THE EFFECT OF KNOWLEDGE, SKILL AND ATTITUDE OF ......Katz (in Wawan and Dewi, 2010: 23) states that attitude has several functions, namely; instrumental function or adjustment function,

GSJ: Volume 8, Issue 2, February 2020, Online: ISSN 2320-9186

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THE EFFECT OF KNOWLEDGE, SKILL AND ATTITUDE OF HO-NORARY WORKERS ON EMPLOYEE PERFORMANCE WITH WORK EXPERIENCE AS MODERATING VARIABLE AT THE GENERAL BUREAU OF THE MINISTRY OF MANPOWER IlhamBayu Satrio1, Muchtar Luthfie2, Yodfiatfinda3

1.2.3Department of Management,Faculty of Economic and Business, Trilogi University, Jakarta, Indonesia ABSTRACT Employee performance in organisations is one of the factors expected to support the achievement of organisational goals. In carrying out their duties, several problems were found related to employee performance in the General Bureau of the Ministry of Labor, such as; less-skilled, lack of sense of responsibility, and leaders lack understanding of the knowledge, skills and attitudes possessed by honorary em-ployees. This quantitative research aims to examine the effect of knowledge, skills and attitudes of honorary staff on employee performance with work experience as a moderating variable. Samples were taken by simple random sampling, and 80 samples were obtained. Data ob-tained through observation and distribution of questionnaires. Data were analysed using the Structural Equation Model (SEM) approach based on Partial Least Square (PLS). The results of the analysis indicate the effect of: knowledge on employee performance (t-statistic = 11,426, a significance level of 5% = 1.99); skills on employee performance (t-statistic = 2,453); attitude towards employee performance (t-statistic = 2.339); skills on employee performance with work experience as moderating variable (t-statistics = 2.487); and effect of attitude towards employee performance with work experience as moderating variable (t-statistics = 2,400). However, there is no effect of knowledge on employee performance with work experience as a moderating variable (t-statistics = 0.887). KeyWords Knowledge, Skills, Attitude, Performance, Experience

GSJ: Volume 8, Issue 2, February 2020 ISSN 2320-9186 5125

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INTRODUCTION Employee performance in organisations is one of the factors expected to support the achievement of organisational goals.

Work performance is a result that is achieved by someone in carrying out the tasks assigned to him based on skill, experience, sincer-ity and time (Hasibuan, 2012: 94). According to Nitisemito in Rofi (2012), work experience is something or ability possessed by em-ployees in carrying out tasks assigned to him. Haryanti and Ardana (2014: 517) stated that the level of employee performance is high-ly dependent on two factors, namely the ability of the employee itself, such as the level of education, knowledge, experience, in which higher level of ability will result in higher performance.

Employee performance will achieve maximum results if supported by adequate knowledge. Resources such as knowledge are very closely related to human resources as the most important assets and intellectual capital of the organisation. Knowledge is a very valuable asset to the organisation. However, as the complexity of management, internal and external dynamics of organisations, management methods, and information technology grow, organisations often forget and do not realise that human resource assets need to be managed to address these conditions (Munir, 2008). Another factor that can affect employee performance is the skill that is a person's ability to do an activity or job (Arcynthia, 2013).

Knowledge, skills, and attitude are the three competencies that every employee should have. Attitude is closely related to one's skills, according to Hakim (2010) attitude is a complex mental condition that involves beliefs and feelings, and disposition to act in a certain way. Aniek (in Khaerul, 2010: 184), explains the work attitude as a tendency of the mind to be satisfied or not satisfied with the work. Indications that employees who are satisfied with their work will work hard, be honest, not be lazy, and help advance the organisation.

Based on the Minister of Labor Regulation No. 13 of 2015 concerning the Organization and Work Procedure of the Ministry of Labor, in Article 85, the General Bureau of the Ministry of Labor has the task of carrying out household administrative affairs, pro-curement services for government goods/services, management of facilities and infrastructure, administrative management, and management of correspondence as well as Ministry archives. In carrying out their duties, several problems were found related to employee performance in the General Bureau of the Ministry of Labor. These problems include; the lack of skills in operating equip-ment resulting in delays in completing work, and the inability to implement a strategy and mastery of new components which can adversely affect the organisation. Not only that, the attitude and sense of responsibility of General Bureau employees are still consi-dered lacking by looking at the level of employee attendance and discipline regarding employee arrival time. Employee delays affect the completion of work, and that is not by the target of work achievement. Other problems encountered include frequent changes or rotation of officials or leaders, causing leaders to not understand the knowledge, skills, and attitudes possessed by the current hono-rary employees.

Employment data from the Ministry of Labor in 2019 shows that of 201 employees, there are 82 employees with bachelor education consisting of 37 civil servants and 45 honorary employees. Budget constraints lead to a limited number of civil servants, which leads to the human resources to recruits qualified people as honorary employees. Conditions in the field indicate the amount of workload given to honorary employees is bigger than the workload of civil servants. Meanwhile, control over work implementa-tion and guidance is more focused on civil servants, which results in a lack of structuring in honorary employees. Based on the back-ground above, this paper was made. This paper aims to examine the effect of knowledge, skills and attitudes of honorary staff on employee performance with work experience as a moderating variable.

LITERATURE REVIEW Knowledge, according to Kusumadmo (2013), is the full use of information and data that is equipped with the potential

skills, competencies, ideas, intuition, commitment, and motivation of the people involved. Davenport and Prusak in Andrawina et al. (2008), broadly defines knowledge as a mixture of experience, values, contextual informal, and expert views that provide a frame-work for evaluating and uniting new experiences and information. Knowledge can be obtained through methods of rationalism, em-piricism, criticism and positivism (Kebung, 2011: 51-61). The factors that can affect one's knowledge are education, mass me-dia/sources of information, socio-cultural and economic, environment, experience, and age (Fitriani in Yuliana, 2017).

According to Notoatmodjo (2010), a person's knowledge of objects has different intensities and can be broadly divided into six levels, namely:

1. Know, is defined as recall of memory that has existed before after observing something 2. Comprehension, which is not just being able to mention, but the ability to interpret correctly about objects that are

known before 3. Application, which is the ability to use or apply the principle that has been known in other situations 4. Analysis, namely the ability of a person to describe and separate, and look for relationships between the compo-

nents contained in a problem or object known



5. Synthesis, which is the ability to summarise or put in a logical relationship from the components of knowledge pos-sessed, and

6. Evaluation, which is the ability to justify or evaluate a particular object. According to Suprapto (2009: 135), skill is an ability to translate knowledge into practice so that desired work results are

achieved. Spencer in Wibowo (2007: 325) argues that skills are the ability to do certain physical or mental tasks. Katz in Silalahi (2002: 56) identifies the basic types of skills, namely; engineering skills, administrative skills, human relations skills, conceptual skills, and diagnostic skills. The factors that can affect skills are the level of education, age, and experience (Notoadmodjo, 2007).

According to Sarwono (2009: 201), attitude is a term that reflects someone's happy, displeased, or mediocre (neutral) feel-ings about something. Azwar (2007) argues that attitude is a mental mechanism that evaluates, shapes views, colours feelings and will help determine the tendency of individual behaviour towards other humans or something being faced by individuals. Jazen in Arumsari (2014) states that attitudes can be learned, attitudes define our predispositions to aspects that occur in the world, atti-tudes provide a basis for feelings for our personal relationships with others, and attitudes are evaluative statements, both favourable and unfavourable about objects, people, or events.

Katz (in Wawan and Dewi, 2010: 23) states that attitude has several functions, namely; instrumental function or adjustment function, ego defence function, value expression function, and knowledge function. An attitude has three components, namely, cog-nitive, affective, and behavioural components (Azwar, 2007). An attitude can be positive and can be negative (Purwanto in Maema-nah, 2014). The factors that influence a person's attitude are; personal experience, the influence of others who are considered im-portant, cultural influences, mass media, educational institutions and religious institutions, as well as the influence of emotional fac-tors (Azwar, 2013).

Boxall et al. (in Mokaya and Gitari, 2012) state that employee performance is a function of ability, motivation and opportuni-ty, or abbreviated as AMO. These three things are the basic things of an employee's productivity. Meanwhile, according to Mangku-negara (2011: 67), performance is: "Work results in quality and quantity achieved by an employee in carrying out their duties by the responsibilities given to him".

Employee performance is the result of work both in quality and quantity produced by employees or actual behaviour that is displayed by the responsibilities given to him (Murty and Hudiwinarsih, 2012). Employee performance is a measure that can be used to determine the comparison of the results of the implementation of tasks, responsibilities given by the organisation in a certain pe-riod and can be used relative to measure work performance or organisational performance (Gibson, 2010: 220).

According to Mangkunegara (2011: 67), employee performance can be divided into five dimensions and ten indicators, namely:

1. The quantity of work, measured by speed and ability 2. The quality of results, measured by tidiness, accuracy, and work results 3. Cooperativeness, measured by the fabric of cooperation and compactness 4. Responsibility, measured by work and decision making 5. Initiative, measured by capability indicators According to Moorhead and Chung/Megginson, in Sugiyono (2009: 12) employee performance is influenced by several fac-

tors, namely: quality of work, quantity of work, work knowledge, teamwork, creativity, innovation, and initiative. Work experience is a measure of the length of time or years of work that has been taken by someone who can understand

the tasks of a job and has done well (Ranupandojo in Nuruni, 2014). According to Sudarmanto (2014: 55), work experience is an im-portant element in shaping the mastery of one's competence on a task. Marwansyah (2014: 135) argues that work experience is one of the factors that can affect performance in organisations through the knowledge, skills and abilities possessed by employees to assume responsibilities from previous work because work experience is a very important role in the organisation.

Handoko T. Hani (2011: 241) argues that several factors affect employee work experience, namely; personal background in-cluding education, courses, exercises, and work; talent and interest; attitudes and needs; analytical and manipulative abilities; and technical skills and abilities. According to Handoko in RafikaFaris et al. (2016) indicators of work experience are; length of time/work period, level of skills and knowledge possessed, and mastery of work and equipment.

The general objective of this study was to examine the effect of knowledge, skills and attitudes of honorary staff on em-ployee performance with work experience as moderating variable in the general bureau of the ministry of labour. These general ob-jectives are then divided into specific objectives. The specific purpose is to analyse and explain how large; (1) the effect of honorary staff knowledge on employee performance; (2) the effect of the skills of temporary staff on employee performance; (3) the effect of the attitude of honorary staff on employee performance; (4) the effect of honorary staff knowledge on employee performance with work experience as moderating variable; (5) the effect of the skills of temporary staff on employee performance with work expe-rience as moderating variables; (6) the effect of the attitude of honorary staff on employee performance with work experience as moderating variables. Based on these objectives and the literature review that has been done, the conceptual model that can be generated in this study is as shown below.



Figure 1. Conceptual Model

Notes: H1: honorary staff knowledge affects employee performance H2: honorary staff skills affect employee performance H3: the attitude of honorary staff affects employee performance H4: honorary staff knowledge affects employee performance with work experience as moderating variables H5: Honorary staff skills affects employee performance with work experience as moderating variables H6: the attitude of honorary staff affects employee performance with work experience as moderating variables Knowledge is also interpreted as the result of human sensing or the result of knowing someone about an object through

their senses (eyes, nose and so on), by itself at the time of sensing to produce knowledge. This is strongly influenced by the intensity of attention and perception of objects (Notoatmodjo. 2007: 140).

Skill is the ability to use reason, thoughts and ideas and creativity in doing, changing or making something more meaningful to produce a value from the results of the work. There is also another understanding that defines that skill is an ability to translate knowledge into practice, so that desired work outcomes are achieved (Suprapto, 2009: 135).

Attitude, according to Sarwono (2009: 201) attitude is a term that reflects the pleasure, displeasure, or feeling mediocre (neutral) from someone towards something. It is something that can be objects, events, situations, people or groups, if what arises from something that is a feeling of pleasure, then it is called a positive attitude. While feelings of displeasure are called negative atti-tudes, if nothing arises, it means that the attitude is neutral.

Boxall et al. (in Mokaya and Gitari, 2012) employee performance is a function of ability, motivation and opportunity, or ab-breviated as AMO. These three things are the basic things of an employee's productivity. Meanwhile, according to Mangkunegara (2011: 67), Performance is: "Work results in quality and quantity achieved by an employee in carrying out their duties by the respon-sibilities given to him".

Work experience is a measure of the length of time or years of work that has been taken by someone who can understand the tasks of a job and has done well (Ranupandojo in Nuruni, 2014). Meanwhile, according to Nitisemito in Rofi (2012), work expe-rience is something or ability possessed by employees in carrying out the tasks assigned to him.

Research conducted by Kandou, Lengkong, and Sendow (2016) shows that knowledge management, skills, and attitude have a positive and significant influence on work performance and have a significant and positive influence partially on employee perfor-mance. The results of this study are in line with Mahfud's (2016) research which shows that knowledge, skills and attitude have a positive effect on employee work performance.

Knowledge (X1)

Skill (X2)

Attitude (X3)

Employee Perfor-mance (Y)

Epsilon (ε)

Working Expe-rience (Z)

H1

H2

H3

H4 H5 H6



METHODOLOGY This research is a quantitative study that aims to provide a fairly clear picture of the problem under study. The population in

this study is employees of the General Bureau of the Ministry of Labor. Samples were taken by simple random sampling technique, and 80 samples were obtained consisting of 40 civil servants and 40 honorary staff.

Data is obtained through observation and distribution of questionnaires. The questionnaire used contained a Likert scale (1-5). The data collected was then tested using the Structural Equation Model (SEM) approach based on Partial Least Square (PLS). Ac-cording to Santoso (2014), SEM is a multivariate analysis technique which is a combination of factor analysis and regression analysis (correlation), which aims to examine the relationship between variables in a model, be it between indicators with their constructs, or relationships between constructs. RESULTS AND DISCUSSION.

Descriptive statistical results show that in this study, the number of male and female respondents was balanced (35 and 45).

Most respondents were in the age range of 25-34 years, followed by an age range of 34-42 years and ages 43-51 years each totalling 45, 25, and 10 respondents.

According to Sugiyono (2009), before testing hypotheses to predict the relationship between latent variables in structural capital, testing of measurement models must be done first to verify indicators and latent variables. This test includes testing the con-struct validity (convergent validity and discriminant validity) and constructs reliability testing. Validity test is done by using evaluation measurement (outer) model, which is by using convergent validity, the amount of loading factor for each> 0.50 towards the intended variable. Next is the measurement model output or outer model with PLS. The output describing the relationship between latent variables and indicators is as follows:

Table 1. Measurement of Convergent Validity Criteria

No Notation Indicators Loading factor

Convergent Validity Criteria

Notes

1. X1.1 Rationalism 0,866

>0,6

Valid 2. X1.2 Empiricism 0,836 Valid 3. X1.3 Criticism 0,853 Valid 4. X1.4 Positivism 0,890 Valid 5. X2.1 Proficiency in mastering work 0,799 Valid 6. X2.2 Accuracy in completing work 0,967 Valid 7. X2.3 The ability to control yourself 0,884 Valid 8. X2.4 Confidence in completing work 0,824 Valid

10. X2.5 The ability to train yourself to be better 0,732 Valid 11. X3.1 Instrumental function 0,784 Valid 12. X3.2 The ego's defense function 0,838 Valid 13. X3.3 Value expression function 0,852 Valid 14. X3.4 The function of knowledge 0,839 Valid 15. Y.1 Work Quantity 0,851 Valid 16. Y.2 Quality of results 0,835 Valid 17. Y.3 Cooperation 0,896 Valid 18. Y.4 Responsible 0,891 Valid 19. Z.1 Long time / working period 0,855 Valid 20. Z.2 Level of skills and knowledge possessed 0,861 Valid 21. Z.3 Mastery of work and equipment 0,896 Valid The next evaluation is to look at and compare between discriminant validity and the square root of average variance ex-

tracted (AVE). The measurement model is assessed based on cross-loading measurements with constructs. If the correlation of con-structs with each indicator is greater than the size of the other constructs, then the latent construct predicts the indicator better than the other constructs. If the value is higher than the correlation value between the constructs, then good discriminant validity is achieved (if AVE> 0.5).



Following are the results of measurements with AVE on each indicator.

Table 2. Measurement with AVE Criteria Average Variance Extracted (AVE)

Knowledge (X1) 0.742

Skill (X2) 0.714

Attitude (X3) 0.687

Performance (Y) 0.754

Work Experience (Z) 0.758

Moderating Effect 1 1.000



Testing the validity with convergent validity and convergent validity obtained valid indicators to measure latent variables (X).

The results of testing the validity of the data, the indicators that meet the criteria are 20 indicators. The indicators that meet the va-lidity testing criteria are as follows:

Figure 2. Outer Model (Final Indicators)



To determine composite reliability, if the composite reliability value> 0.8 can be said that the construct has high reliability

or> 0.6 is said to be quite reliable. The reliability test results with composite reliability show that all latent variables have composite reliability values> 0.8, meaning that all independent latent variables are appropriate and feasible to be variables tested to determine their effect on the latent dependent variable, namely Performance.

In PLS, the reliability test is strengthened by the existence of Cronbach alpha, where the consistency of each answer is tested. Cronbach alpha is said to be good if α ≥ 0.6 and said to be sufficient if α ≥ 0.4. The results of the Cronbach alpha measure-ment are as follows:

Table 3.Cronbach Alpha Measurement Cronbach's Alpha

Knowledge (X1) 0.884

Skill (X2) 0.898

Attitude (X3) 0.848

Performance (Y) 0.891

Work Experience (Z) 0.841




The goodness of fit models is measured using R-square dependent latent variables with the same interpretation as regres-

sion. Q-Square predictive relevance for structural models, measuring how well the value of observations produced by the model and also the estimated parameters. R-square value> 0 indicates the model has predictive relevance otherwise if the R-square value ≤ 0 indicates the model has less predictive relevance.

The results of the measurement of the inner model with PLS show an R Square value of 0.956. This R Square figure results can be explained that the influence of Knowledge (X1), Skill (X2), Attitude (X3), and Work Experience (Z) variables give a value of 0.956 which can be interpreted that the latent dependent variable can be explained by the independent latent variable of 95.6 %, while 4.4% is explained by other variables outside the study. From these figures, it can be categorized that the dependent variable can be explained by independent variables on a moderate scale.

The Adjusted R Square value has a value between 0 and 1. If the Adjusted R Square value is getting closer to 1, it shows that the independent latent variable (X) explains the variation of the latent dependent variable (Y) the better. In this study, the Adjusted R Square value was 0.953 or 95.3%. It can be concluded that 4.7% of the variation that occurs in the Y variable can be explained by the independent latent variable, while the rest can be explained by other variables.

In hypothesis testing, the value analysed is the value that exists on the t-statistic generated from the PLS output by compar-ing with the t-table value. PLS output is an estimation of latent variables which is an aggregate linear of the indicator. The hypothesis used is as follows: Test criteria with a significance level (α) of 5% are determined as follows:

a. If t-count> t table is more than 1.99, then the hypothesis is accepted. b. If t arithmetic <t table, which is less than 1.99, then the hypothesis is rejected. Hypothesis testing with PLS is carried out in two stages, namely directly calculating the effect of the independent latent va-

riable on the latent dependent variable and calculating the effect of the independent latent variable on the latent dependent varia-ble with moderating work experience. The PLS Bootstrapping output to test the research hypothesis (H1 to H6) is as follows:



Table 4. Bootstrapping (Path Coefficient) Hypothesis

Original

Sample (O)

Mean Sample

(M)

StandardDeviation

(STDEV)

T statistic

(|O/STDEV|)

X1 -> Y 0,859 0,865 0,075 11,426

X2 -> Y 0,224 0,204 0,091 2,453

X3 -> Y -0,210 -0.206 0,088 2,393

Moderating Effect 1 X1*Z -0,069 -0.084 0,078 0,887

Moderating Effect 1 X2*Z 0,270 0.037 0,108 2,487

Moderating Effect 1 X3*Z -0,248 -0.273 0,104 2,400

Hypothesis test results indicate that there is an influence of knowledge on employee performance (t-statistic = 11,426, a

significance level of 5% = 1.99). This is in line with the research of Kosasih and Budiani (2007), which shows that Knowledge man-agement influences employee performance. As researched by Efraim (2013), this study also proved the influence of skills on em-ployee performance (t-statistic = 2.453). Not only that, but this study is also in line with Rahman (2010) research results and shows that there is indeed an effect of attitude on employee performance (original sample value = -0.210 and t-statistics = 2.3393). Never-theless, this study cannot demonstrate the effect of knowledge on employee performance by moderating work experience (original sample value = -0.069 and t-statistic 0.887).

Statistical test results also indicate that there is an effect of skills on employee performance by moderating work experience (original sample value = 0.270 and t-statistics = 2.487), and there is an effect of attitude on employee performance by moderating work experience (original sample value = -0,248 and t -statistics = 2,400).

CONCLUSION

Some things that can be concluded in this study are; there is an influence of knowledge on employee performance (t-statistic = 11,426, a significance level of 5% = 1.99); there is an effect of skill on employee performance (t-statistic = 2.453); there is an influence of attitude on employee performance (original sample value = -0.210 and t-statistics = 2.339); there is no influence of knowledge on employee performance by moderating work experience (original sample value = -0.069 and t-statistic 0.887); there is a skill effect on employee performance by moderating work experience (original sample value = 0.270 and t-statistics = 2.487); there is an effect of attitude on employee performance by moderating work experience (original sample value = -0,248 and t-statistics = 2,400). REFERENCES

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Documents

THE EFFECT OF KNOWLEDGE, SKILL AND ATTITUDE OF ......Katz (in Wawan and Dewi, 2010: 23) states that attitude has several functions, namely; instrumental function or adjustment function,