The Relationship Between Assessor Training and Organizational Readiness For LSP Implementation In Higher Education Institutions

Abstract

This study aims to analyze the relationship between assessor training and organizational readiness for the implementation of Professional Certification Bodies (LSPs) in higher education institutions. The study employed a quantitative approach with a cross-sectional design. A total of 23 prospective LSP assessors at Universitas Darunnajah participated as respondents using a saturated sampling technique. Data were collected through a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model evaluation showed that all indicators met the established validity and reliability criteria based on outer loadings, Average Variance Extracted (AVE), Cronbach’s alpha, and Composite Reliability. The structural model analysis indicated that assessor training had a positive and significant relationship with organizational readiness for LSP implementation, with a t-statistic of 2.003 (>1.960) and a p-value of 0.045 (<0.05). The R-squared value of 0.321 indicates that the model explains 32.1% of the variance in organizational readiness, while the remaining 67.9% is not explained by the variables included in the model. These findings suggest that assessor training is one of the factors associated with organizational readiness in preparing for LSP implementation in higher education institutions. Therefore, comprehensive and continuous training, reinforced by organizational support and post-training mentoring, is an important aspect of strengthening readiness for LSP implementation. Future research may extend the model by incorporating organizational factors, management support, mentoring, and environmental factors to provide a more comprehensive understanding of organizational readiness for LSP implementation.