4 Muhammad Ramaditya

Jurnal Ekonomi dan Bisnis, Volume 26 No.
2 Oktober 2023, 349 - 372
Jurnal Ekonomi dan Bisnis

Journal homepage: www.ejournal.uksw.edu/jeb
ISSN 1979-6471 E-ISSN 2528-0147
Improving work readiness through talent management, knowledge

management and learning organizations in private universities
Muhammad Ramadityaa*, Syahrul Effendib, Dwi Fitrianic

a
Faculty of Administration Science, Universitas Indonesia, Jakarta, Indonesia;
muhammad.ramaditya18@ui.ac.id*
b
Sekolah Tinggi Ilmu Ekonomi Indonesia Jakarta, Jakarta, Indonesia; syahrul.effendi@stei.ac.id
c
Sekolah Tinggi Ilmu Ekonomi Indonesia Jakarta, Jakarta, Indonesia; dwifitriani1200@gmail.com
ARTICLE INFO ABSTRAK

Article History: Penelitian ini bertujuan untuk mengetahui kesiapan kerja
Received 03-21-2023 mahasiswa perguruan tinggi swasta di LLDIKTI Wilayah III.
Revised 09-23-2023 Penelitian ini menekankan pada pelaksanaan talent management,
Accepted 10-12-2023
knowledge management, self-efficacy dalam pengambilan
Kata Kunci: keputusan karir dan learning organization yang dapat berdampak
Manajemen talenta, pada kesiapan kerja mahasiswa perguruan tinggi. Tingginya angka
manajemen pengetahuan, pengangguran saat ini tidak hanya disebabkan oleh semakin
keputusan karir, efikasi diri, sedikitnya lapangan kerja yang tersedia, tetapi juga dapat
organisasi pembelajaran, disebabkan oleh perguruan tinggi swasta yang tidak berinvestasi
kesiapan kerja untuk meningkatkan bakat mereka melalui program mandiri.
Metode yang digunakan dalam penelitian ini adalah metode survei,
Keywords:
Talent management, knowledge dimana data diperoleh dari hasil pengumpulan dengan
management, career decision- menggunakan kuesioner. Sampel dalam penelitian ini sebanyak 397
making, self-efficacy, responden. Alat analisis yang digunakan adalah PLS-SEM versi 3.0
organizational learning, work dengan teknik stratified random sampling. Manajemen talenta
readiness dapat meningkatkan manajemen pengetahuan, organisasi
pembelajaran dan kesiapan kerja. Selain itu, program
pengembangan karir juga meningkatkan persiapan kesiapan kerja
PTS perlu meningkatkan program talent mapping, development dan
retention bagi sivitas akademika untuk meningkatkan kesiapan
kerja. Seperti program pengembangan dari program kemandirian
magang.
ABSTRACT
This study aims to determine the work readiness of private
universities students in LLDIKTI Region III. This study
emphasizes on executiemphasisng talent management, knowledge
management, career decision-making self-efficacy and learning
organizations’ that can impact on is work readiness of universities
student. The current high unemployment rate is not only caused
by fewer available jobs, but it can also be caused by private higher
education that not investing in enhancing their talent through
independent program. The method used in this study is a survey
*Corresponding Author
350 Improving work readiness through talent management (Ramaditya, Effendi, Fitriani)
method, where data is obtained from the results of collection using

a questionnaire. The sample in this study were 397 respondents.
The analysis tool used is PLS-SEM 3.0 version with the stratified
random sampling method technique. The talent management can
improve knowledge management, learning organization and work
readiness. Besides, career development program also enhance
preparation for work readiness Private university need to enhance
the talent mapping, development and retention program for the
academician to enhancing their work readiness. Such as
development program from independence program in internship.
INTRODUCTION
Higher education is the level of education after high school which consists of
several diploma, bachelor, master, doctoral, professional and specialist degrees offered
by higher education institutions based on Indonesian culture (Kotler et al., 2017). The
success of private university in creating quality graduates is determined by the
involvement of students, superior universities will certainly produce quality graduates.
Students who are aware of developing their potential are positioned by adults who
know themselves and can realize their potential in private institutions. So, they can
enter and create job opportunities (Kotler et al., 2017).
Every student in their final year of college will go through a process of
transition from college to work, to be able to go through this change they need to have
the capacity to adapt well and compete for jobs. When faced with the current level of
competition, surviving in the world of work is not an easy task, careful preparation is
needed in order to be prepared to enter the work environment. According Central
Bureau of Statistics Indonesia (2018), the workforce who graduated from vocational
high schools (SMK) had the highest open unemployment rate in February 2022,
reaching 10.38%. When viewed from the level of higher education completed by the
workforce, open unemployment rate in February has a pattern that is almost the same
as February 2021 of 11.45%. In February 2022, SMK graduates have the highest
graduation rate compared to other graduate levels. The work force for high school
graduates has the second highest unemployment rate, reaching 8.35%, followed by
those with a bachelor's degree reaching 6.17%, while the lowest unemployment rate
comes from the group of elementary school graduates, which is 3.09%, and junior high
school graduates, which is 61%.
The overall unemployment rate is still higher than the pre-pandemic level,
except for the workforce with a diploma I/II/III background reaching 6.09% which is
already lower than February 2020. The current high unemployment rate is not only
caused by fewer available jobs, but it can also be caused by private university that not
make preparation. Prospective employees who are qualified and ready to work will be
recruited by an organization. In this case, the government has created a new strategy
called Link and Match in order to create quality graduates or a talented and innovative
workforce towards the progress of science and technology and have high
Jurnal Ekonomi dan Bisnis, Volume 26 No. 2 Oktober 2023, 349 - 372 351
competitiveness in the world of work (Nurbaya et al., 2022). Link and matchis a strong
and solid foundation for reforming vocational education (Supriadi, 2002).
“Link and Match” program which is increasingly being intensified by the
Ministry of Education and Culture can help the world of education more easily adapt
to the needs of the industrial world, but also help the industrial world by providing a
reliable workforce (Disas, 2018) meaning that the skills of the workforce can match
job-deskhis. said with the program link and match education too 4 get benefits starting
from the suitability of the program taught there will be no gap between higher
education graduates and workforce needs. The suitability of this program is also
determined by its ability to carry out developments such as making teaching materials
that can be adapted to the needs of organizational development (Disas, 2018).
Universities must be able to produce graduates who are competitive and ready to enter
the world of business and industry. Therefore, it is important to have hard skills and
soft skills. Hard skill includes the ability to master science, technology and technical
skills according to what is lived (Candra & Purnomo, 2019). Universities are required
to be able to produce new graduates who have competitiveness and are ready to take
part in the world of business and industry. Therefore, it is important to have hard skills
and soft skills (Candra & Purnomo, 2019; Goestjahjanti et al., 2020).
Hard skills that must be possessed by workers in accordance with their fields
to carry out work. Soft skills, on the other hand can be considered as a sociological
conclusion for Emotional Intelligence Quotitions (EQ) individual and can determine
the individual's capacity to collaborate, find answers to problems, and even inspire or
offer solutions with others in the workplace (Ratuela et al., 2022). Soft skills are
abilities related to human interaction such as the ability to resolve conflicts, understand
other people and the ability to bargain (negotiation) (O’Shea et al., 2022). Therefore,
graduates from higher education must be equipped with abilities that are integrated
into the process of learning activities.
Based on this, students and private institutions must establish a criterion called
"work readiness" before the student graduates. Employment readiness for post-school
students should include preparation for global competition. This is important because
the global job market is increasingly competitive and demands competent human
resources to enter and survive. Fitriyana et al. (2021) stated that it is related to the
characteristics of these elements that can increase productivity and the quality and
performance of an organization related to factors that affect work readiness. Students
must be responsible for their readiness, especially final year students who will continue
their education and recovery after graduation.
The most important thing in talent management is not just hiring and selection,
but developing and retaining talent to stay in the organization. In this case, the student
must not only be a capable talent, but also have an emotional bond. Talented
individuals are those who help higher education institutions adapt to culture by
identifying challenges in public perception and developing highly rapid learning

environments (Kamal & Lukman, 2017). One of her approaches to overcoming these
hurdles is implementing a talent management process (Seno, 2022). In addition to
educating talented students and striving to become future leaders after graduating from
a private university, talent management must continue to accompany them to perform
at their best. Associated with talent management mentoring and development is broad
insight and experience in dealing with problems in various work units with their
respective characteristics. Therefore, in an effort to increase talent, students must have
broad insights in developing their abilities and being competitive in the professional
world of work.
This study reveals talent management as a unique organizational strategy
mechanism that influences knowledge management, self efficacy, and learning
organization in high performance education. Seeing the importance of work readiness
in advancing and developing student abilities, the researchers tried to examine the
factors that could influence work readiness. the purpose of this research is to find out
whether there is an influence of talent management, knowledge management, self-
efficacy in career decision making and learning organizations on job readiness in
students at private higher education. This study generates an effective role of elements
in achieving superior performance for private universities and is very useful for
conducting studies on talent management processes or knowledge management
processes with other managerial topics, such as effectiveness, productivity and
learning organization in the university sector (Mohammed et al., 2019). This research
also finds out how to implement talent management systematically in an organization
to support policies and strategies for change management in universities (Erasmus et
al., 2017).
LITERATURE REVIEW AND HYPOTHESES DEVELOPMENT

Talent Management
According to Novitasari (2019), talent management is a functional unit of an
organization that is used to increase employee productivity by using human resource
planning. Talent management is a concept that starts from how to plan, acquire,
develop and maintain talent in an organization or company (Wibowo et al., 2017).
Talent management as a process of identifying, developing, recruiting, retaining and
deploying talented people (Wicaksana et al., 2021). Talent management is a series of
processes carried out to identify, develop and place the right people in the right
workplaces (Harmen & Darma, 2018). The talent development system at universities
needs to be developed to formulate policies that are beneficial for the development of
competitive human resources. Private universities must have clear ideas about
developing innovative talent as a key to strengthening the quality of their teaching.
Benefits for universities doing talent management and knowledge management are for
effective planning, and improvement of human resource management. In addition,

strategically attracting, developing and retaining talent is key to the university's growth
and success (Bradley, 2016). One of the benefits of implementing knowledge
management in universities is in creating research and quality educational outcomes
as part of knowledge management (Rambe & Mbeo, 2017). Implementing knowledge
management is very important for universities to be successful and develop (Shams &
Belyaeva, 2019). Several studies claim a strong relationship between talent and
knowledge management (Miiro & Otham, 2018). However, no research has addressed
the relationship between talent management, self eficacy, learning organization, and
work readiness. Therefore, the hypotheses can be proposed as follows:
H1: Talent management has a significant impact on knowledge management.
H2: Talent management has a significant impact on self efficacy in career

decision making.
H3: Talent management has a significant impact on learning organization.
H4: Talent management has a significant impact on work readiness.
Knowledge Management
Knowledge management has been an interesting research topic in the last
decade (Quarchioni et al., 2022). Knowledge is a core competency and the primary
source of excellence and value creation for any business worldwide (Liu et al., 2019).
Knowledge management involves representing, knowledge, and organizational
information, creating and transferring expertise that results in competitive advantage
(Ramaditya et al., 2022). Knowledge management is a human feeling to carry out the
process of sharing knowledge, as well as learning and working together effectively
(Novianti, 2020).
Knowledge management is also important for job readiness. Knowledge
management is understood as a holistic strategy that helps students overcome the
problem of transitioning from lecture to work. A key strategy for creating and
improving creative businesses is knowledge management (Koohang et al., 2017).
Focusing on knowledge creation, sharing and transmission are key strategies for a
successful knowledge management process, especially in the education sector
(Ramjeawon & Rowley, 2017). Therefore, knowledge management helps build and
develop students' potential and equips them with the ability to be creative and
innovative. Thus, the hypotheses can be proposed as follows:
H5: Knowledge management has a significant impact on self efficacy in career
decision making.
H6: Knowledge management has a significant impact on work readiness.
Self-Efficacy in Career Decision Making

Career Self Efficacy is one that can influence the stability of student career
decision making after graduating from college. According to Gunawan et al. (2019),
self-efficacy means a person's belief in his ability to organize and take an action to
achieve a goal. The individual believes he is capable of dealing with all kinds of
difficulties and is able to predict how much effort in order to achieve that goal.
According to Repi & Kurniawati (2022), Career Decision-Making Self Efficacy
(CDMSE) is a personal belief in one's future career-related work and ability to perform
work.
Self-Efficacy refers to a person's belief in their ability to exercise some form
of control over one's own functioning and events in the environment (Fitriyana et al.,
2021). There are still many students who are struggling to decide on their career path,
and there is no doubt that this will hinder their career path. The biggest challenge is
not being prepared to make career selections because of irrational beliefs
(dysfunctional beliefs) that surface before the job decision process even begins. Thus,
hindering students from making decisions (Schams et al., 2022). Someone who has
self-efficacy in making career decisions. So, the hypotheses can be proposed as
follows:
H7: Career decision-making self-efficacy has a significant impact on learning
organization.
H8: Self efficacy has a significant impact on work readiness.
Learning Organization
A learning organization can be interpreted as an organization that continues to
develop capabilities in a constantly changing environment (Salabi & Prasetyo, 2022).
Learning organizations have dimensions such as desire, discipline, decision making
and alignment presented as important elements of organizational learning
(Goestjahjanti et al., 2020). Amid a dynamic world that is continually changing,
learning organizations must continue to grow and develop despite the current financial
crunch (Rijal, 2016).
Learning organizations are also very important in job readiness. Various
assumptions are made about how students can adapt to changes from lectures to
workplaces and are highly competitive, with learning organizations supporting each
individual to equip himself to the best of his abilities. Organizational learning
positively influences student motivation, intellectual openness, awareness of positive
core self evaluation, knowledge and creativity (Clark, 2021). Therefore, learning
organizations provide knowledge and skills or talents to start a career (Ishak & Mansor,
2020). Further, Job readiness related to the the skills, abilities, attitudes and potential
of students in specific jobs of a variety of direct types that meet the demands of society
(Rothmann & Cooper, 2015). According to Rothmann & Cooper (2015), work
readiness is a state of a person who is ready or has the competence to do work with
satisfactory results. Job readiness can be defined as the ability with little or no help to
find and adapt the work required and desired by the individual (Baiti et al., 2017). The
linkage or relationship between one concept and another concept of the problem under
study is known as the conceptual framework of the investigation. The figure below
illustrates the conceptual framework between talent management, knowledge
management, career decision-making self-efficacy, learning organization and work
readiness. Thus, the hypotheses can be proposed as follows:
H9: Learning organization has a significant impact on work readiness.
H10: Knowledge management has a significant impact on learning

organization.
Knowledge
Management (X2)
H1 H6
H5
Talent Management Career Decision-

(X1) H2 Making Self-Efficacy H8 Work Readiness (Y)
(X3)
H7
H3 H9
Organizational H4
Learning (X4)
H1
Figure 1 0
Conceptual Framework
METHOD
The research method used in this research is a causal research strategy with
quantitative methods. Causal research is research to look for a causal relationship or
influence of one or more independent variables with one or more dependent variables
(Silmi, 2017). Quantitative methods are used to describe and test relationships between
variables, determine causality of variables, test theories, and look for generalizations
that have predictive value in predicting phenomena. Quantitative research uses
instruments that produce numerical data (Hardani et al., 2020).
Population and Sample
The population is the entire subject or object that will be the target of research
(Hardani et al., 2020). According to Sekaran & Bougie (2016), population is the entire
group of people, events or things that interest researchers to investigate. In a study, the
population is divided into two, namely general population and target population. The
general population is the entire object to be studied. The general population in this
study were all students of private universities. The target population is the population
that will later become the scope of the conclusions. The target population in this study
were high school students located in Region III LLDikti.
Based on Table 1, sampling used a proportionate stratified random sampling

technique (Proposal), which is a sampling technique that requires a stratification or
grouping procedure followed by random selection of subjects from each stratum
(Sekaran & Bougie, 2016). The grouping of respondents is high school students with
excellent, excellent and good accreditations.
Table 1
Distribution of the Number of High School Students in the LLDikti III Region
Accreditation College Population College Sample
Excellent/A 12,060 83
Very Good/B 36,406 250
Good/C 9,361 64
Total 57,827 -
Number of Respondents 397 397
Sample measurements were obtained directly from students as many as 397

respondents with the Slovin formula where the standard error or error rate is 5% or
0.05 and the confidence level is 95%. For this study, researchers collected data using
a Google Forms-based survey technique. Questionnaires that will be distributed to
private private students LLDikti Region III Jakarta. According to Sekaran & Bougie
(2016), questionnaires or survey techniques are said to be indirect data collection
techniques (researchers do not ask questions directly, but respond to respondents). The
variable measurement used in this study is the Likert scale measurement. According
to Sugiyono (2020), likert scale is a scale based on the sum of the respondents' attitudes
when answering questions about the indicator of the concept or variable being
measured.
The dependent variable is a variable that gives a reaction or response if it is
associated with the independent variable while the independent variable is a stimulus
variable or variable that influences other variables (Sekaran & Bougie, 2016). In this
study the independent variables are Talent Management (X1), Knowledge
Management (X2), Self-Efficacy in Career Decision Making (X3), and Learning

Organizations (X4) while the dependent variable is Job Readiness (Y). Based on the
Table 2, the variable operational that used in this study as follows:
Table 2
Variable Operational
Measurement Indicator Source
Talent Management Selection, Assignments, Development (Ramaditya et al., 2022)
Knowledge Creation, Transfer
Knowledge Management (Mohammed et al., 2019)
Knowledge, Knowledge Sharing
Level dimension, strength, generality
Self Efficacy (Busro, 2018)
dimension
Learning Strategy, Learning
Learning Organization (Mohammed et al., 2019)
Opportunity, Learning Process
Skills, Science, Understanding,
Work Readiness (Pool & Sewell, 2007)
Personality Atributes
The data analysis technique or method used is quantitative data analysis

technique. The data that has been obtained will be tested using PLS-SEM (Partial Least
Square-Structural Equation Modeling) analysis using SmartPLS version 3.0 software.
Outer Model
According to Abdillah & Hartono (2015: 188), the Outer Model or
measurement model describes the relationship between the indicator blocks and their
latent variables. The outer model is a measurement model to assess the validity and
reliability of the model. Through an algorithmic literacy process, measurement model
parameters (convergent validity, discriminant validity, composite reliability and
Cronbach's alpha) were obtained, including R2 as a parameter of the accuracy of the
prediction model (Abdillah & Hartono, 2015: 193).
Inner Model
The inner model or scrutural model describes the causal relationship between
latent variables which is built based on the substance of the theory (Abdillah &
Hartono, 2015: 188). Through the bootstrapping process, the parameters for the T-
statistic test for predicting the presence of causality were obtained (Abdillah &
Hartono, 2015: 193). The steps for evaluating the structural model are using Path
Coefficient Test, Coefficient of Determination (R-Square), and Predictive Relevance
(Q2).
Hypothesis Testing
According to Abdillah & Hartono (2015: 197), the path coefficient or inner
model value indicates the significance level in the hypothesis test. Score above 1.96
(> 1.96) tail (one-tailed) for testing the hypothesis at 5% alpha and 80% statistical
power. To accept or reject the hypothesis statistically can be calculated through the
level of significance. In this study, the hypothesis test used was the two-tailed test with
a significance level of 5%. If the significance level used is 5% then the significance
level or confidence level is 0.05 to reject a hypothesis. The probability of making the
right and wrong decisions in this study is 5% for the probability of making a wrong
decision and 95% for the probability of making the right decision. The following can
be used as part of decision making as follows:
p-value >0.05 → H0 is accepted or Ha is rejected
p-value <0.05 → H0 is rejected or Ha is accepted
Results and Discussions
Based on data obtained from PPDikti there are 99 private private schools. All
99 private private institutions can be grouped based on the accreditation of their private
institutions and a total of 5 private institutions are accredited Excellent “A”, 24 are
very good accredited “B” and 20 are accredited “C” and 50 are not yet accredited.
Accreditation is an external quality assurance system which is part of the quality
assurance system in higher education. The implementation of accreditation placement
is in accordance with Law number 12 of 2012 concerning Higher Education and is
mandated to the National Accreditation Board for Higher Education (BAN-PT) with
the main objectives being: 1) Determining the level of eligibility at private institutions
based on criteria in the national private standards. 2) Ensuring high quality external
education (both academic and non-academic) to protect the interests of students and
society.
Of the 99 private private schools in the LLDikti III area, approximately 57,827
active students were found in each private private school. As for this research, the
number of respondents who participated in filling out the questionnaire survey was
397 respondents, with each research sample coming from an “A” accredited high
school of 83 respondents. Colleges accredited “B” as many as 250 respondents. High
school accredited “C” as many as 64 respondents.
Characteristics of Respondents Based on Gender
From the data collection process that has been done as 397 respondents, it can
be seen from Table 3 which classifies the characteristics of respondents based on
gender.
Table 3
Characteristics of Respondents by Gender
Gender Respondents Percentage
Male 180 45.3%
Female 217 54.7%
Total 397 100%
Source: Processed research data, 2023
Based on Table 3 above, the respondents of female students (54.7%) is greater

than that of male students (45.3%).
Characteristics of Respondents by Age

From the data collection process that has been done as many as 397
respondents. It can be seen from Table 4 which classifies the characteristics of
respondents based on age.
Table 4
Characteristics of Respondents by Age
Age Respondents Percentage
19 years old 26 6.6%
21 years old 104 26.3%
22 years old 113 28.5%
23 years old 56 14.1%
>25 years old 12 3.2%
Total 397 100%
Based on Table 4, it shows that most respondents were 22 years old (28.5%),
21 years old (26.3%), 23 years old (14.1%), 20 years old (8.4%), 24 years old (8.1%),
19 years old (6.6%), 25 years old (5.3%) and > 25 years old (3.2%). The dominance
of student age is 22 years old, which is seen in almost all private high schools in
LLDikti Region III Jakarta, the majority are filled with students aged 22 years old.
Convergent Validity
The value of the outer loading or loading factor is used to derive the results of
the convergent validity test. If the outer loading > 0.7, the indicator is considered to
have passed the requirements of this test. The following Table 5 are the results of the
outer loading values of each research variable indicator.
Table 5
Outer Loading Results
Variables Indicator Outer Loading Results
Talent Management (X1) X1TM3 0.807 Valid
X1TM5 0.819 Valid
X1TM6 0.856 Valid
Knowledge Management (X2) X2KM2 0.776 Valid
X2KM3 0.728 Valid
X2KM4 0.804 Valid
X2KM5 0.786 Valid
X2KM6 0.722 Valid
Career Decision-Making Self- X3CDMSE3 0.775 Valid
Efficacy (X3) X3CDMSE4 0.810 Valid
X3CDMSE5 0.772 Valid
Organizational Learning (X4) X4OL1 0.794 Valid
X4OL2 0.774 Valid
X4OL3 0.766 Valid
X4OL4 0.779 Valid
X4OL6 0.737 Valid
Variables Indicator Outer Loading Results

Work Readiness (Y) YWR1 0.769 Valid
YWR5 0.816 Valid
YWR6 0.834 Valid
YWR7 0.777 Valid
Based on Table 5, it is known that this study produced 22 indicators that had
an outer model > 0.7. Therefore, around 22 indicators contained in the Table above
were declared valid or suitable for use by researchers for further analysis.
Discriminant Validity
In this study the discriminant validity test can be determined by looking at the
cross-loading test of indicator variables, and by looking at the Average Variance
Extracted (AVE) value for each indicator with a criterion > 0.5 to be considered valid.
The results of the discriminant validity test can be seen in the Table 6 below:
Table 6
Cross-Loading Results
Indicators TM (X1) KM (X2) CDMSE (X3) OL (X4) WR (Y)
TM3 0.807 0.545 0.389 0.568 0.390
TM5 0.819 0.532 0.346 0.500 0.410
TM6 0.856 0.619 0.412 0.600 0.403
KM2 0.586 0.776 0.469 0.627 0.409
KM3 0.429 0.728 0.517 0.534 0.453
KM4 0.576 0.804 0.405 0.607 0.434
KM5 0.578 0.786 0.450 0.588 0.405
KM6 0.444 0.722 0.455 0.565 0.383
CDMSE3 0.355 0.444 0.775 0.472 0.548
CDMSE4 0.380 0.475 0.810 0.454 0.565
CDMSE5 0.357 0.473 0.772 0.438 0.428
CDMSE6 0.324 0.443 0.725 0.446 0.452
CDMSE8 0.358 0.464 0.745 0.441 0.516
OL1 0.567 0.648 0.435 0.794 0.402
OL2 0.492 0.597 0.478 0.774 0.383
OL3 0.495 0.535 0.448 0.766 0.391
OL4 0.529 0.577 0.461 0.779 0.467
OL6 0.508 0.588 0.443 0.737 0.387
WR1 0.403 0.452 0.495 0.432 0.769
WR5 0.391 0.487 0.550 0.445 0.816
WR6 0.364 0.394 0.496 0.411 0.834
WR7 0.386 0.406 0.556 0.391 0.777
Source: Output SmartPLS 3.0 (2023)
Based on Table 6, the cross-loading value of an indicator variable to the

variable itself must be greater than the entire cross loading value of the indicator
variable to the other constructs. After the data is processed using SmartPLS 3.0, the
results presented that each variable has a greater cross-loading value than the other
constructs.
In addition, by using the cross-loading value, the discriminant validity test can
be known through the Avarage Variance Extracted (AVE) value provided that each
indicator variable has a criterion value > 0.5 to be considered valid. The results of the
discriminant validity test are explained in Table 7 below:
Table 7
Results of Avarage Variance Extracted (AVE)
Variables AVE Results
MT (X1) 0.685 Valid
MP (X2) 0.583 Valid
CDMSE (X3) 0.587 Valid
OL (X4) 0.593 Valid
WR (Y) 0.639 Valid
Based on Table 7, the AVE value obtained from the talent management
variable (X1) > 0.5 with a value of 0.685. The knowledge management variable (X2)
produces an AVE value of 0.583 which means the value of this variable > 0.5. The
career decision-making self-efficacy variable (X3) has an AVE value of 0.587 or a
value of more than 0.5. Meanwhile, the learning organization variable (X4) and work
readiness (Y) obtained an AVE > 0.5 with each variable obtaining a value of 0.593
and 0.639. This shows that each variable is considered to have very good discriminant
validity.
Composite Reliability
Composite reliability test is the part that is used to test the reliability value of
variable indicators. A variable will be considered reliable or credible if it obtains a
Composite Reliability value of each variable > 0.7. Table 8 is the Composite
Reliability value for each research variable.
Table 8
Composite Reliability Results
Variable Composite Reliability Results
TM (X1) 0.867 Reliable
KM (X2) 0.875 Reliable
CDMSE (X3) 0.876 Reliable
OL (X4) 0.879 Reliable
WR (Y) 0.876 Reliable
Based on the Table 8, it explains that the composite reliability value of the
talent management variable (X1) is 0.867, the knowledge management variable (X2)
is 0.875, the self-efficacy variable for career decision making (X3) is 0.876, and the
learning organization variable (X4) and work readiness (Y) each scored 0.879 and
0.876. Thus, all variables in this study are considered reliable because they have a
composite reliability value > 0.7.
Crocbach’s Alpha
The reliability test using composite reliability can be strengthened by looking
at Cronbach’s Alpha. The Cronbach’s alpha for each variable has a value > 0.7. The
following in Table 9 is the Cronbach alpha value obtained from each research variable.
Table 9
Cronbach’s Alpha results
Variable Cronbach’s Alpha Results
Talent Management (X1) 0.770 Reliable
Knowledge Management (X2) 0.821 Reliable
Career Decision Making Self-Efficacy (X3) 0.824 Reliable
Learning Organization (X4) 0.828 Reliable
Work Readiness (Y) 0.811 Reliable
Based on the Table 9, it is known that the talent management variable (X1)
yields a value of 0.770, the knowledge management variable (X2) obtains a value of
0.821, and the self-efficacy variable for career decision making (X3) obtains a value
of 0.824, and the learning organization variable (X4) and the variable work readiness
(Y) each obtained a value of 0.828 and 0.811. It can be concluded that each variable
in this study is reliable because it has a Cronbach’s alpha value > 0.7.
Path Coefficient Results
The path coefficient test in this study is used to see how much influence the
independent variables have on the dependent variable. In the path coefficient, it has a
range of values from -1 to 1. The range 0 to 1 is declared positive and the range -1 to
0 is declared negative. Based on the inner model scheme in Table 10, it can be
concluded that the greatest path coefficient value is found in the influence of talent
management (X1) on knowledge management (X2) with a value of 0.685. Followed
by the effect of knowledge management (X2) about Self-Efficacy in Career
Decisions (X3) with a value of 0.532. Followed by the influence of career decision-
making self-efficacy (X3) on work readiness (Y) with a value of 0.493. Then followed
by the effect of knowledge management (X2) on learning organizations (X4) with a
value of 0.478. Followed by the influence of talent management (X1) on learning
organizations (X4) with a value of 0.264. Followed by the influence of career decision-
making self-efficacy (X3) on learning organizations (X4) with a value of 0.179.
Followed by the influence of talent management (X1) on work readiness (Y) with a
value of 0.143. Followed by the effect of knowledge management (X2) on work
readiness (Y) with a value of 0.109. Then followed by the influence of talent
management (X1) about Self-Efficacy in Career Decisions (X3) with a value of 0.099.
Followed by the influence of learning organizations (X4) on work readiness (Y) with
a value of 0.056. Followed by the effect of knowledge management (X2) on work
readiness (Y) with a value of 0.109. Followed by the influence of talent management
(X1) about Self-Efficacy in Career Decisions (X3) with a value of 0.099. Then
followed by the influence of learning organizations (X4) on work readiness (Y) with
a value of 0.056. Followed by the effect of knowledge management (X2) on work

readiness (Y) with a value of 0.109. Followed by the influence of talent management
(X1) on career decision-making self-efficacy (X3) with a value of 0.099. Followed by
the influence of learning organizations (X4) on work readiness (Y) with a value of
0.056.
Table 10 show that all variables in this model have a path coefficient value
with a positive number. The greater path coefficient value of an independent variable
on the dependent variable, the stronger influence of the independent variables on the
dependent variable.
Table 10
Path Coefficient Test Results
TM KM CDMSE OL WR
TM 0.685 0.099 0.264 0.143
KM 0.532 0.478 0.109
CDMSE 0.179 0.493
OL 0.056
WR
Coefficient of Determination (R-Square)

The coefficient of determination test (R-Square) in this study is used to
measure how much the dependent variable can be influenced by other variables. The
influence is said to be good if it produces an R-Square value of 0.67 and above is
included in the good category for dependent latent variables in the inner model. If the
R-square value obtained is 0.33 to 0.67, it is included in the medium category. If the
result is 0.19 up to 0.33, it is included in the weak category. The R-square results can
be seen in Table 11.
Table 11
Coefficient of Determination Test Results (R-Square)
R-Square Adjusted R-Square
Self-Efficacy in Career Decision Making 0.498 0.496
Knowledge Management 0.554 0.553
Learning Organization 0.646 0.644
Working readiness 0.664 0.661
Based on the Table 11, it can be seen that the magnitude of the influence of
talent management (X1), knowledge management (X2), career decision-making self-
efficacy (X3), learning organizations (X4) on work readiness (Y) obtains a value of
0.664, which means the influence of work readiness variables (Y) is considered
moderate. Furthermore, the influence of talent management (X1), knowledge
management (X2), career decision-making self-efficacy (X3) on learning
organizations (X4) obtains a value of 0.646, which means that the influence of learning
organization variables is considered moderate. Then the effect of talent management
(X1), knowledge management (X2) on career decision-making self-efficacy (X3)
obtained a value of 0.498, which means the influence of career decision-making self-
efficacy (X3) is considered moderate. Finally, knowledge management is considerate
moderate with value 0.554.
Predictive Relevance Test (Q2)
The goodness test in this study can be seen by looking at the Q2 value. Also,
the goodness-of-fit test uses one of the five types that are part of the goodness-of-fit
test, namely NFI. The NFI (Normed Fit Index) has a value ranging from 0 – 1 derived
from a comparison between the hypothesized model and a certain independent model.
The model has a high fit if the value is close to 1. The following table shows the results
of Q2 on the goodness-of-fit test.
Table 12
Predictive Relevance Test Results (Q2)
Saturated Model Estimated Model
SRMR 0.059 0.059
d_ULS 0.878 0.878
d_G 0.336 0.336
Chi-Square 754.921 754.921
NFI 0.821 0.821
Table 12 shows that the Saturated Model in the NFI (Normad Fit Index) has a
value of 0.821. It meets the criteria that are close to a value of 1. So, the fit model can
be categorized as good.
Hypothesis testing
Based on Table 13 and Figure 2, the results of data processing that has been
done by researchers used to answer the hypothesis by looking at the t statistic and p-
value. The hypothesis is accepted if the t statistic > t table (1.649) and the p-value <
0.5. The following are the results of hypothesis testing obtained by researchers using
the inner model.
Table 13
Hypothesis Testing Results
Hypotheses Impact Original T-Statistic p-value Results
H1 TM → KM 0.685 15.750 0.000 Accepted
H2 TM → CDMSE 0.099 1.787 0.074 Rejected
H3 TM → OL 0.264 4.882 0.000 Accepted
H4 TM → WR 0.143 2.136 0.033 Accepted
H5 KM → CDMSE 0.532 8.175 0.000 Accepted
H6 KM → WR 0.109 1.189 0.234 Rejected
H7 CDMSE → OL 0.179 4.436 0.000 Accepted
H8 CDMSE → WR 0.493 8.197 0.000 Accepted
H9 OL → WR 0.056 0.659 0.510 Rejected
H10 KM → OL 0.478 7.699 0.000 Accepted
Figure 2
Outer Model Schematic
DISCUSSION
Based on the results, talent management has a significant and positive influence
on knowledge management. In other words, the higher the talent management, the
higher the knowledge management and vice versa. Ramaditya et al. (2022) also
explained in his research that knowledge management has a significant direct positive
effect on the level of performance of private universities by continuing to develop
talent management and universities have a better position to prepare effective
knowledge management mechanisms.
The talent management has no influence on self-efficacy in making career
decisions in students. This is presumably because talent management when applied in
private institutions cannot predict which students will make career decisions, it is
possible that talent management in these private institutions has not gone well so that
students cannot make career decisions. The results of the third hypothesis is in line
with previous research conducted by Maronrong et al. (2022) that examine the
influence of talent management systems on learning organizations and employee
engagement at PT Hipernet Indodata Headquarters. The results of the study show that
an effective talent management organization will have superior human resources,
qualified and able to survive in a constantly changing environment. The results are
also supported by Tarigan et al. (2018) which state that talent management practices
have an influence on learning organizations. It can be concluded that talent
management has an effect on learning organizations which is in accordance with the
results of this study and strengthens relevant research. The talent management has a
positive and significant influence on work readiness in students. The higher the talent
management, the higher the job readiness of students. In line with opinion Ramaditya
et al. (2022) who say talent management plays an important role in supporting the
development of generations. Talented individuals will have work readiness to be ready
to enter the world of work, because the higher the talent management, the higher the
job readiness of students.
Knowledge management has a significant influence on career decision-making
self-efficacy. The higher the knowledge management, the higher the self-efficacy in
making career decisions for students and vice versa. In line with opinion Santosa &
Himam (2014) that determine the effectiveness of sharing career planning knowledge
on self-efficacy in making career decisions, the results of the study show that career
planning using the knowledge-sharing method is proven to be effective in increasing
self-efficacy in making career decisions in job seekers. Career decision-making self-
efficacy has a positive and significant influence on learning organizations. Damayanti
& Widyowati (2018) state that confidence in making career decisions decision-making
is strongly influenced by the availability of information in determining college career
decisions plays an important role. With adequate facilities it will increase self-
confidence and foster motivation in college students to enter the world of work.
Knowledge management has no effect on work readiness. This is presumably
because the application of knowledge management in private private institutions tends
to be still not optimal and not strong enough to form work readiness in students,
knowledge management in private private institutions has not been optimally managed
as well as in companies so that students in private private institutions have different
knowledge. This is in line with previous research conducted by Rahmayanti & Renaldi
(2017) that test the individual readiness in the implementation of knowledge
management in government agencies. The results show that individual readiness is not
influenced by knowledge management infrastructure. The implementation of existing
knowledge management in government agencies is not optimal. So, it does not affect.
Career decision-making self-efficacy has a positive and significant influence
on work readiness. In other words, the higher the career decision-making self-efficacy
of students, the higher their job readiness and vice versa. This is in line with previous
research conducted by Baiti et al. (2017) that determine career self-efficacy on work
readiness in final year students at private universities in Yogyakarta. The research
results obtained show that career self-efficacy has a positive influence on work
readiness in students, where a student must feel confident that in preparing for the
world of work he is ready and able to face all the challenges and responsibilities that
will be given to him. If student confidence in making career decisions goes well, the
work readiness of students entering the world of work will also increase so that the
goal of higher education is achieved, namely creating graduates who are ready to work.
Moreover, the implementation of good knowledge management within an
organization will affect the formation of a learning organizational culture. This is in
line with previous research conducted by Muis & Isyanto (2022) that examine the
effect of implementing transformational leadership and knowledge management on

the performance of an organization and learning organizations acting as mediators in
private universities in West Java province. The results show that knowledge
management has a positive effect on learning organizations, where it supports the
development of students' knowledge by providing access to open repositories in the
form of ebooks or journals. Besides that, in learning organizations, they are diligent in
encouraging students to write down their skills, the results of which will be stored in
a repository. The availability of good and adequate learning organization facilities will
provide comfort, foster motivation and can increase self-knowledge of students in
private institutions. Perceived well-being will make students more motivated to be
innovative in improving their abilities as well as adequate supporting facilities that
have a positive impact on learning organizations.
MANAGERIAL IMPLICATION
Universities should be able to implement more optimal talent management in
order to encourage the formation of career decision-making self-efficacy in students.
This can be done by continuing to provide intellectual ability training to students so
that they are more optimal. As well as improving students' knowledge management in
order to encourage the formation of work readiness in students themselves, this can be
done by training students to increase their innovation, pro-activity and curiosity so as
to create student motivation.
This research contributes to developments of students, to further develop their
abilities in making career decisions to be more effective. Apart from that, universities
must also be able to add welfare facilities such as learning facilities and infrastructure
in order to improve learning organizations. The level of learning organization among
students can be achieved by continuing to provide adequate facilities and providing
inspiration to students.
CONCLUSION, LIMITATION DAN RECOMENDATION

This research was conducted with the aim of examining and analyzing the
influence of talent management, knowledge management, career decision-making
self-efficacy and learning organizations on work readiness among students of private
private institutions LLDikti Region III Jakarta. Talent management is presumably
because the level of talent management is not strong enough to shape career decision-
making self-efficacy in students. The implementation of talent management in private
institutions is good. Therefore. it can influence the formation of a learning
organizational culture. Furthermore, the implementation of talent management in
private institutions is better. So, it has an impact on how individuals become work-
ready; as talent management practices improve, this influence grows.
The level of knowledge management of students tends to be low and not strong
enough to form work readiness in students. However, the implementation of career
decision-making self-efficacy at private institutions has a significant impact and has
the potential to affect how work readiness is formed. The higher the career decision-
making self-efficacy, the more work readiness will be developed. Learning
organizations have no effect on work readiness of private private students LLDikti
region III Jakarta. This is apparently due to the low level and weak capacity of student
learning organizations to create work readiness. Knowledge management has a
positive and significant influence on the learning organization of private university
students LLDikti region III Jakarta.
The inclusion of mediating or intervening variables is encouraged for further
investigation. This can be developed further apart from LLDikti Region III Jakarta and
can even be developed in international universities. Our research's focus is on students,
and since we used questionnaires to collect the data, it was possible for it to be
subjective in nature. Therefore, it would be better if data collection added methods
with observation and interviews as well as more specific grouping of respondents to
obtain more accurate results.
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Jurnal Ekonomi dan Bisnis, Volume 26 No.

2 Oktober 2023, 349 - 372

Jurnal Ekonomi dan Bisnis

Improving work readiness through talent management, knowledge

Muhammad Ramadityaa*, Syahrul Effendib, Dwi Fitrianic

ARTICLE INFO ABSTRAK

method, where data is obtained from the results of collection using

identifying challenges in public perception and developing highly rapid learning

LITERATURE REVIEW AND HYPOTHESES DEVELOPMENT

effective planning, and improvement of human resource management. In addition,

H2: Talent management has a significant impact on self efficacy in career

H3: Talent management has a significant impact on learning organization.

H4: Talent management has a significant impact on work readiness.

H6: Knowledge management has a significant impact on work readiness.

Self-Efficacy in Career Decision Making

H8: Self efficacy has a significant impact on work readiness.

H10: Knowledge management has a significant impact on learning

Talent Management Career Decision-

Based on Table 1, sampling used a proportionate stratified random sampling

Sample measurements were obtained directly from students as many as 397

Management (X2), Self-Efficacy in Career Decision Making (X3), and Learning

The data analysis technique or method used is quantitative data analysis

Based on Table 3 above, the respondents of female students (54.7%) is greater

Characteristics of Respondents by Age

Variables Indicator Outer Loading Results

Based on Table 6, the cross-loading value of an indicator variable to the

a value of 0.056. Followed by the effect of knowledge management (X2) on work

Coefficient of Determination (R-Square)

effect of implementing transformational leadership and knowledge management on

CONCLUSION, LIMITATION DAN RECOMENDATION

Humanitas, 15(1), 35–45. https://doi.org/10.26555/humanitas.v15i1.7409

a class‐level intervention on career indecision variables. The Career

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