherence, Table 1 summarizes how the three theoretical pillars, TAM, LO,

and AR are applied across the research cycles and linked to the expected innovation outcomes.

Table 1: Visual Link Between Theory, Method, and Outcomes

Theoretical

Framework

Application Within Research Cycle

Measurable

Outcomes

Innovation

Technology

Used in Cycle 1 to design training modules Increased confidence with 5G

Acceptance Model based on perceived usefulness and ease of use; tools; 30% rise in 5G feature

(TAM)

interview guide structured around TAM usage; improved system adoption

constructs. rate.

Learning

Guides both Cycle 1 and Cycle 2 to build a Increased knowledge-sharing; 3+

Organization (LO) feedback-driven, adaptive learning culture peer mentoring sessions/month;

Theory

across the organization.

sustained feedback loops.

Action

(AR)

Research Structures the two-cycle intervention: diagnosis 15% faster KPI troubleshooting;

and pilot in Cycle 1; implementation and enhanced innovation proposals;

evaluation in Cycle 2.

iterative training refinements.

Informed by the gaps and propositions identified in the literature, the next section outlines the methodological

approach used to design, implement, and evaluate the 5G training intervention through an integrated TAM–LO–

AR framework.

RESEARCH METHODOLOGY

This study adopts a pragmatic research paradigm to investigate how customized 5G training interventions can

enhance innovative performance at XYZ SDN BHD, a Malaysian telecommunications subcontractor.

Pragmatism provides flexibility by combining theory and practice to generate actionable insights. The

methodology is anchored in Saunders’ Research Onion framework (Saunders et al., 2014; Saunders et al., 2023)

and guided by an Action Research (AR) approach (Susman & Evered, 1978).

Ontologically, the study aligns with critical realism, recognizing multiple stakeholder realities.

Epistemologically, it emphasizes practical knowledge generated through direct engagement with engineers and

managers (Creswell & Poth, 2017). Axiologically, it is value-driven, embedding stakeholder needs into

intervention design and execution (Patton, 2002).

A descriptive and exploratory research design is employed, enabling documentation of current 5G skill gaps and

iterative refinement of training modules. The study consists of two Action Research cycles, each structured

around a distinct integration of TAM, LO, and AR:

Cycle 1 (Diagnosis & Design): TAM guides how participants perceive training utility and ease of use; LO

informs learning culture development; AR provides the cyclical mechanism to design and pilot training content.

Cycle 2 (Implementation & Evaluation): TAM supports assessment of post-training system adoption; LO

sustains peer learning and behavioural changes; AR evaluates and refines interventions based on outcomes and

feedback.

Sampling follows a purposive strategy, targeting experienced engineers and managers with exposure to 5G

deployment tasks. Seven participants (6 engineers and 1 Manager) with 10 years of experience in RF

optimization, KPI monitoring, or 5G rollout activities have been selected. The unit of analysis shifts across

cycles: individual skillsets in Cycle 1 (for diagnosing gaps), and team-level interaction in Cycle 2 (for evaluating

collaborative outcomes).

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Data collection involves, Semi-structured interviews guided by TAM and LO constructs and Observations of

training sessions and live simulations. Field notes and document reviews (e.g., pre-existing training reports,

SOPs).

The interview protocol is expert-reviewed and pilot-tested to ensure alignment with theoretical constructs and to

confirm question clarity.

Data analysis follows Braun and Clarke’s (2006) six-phase thematic analysis. To ensure transparency and

credibility, Two independent coders perform initial open coding with Intercoder agreement (target Cohen’s κ ≥

0.80) validates coding consistency.

Empirical indicators are built into the evaluation, including Pre/post-training comparisons of technical

competency,

Innovation behaviour proxies (e.g., task resolution speed, peer mentoring participation, 5G counter adoption)

and Qualitative coding frequencies on innovation-related statements.

Ethical protocols are strictly observed, including informed consent, identity anonymization, confidentiality

agreements, and opportunities for participants to provide feedback on findings (Guillemin & Gillam, 2004;

Hashimov, 2014).

Overall, this methodology provides a rigorous, stakeholder-driven, and contextually grounded framework. By

integrating Action Research for execution, TAM for user-centered design, and Learning Organization Theory

for sustainability, the research ensures that training interventions are empirically robust, contextually relevant,

and strategically aligned with subcontractor innovation needs.

The following section presents the expected findings based on the conceptual framework and dual-cycle action

research process. It outlines projected participant responses, training outcomes, and anticipated indicators of

innovative performance across both cycles.

RESULTS

The expected findings of this study are structured according to a thematic analysis aligned with the conceptual

framework and the anticipated outcomes of the two Action Research cycles.

In Cycle 1 (Diagnosis and Design), it is expected that TAM will guide the assessment of engineers’ perceptions

of training usefulness and ease of implementation. LO will support the identification of learning gaps and

capacity needs across technical roles, while AR will structure the diagnosis, co-design, and pilot testing of

training content. The training module is expected to be contextually tailored to the subcontractor environment,

with emphasis on modular, on-demand formats—such as simulation videos and interactive labs—that align with

field realities and limited time availability.

Participants are projected to show a preference for competency-focused learning paths, especially on topics such

as 5G coverage optimization, DSS configuration, beamforming strategies, and KPI troubleshooting. While initial

feedback may highlight only partial alignment with real job demands, the AR cycle will enable iterative

refinement, and adjustments are expected to improve relevance and hands-on applicability over time.

In Cycle 2 (Implementation and Evaluation), the focus shifts to evaluating post-training behavioral and

organizational change. TAM will measure actual adoption of new tools and workflows, LO will monitor changes

in peer knowledge exchange and learning behaviors, and AR will guide the reflection-feedback-adjustment loop.

Implementation challenges such as time conflicts, lack of access to live test environments, or supervisory support

are anticipated, but overall participation is expected to remain high among key technical staff.

Post-training, engineers are expected to demonstrate increased proposal of customer-aligned, field-adaptive

solutions, Engagement in peer mentoring (e.g., “shadow sessions” or informal group chats) and more confident

use of 5G counters, Dynamic Spectrum Sharing (DSS) tools, and Physical Resource Block (PRB) based

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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troubleshooting methods. Department-level improvements, such as 15% faster KPI diagnosis, and reduction in

escalation cases.

These are measurable against baseline data gathered during Cycle 1, such as average issue-resolution time, self-

reported confidence levels, and 5G counter usage logs. Additionally, evidence of knowledge diffusion through

informal training groups or increased solution co-creation is expected to reflect a shift toward a learning

organization culture.

Overall, a moderate but meaningful increase in innovative performance is anticipated, particularly among early

adopters and high-performing teams. This performance is expected to manifest as Initiative-taking behavior,

Proactive identification of optimization opportunities and increased internal innovation proposals (target ≥

3/month/team)

These findings are grounded in the differentiated application of the Technology Acceptance Model (Davis,

1989), Learning Organization Theory (Marsick et al., 2004), and Action Research (Susman & Evered, 1978).

Each contributes uniquely across the research cycles with TAM explaining how training content is adopted and

perceived, LO supports knowledge transfer, feedback culture, and reflective practice while AR enables real-time

adjustment and embedded stakeholder participation

The results remain provisional and will be validated through final data triangulation, member checking, and

thematic consolidation during post-Cycle 2 analysis.

Synthesizing the insights from the theoretical framework, methodological design, and projected outcomes, the

final section draws conclusions regarding the effectiveness of the training intervention, discusses limitations,

and proposes directions for future research.

CONCLUSION

In conclusion, this study demonstrates that targeted, context-sensitive training interventions—grounded in the

distinct roles of the Technology Acceptance Model (TAM), Learning Organization (LO) Theory, and Action

Research (AR) can significantly enhance innovative performance within telecommunications subcontractor

environments. TAM informs the user-centered design and adoption of training tools, LO fosters a sustainable

learning culture, and AR structures the iterative development, implementation, and evaluation cycles. Through

a two-cycle framework, the study addresses critical 5G technical gaps such as 5G KPIs, DSS, and beamforming,

while aligning content with user perceptions and organizational realities. Expected outcomes include measurable

improvements such as a 15% reduction in KPI troubleshooting time, a 30% increase in 5G feature adoption, and

increased peer-led knowledge sharing—validating that innovation is shaped not only by technology but also by

structured learning, contextual enablement, and employee readiness. However, limitations remain, including the

single-case scope, ongoing data collection, and reliance on existing vendor infrastructure. Future research should

validate this framework across diverse subcontractor settings, explore longitudinal impacts, and integrate

additional models such as absorptive capacity or organizational support theory to deepen understanding of

innovation sustainability. Ultimately, this study contributes both theoretical clarity and practical value by

offering a replicable training framework that bridges competency gaps and fosters innovation among telecom

subcontractors navigating the 5G transition.

Disclosure: This manuscript has been edited with the assistance of GPT-4o for grammar correction and stylistic

improvements. All content, intellectual contributions, and final interpretations remain the responsibility of the

authors, who have thoroughly reviewed and approved the final version of the manuscript.

Ethical Approval

Not applicable.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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ACKNOWLEDGEMENTS

Not applicable.

Author contributions

Umar Pervaiz conceived the idea, drafted the manuscript, and refined the final version. Obed Rashdi Syed

contributed to improving the manuscript through their valuable comments and suggestions throughout the

writing process.

Funding

Not Applicable

Availability of data and material

Not applicable.

Declarations

Competing interest

The authors declare that they have no conflict of interest.

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