Human Resource Management Research 2015, 5(5): 116-123
DOI: 10.5923/j.hrmr.20150505.02
Affecting Factors on the Performance Quality of
Educational Staff in University of Brawijaya
Marsuki1,*, Liartha S. Kembaren2
1
Doctoral Program of Human Resources, Faculty of Social Science, Berkley University, Jakarta, Indonesia
2
Faculty of Social Science, Berkley University, Jakarta, Indonesia
Abstract The development of intellectual, emotional and spiritual quotient is essential for future generation. In the
perspective of staff performance in organization needs the staff to have work discipline, either for public or private institution
in achieving their goals in short, medium and long term program as their final purposes. It is the task of manager in various
ways to ensure that the staff’s activities and output were in line to their organizational goals. Thus it needs a study on the
evaluation of effective intellectual, emotional, and spiritual quotient towards work discipline of the staff. This study was
aimed to assess the relationship between the quality performance of staff in University of Brawijaya based on the factors of
age, education, spirituality and success experiences. Data collected by the instruments of questionnaire, in-depth interview,
and documentation. The data were analysed by describe the frequency distribution of the variables, including age, education,
spiritual and work experience. The distribution was analysed further by reliability test. The results showed that age was
significantly affecting the level of education, and vice versa. Education was affecting the spiritual quality significantly and
vice versa. The spiritual factor affects significantly on the quality and quantity of success experience that obtained by the staff,
and reversely. Thus, we conclude that the factors of age, education, spiritual, and success experience were related on each
other in generating qualified educational staff’s performance.
Keywords Intellectual, Emotional and spiritual Quotient, Organization, Staff Performance
1. Introduction
Era of globalization require institutions to take proper
strategic decision in competition of the institutional
development which became tighter and more competitive.
The decision related to various functional aspects. An
aspect that should be concerned by the organization in
managing its functional managements is to manage their
human resources to improve the work efficiency and
effectiveness. The problem on work discipline is the centre
of the study which always faced by the institutional
management. Thus the management should acknowledge
the factors which affecting the work discipline of their staff.
Factors that affect the staff’s work discipline would act as
consideration for institution management to take various
necessary policies. Thus improve the work discipline of
staff to accordant the institution expectations [1].
Ravianto [2] mentioned the factors that affect the work
discipline of the staff consisted of education and training,
discipline, attitude and work activities, motivation, working
period, nutrition and health, income level, social assurance,
working environment, and the need for achievement. These
* Corresponding author:
[email protected] (Marsuki)
Published online at http://journal.sapub.org/hrmr
Copyright © 2015 Scientific & Academic Publishing. All Rights Reserved
factors affect the staff in conducting their task, thus the
output is the work discipline of the staff themself, either
getting better or worse.
People starts to realize and aware that it is not only
intellectual intelligence to achieve success, but we also need
other skills to be the front men. Boyatzis [3] also explained
that found the proper person for the organization is not easy,
because it needs more than better education and talent.
There are psychologies factors which underlie a person with
their organization. Psychologies factors that affect the
personal abilities in the organization include the ability in
self-management, initiative, optimism, ability to coordinate
self-emotion, and to think calmly without emotion.
Carrusso stated to support the emotional quotient [4].
However in practices, intellectual which measured by IQ is
still essential for the success work. Experts still believed
that someone with high IQ level would be more successful
in their jobs. Otherwise, Zohar and Marshal [5] also
explained that spiritual intelligence allows human to have
complete intelligence of intellectual, emotional and spiritual.
Similar to Mudali [6] and Adlin [7] explanation that to be
smart is not only describe with high IQ level, but to be real
smart someone should has spiritual quotient (SQ).
Human resources were created with expected abilities
and qualities, e.g. honest, clean and dignified which
competent to face the challenge, have effective work and
good work discipline. Thus they can achieve and increase
Human Resource Management Research 2015, 5(5): 116-123
optimal results. Therefore, this study was aimed to assess
the relationship of staff’s performance quality in University
of Brawijaya towards the factors of age, education, spiritual
mentality, and success experience.
2. Materials and Methods
Arikunto [8] explained that the design or approach in
research affected by the number and type of variable, and
reversely the variable itself affected by the type of research
approach. This research used integrated quantitative and
qualitative approach. The quantitative study based on data to
produce valid quantitative estimation [9].
2.1. Data Collection
The research population consisted of staff representative
in Rector Office and Faculties in University of Brawijaya.
Total of 213 respondents were asked to fill the questionnaire
and depth interviewed. Data collection used several methods
as follows.
2.1.1. Questionnaire
Data collected by giving the respondents a set of questions
arranged in a questionnaire. Questionnaire is an efficient
data collection method if the researcher recognizes well the
variables and what was expected from the respondents.
2.1.2. In-depth Interview
Interview was conducted in details to the respondents or
informants to acknowledge the real condition of the research
object and the background issues. The respondents that
interviewed were prioritized to the key persons such as the
head of sub-division, the coordinator of a unit, and head of
administration.
2.1.3. Documentation
Data and information were collected by assessing the
printed or written documents in secondary data sources, e.g.
117
the organization history and other references related to the
research. Unit archive were also assessed to complete the
data collection.
2.2. Data Analysis
Data analysis conducted by frequency distribution on
variables of age, education, spiritual mentality, and success
experience. The results of frequency distribution was
analysed further by reliability test.
3. Results and Discussion
3.1. Factor of Age
Age-productivity profiles are vital indicators in several
areas of research. Given that older individuals are less
productive, an aging working population can lower
economic growth and decrease fiscal sustainability. Skirbekk
studied that individual job performance is found to decrease
from around 50 years of age [10]. Thus, variables that related
to the factor of ages in this subsection need to be evaluated,
as perceived by the respondents.
3.1.1. Respondents
Age of respondents in this study were grouped into two
groups, respondents with <50 years old for 93.4%, and ≥50
years old for 6.6%. Most of the staffs in Rector Office and
Faculties, University of Brawijaya, is still in the productive
age (<50 years old). Thus they work more professional until
they enter the pension preparation.
3.1.2. Distribution of Social Incentives
Respondents perceived that social incentives were
equally given to all age group (Table 1), for 68.5%, while
only 6.1% disagree. Average values of 3.62 reliability
implied that most staff perceived their senior already gave
social incentives (e.g. mourning fund) to ease the staff’s
expenses.
Table 1. Equal distribution of variables on all age group
Variables
Social incentives
Percentage of respondents (%)
strongly disagree
disagree
doubt
agree
strongly agree
0
6.1
0
25.4
68.5
Reliability
3.62
Sufficient life's needs
0
6.1
0
29.1
64.8
3.59
Senior appreciation
0
6.1
0
32.9
61
3.59
Achievement appreciation
0
6.1
0
25.4
68.5
3.62
Flexibility to work independently
0
6.1
0
29.1
64.8
3.59
Right to make decision
0
6.1
0
32.9
61
3.55
Promotion based on performance
0
6.1
0
25.4
68.5
3.62
Opportunity to complete the task
0
6.1
0
25.4
68.5
3.62
Opportunity to try new methods
0
6.1
0
29.1
64.8
3.59
Free to show self-ability
0
6.1
0
32.9
61
3.55
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Marsuki et al.: Affecting Factors on the Performance Quality of Educational Staff in University of Brawijaya
3.1.3. Fulfilment of Life Needs
Most of the staff (64.3%) perceived that the fulfilment of
life needs was sufficient for all age group (Table 1). The
average reliability value is 3.59 means that most staff
perceived their income sufficient to fulfil life minimum
needs.
3.1.4. Senior Appreciation
Appreciation from senior perceived applies to all age
groups by most respondent, i.e. 61%, whereas, only 6.1%
disagree. Most staff acknowledges their senior appreciation
when the job was completed well, with average values of
3.59 (Table 1).
3.1.5. Appreciation towards Achievement
Most respondents (68.5%) were strongly agreed if the
senior staff give praise and awards towards their
achievement. The average value of reliability is 3.62 (Table
1).
3.1.6. Flexibility on Independent Work
Total of 64.8% respondents perceived strongly agree that
they got enough flexibility to do their job independently,
while only 6.1% respondents was disagreed. The average
value of reliability is 3.59 (Table 1).
3.1.7. Rights on Decision Making
Most respondents (61%) were strongly agreed that all age
groups have gotten their rights on the decision making for
completing their tasks. The average reliability value of 3.55
showed that the staffs have sufficient rights to make decision
in their job.
3.1.8. Performance-based Promotion
The job promotion was according to the work
achievement and regardless of age. It perceived by most
respondents for 68.5% (Table 1). The average reliability is
3.62, implied that they strongly agree if the promotion and
salary were given as compatible as their work achievement.
3.1.9. Opportunity to Complete Their Task
Total of 68.5% respondents has the perception that they
get sufficient opportunity to complete their tasks. It is also
implied in the reliability value of 3.62 (Table 1).
3.1.10. Opportunity in Trying New Method
Total of 138 respondents (64.8%) stated that they got
opportunities to try new method, although 6.1% respondents
disagree (Table 1). This variable gets average value of 3.59
which implies that they have chances to try their own method
to complete their tasks.
3.1.11. Freedom to Show Their Self-ability
Total of 130 respondents (61%) strongly agreed that they
have the freedom to show their ability and applies to all age
groups. Average value of reliability 3.55 implies that they
free to do anything that show their ability in work.
3.2. Factor of Education
3.2.1. Level of Education
Results show that respondents with bachelor level of
education are 98 persons (46%). The staffs have the
knowledge and skill appropriate to the need of the institution.
Staff with good competent and achievement would need
higher level of education to improve their performance.
In contemporary American society, the amount of
schooling that adults complete is also somewhat predictive
of their social status. Occupations considered high in
prestige (e.g., law, medicine, even corporate business)
usually require at least a college degree-16 or more years of
education-as a condition of entry. It is partly because
intelligence test scores predict years of education so well that
they also predict occupational status, and even income to a
smaller extent [11].
There are a number of reasons why children with higher
test scores tend to get more education. They are likely to get
good grades, and to be encouraged by teachers and
counselors; often they are placed in "college preparatory"
classes, where they make friends who may also encourage
them. In general, they are likely to find the process of
education rewarding in a way that many low-scoring
children do not [12]. These influences are not omnipotent:
some high scoring children do drop out of school. Many
personal and social characteristics other than psychometric
intelligence determine academic success and interest, and
social privilege may also play a role. Nevertheless, test
scores are the best single predictor of an individual's years of
education.
3.2.2. Opportunity to Use Their Competencies
More than 90% respondents perceived that they get
opportunities to use their competencies for the job (Table 2).
The average value of 3.52 for the reliability showed that the
staffs have the chances to use all their competencies in their
job. Moreover, many occupations can only be entered
through professional schools which base their admissions at
least partly on test scores: the MCAT, the GMAT, the LSAT,
etc. Individual scores on admission-related tests such as
these are certainly correlated with scores on tests of
intelligence [11].
3.2.3. Personal Skills
Most respondents agreed that personal skills support the
job implementation. However, 12.7% disagree about it
(Table 2). Average value of 3.37 implied that personal skills
indeed supporting the task completion.
Our educational systems develop new courses to help
young people develop the skills to analyse, accept or reject
what they view and hear through the media [13]. This skill
become personally what made the performance of the staff is
Human Resource Management Research 2015, 5(5): 116-123
completed.
3.2.4. Expertise Placement
Most respondents perceived that the staff placement is
already in accordance to their expertise, with the average
value of reliability 3.40 (Table 2). Phases that generally used
in job placement are: pre-employment, job placement/hiring,
and post-placement [14]. Exact staff’s placement also
supported by discussion on task-related issues, address
employer’s disability related concerns and disclosure,
continue by giving an assist in overcome the difficulties. It is
also important to develop job placement regards to generic
and specific jobs [14].
3.2.5. Education, Training, and Work Experience
Only 8.5% respondents were disagreed that education,
training and work experience support their current job.
Otherwise, the remaining respondents agreed that education,
training and work experience support their current job. It is
supported by the average reliability value of 3.52 (Table 2).
As previously explained, level of education and personal
skill that might be obtained through training or workshop are
affecting the staff’s performance in completing their tasks.
The social factors include not only an overall cultural/
social/school setting and a particular family but also a unique
"micro-environment" of experiences that are shared with no
one else (herein life and work experiences). Unique
individual experience makes the largest contribution to IQ
[15].
3.2.6. Challenge in Job
Perception that the job is challenging is found on most of
the respondents answers. This variable has an average value
of reliability 3.37 (Table 2). No interest in the tasks, or the
position in which the staffs begins in a job, may initially put
forth of their best effort. However, employee will often
become bored with the work if no intrinsic motivation to
119
succeed available. In contrast, they can entirely too
overwhelmed to handle responsibilities may prove to be too
demanding. In an instance like this, the employee will search
for another position that offers the financial security they
need with job characteristics that challenge them
appropriately [16]; thus achieving the initial organization’s
goals.
3.2.7. Opportunity for Work Achievement
Most respondents agreed that the staffs have been given
opportunities to get achievement. It is supported by the factor
of education that owned by the staff. The average value 3.40
for reliability means that the staff perceived the opportunities
was enough for them to make achievements.
Employees commonly have the willing to know that their
employers recognize their achievements in the workplace.
They need to feel appreciated, as workers and as people [17].
Often the employers more focused on production and
revenues, rather than with their employees, or even their
customers. The employers should encourage their staffs to
achieve more [18]. As evidenced also by Öksüzoğlu-Güven
[19], although sociopolitical or structural limitations may
impose challenges in creating a systematically working
motivation scheme, it is still possible to initiate individual
motivation through available utilising intrinsic tools.
3.2.8. Self-reliant
The results showed that the staffs have the chances to be
independent in completing their tasks. Average value of 3.52
(Table 2) for reliability showed that the respondents has
sufficient chances to develop their self-reliant.
Kim and Ismail explained their study on rural
development in Nigeria which needs self-reliance as the key
to sustainable development [20]. They defined self-reliance
as independence; to think and act without the help or
influence of others, to decide what you should be or do.
Table 2. Respondents’ perception on variables in education factor
Percentage of Respondents (%)
Variables
Strongly
Disagree
Disagree
Doubt
Agree
Strongly
Agree
Reliability
Staff has the opportunity to use their competencies
0
8.5
0
31.5
60
3.52
Personal skill supports the task completion
0
12.7
0
37.5
49.8
3.37
Placement according to the staff's expertise
0
11.3
0
37.1
51.6
3.4
Education, training and work experience support their job
0
8.5
0
31.5
60
3.52
Challenge in the job
0
12.7
0
37.5
49.8
3.37
Staff has opportunity for their work achievement
0
11.3
0
37.1
51.6
3.4
Staff has sufficient chances to independently think and act
(self-reliant)
0
8.5
0
31.5
60
3.52
Senior staff has competent to make the right decision
0
8.5
0
31.5
60
3.52
Senior staff has competent to handle the junior staff
0
12.7
0
37.5
49.8
3.37
Senior staff actively support junior staff participation
0
11.3
0
37.1
51.6
3.4
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Marsuki et al.: Affecting Factors on the Performance Quality of Educational Staff in University of Brawijaya
3.2.9. Correct Decision Making
The ability of senior staff to make correct decision was
perceived well by the respondents for more than 90% (Table
2). The reliability value is 3.52, thus the staff appraise their
senior for having the correct decision. Head of Sub-division
should devote substantial efforts to making appropriate
decisions. Many important theorists and practitioners
consider decision-making to be the most critical, core
managerial function. Therefore they need to enhance
knowledge of the decision-making process, including related
theory and approaches, methods and techniques, and also
develop advanced personal decision skills [21].
3.2.10. Competent to Manage Junior Staff
Most respondents assessed that their senior has the ability
to handle the staff with average reliability value 3.37 (Table
2). In complex and fast changing working environment,
managers are faced with a multitude of decisions every day,
to manage their staffs [21].
3.2.11. Active Leadership
Most respondents stated that their senior has active
leadership style to encourage the junior staff to participation
in the institutional activities. This variable has average
reliability value as much as 3.40 (Table 2). Active
Management by Exception model emphasized that leaders at
all levels are encouraged to monitor their subordinates’
performance and provided corrections, as needed [22].
3.3. Factor of Spiritual Intelligence
Religiosity and spiritual are found influencing attitude and
shaping human experience, meaning and behaviour [23].
Spiritual intelligence helps employee in the context of
relationships and align personal values with a clear sense of
goals that perform a high level of work integrity [24]. Chin
et al. [24] explained that spiritual intelligence is the set of
abilities that individuals use to apply, manifest and embody
spiritual resources, values and qualities in ways that enhance
their daily functioning and well-being. Both intelligences
create a more conducive, a better working environment
relates to a higher level of productivity. Below we explain
the spiritual intelligence of the staff in university of
Brawijaya as followed variables.
3.3.1. Implementation of Spiritual Mentality
The results showed that half of the respondents (50.2%)
has knowledge and implement their spiritual mentality in
their daily life. Therefore, the spiritual mentality of the staffs
in University of Brawijaya Malang categorized as fairly
good, however need further improvement.
3.3.2. Work Discipline
Work discipline cannot be well achieved without spiritual
mentality. Most respondents agreed a better spiritual
mentality will improve the work discipline, with 3.68
reliability value to this variable (Table 3).
3.3.3. Work Performance
More than 90% of the respondents agreed that spiritual
mentality affecting the work performance. The average value
of reliability for this variable is 3.64 as seen in Table 3.
3.3.4. Work Quality
Most respondent thought that spiritual mentality will
support the use of skill in the work which enhances the work
quality. The reliability of this variable has 3.57 average
values (Table 3).
3.3.5. Mental Mentoring
Mental mentoring was perceived as necessary activity by
the most of the respondents (96.7%) for improving their
work quality. The reliability of this variable is 3.68 (Table 3).
Table 3. Respondents’ perception on variables in spiritual mentality factor
Percentage of Respondents (%)
Variables
Strongly
Disagree
Disagree
Doubt
Agree
Strongly
Agree
Reliability
Spiritual mentality affect the work discipline
0
3.3
0
25.3
71.4
3.68
Spiritual mentality affect the work performance
0
8.5
0
18.3
73.2
3.64
Spiritual mentality support the quality of work
0
8.5
0
26.2
65.3
3.57
Mental mentoring support the quality of work
0
3.3
0
25.3
71.4
3.68
Challenge in job needs specific mental
0
8.5
0
18.3
73.2
3.65
Mental mentoring is beneficial for the staff
0
8.5
0
26.2
65.3
3.57
Spiritual mentality of the staff needs continuous
improvement
0
3.3
0
25.3
71.4
3.68
Senior staff's ability to make correct decision
0
3.3
0
25.3
71.4
3.68
Senior staff's ability to handle the junior staff
with conscience
0
8.5
0
18.3
73.2
3.65
Senior staff suppose not to hurt the subordinate
0
8.5
0
26.2
65.3
3.57
Human Resource Management Research 2015, 5(5): 116-123
121
3.3.6. Work Challenge
3.4.2. Work Discipline
Challenge in the staff’s work needs specific mental ability.
Most respondents stated that their job needs particular
mentality to be completed, with reliability average value of
3.65 (Table 3).
Success experience encourages the work discipline of the
staff according to most respondents, as implied in the
average reliability value of 3.49 (Table 4).
3.3.7. Beneficial Spiritual Mentoring
3.4.3. Work Experience on Work Discipline
The staff perceived that the spiritual mentoring is
beneficial for them to pursue the work achievement. The
average value of reliability is 3.57 for this variable (Table 3).
Respondents mostly has the opinion that without success
experience, the work discipline will not work out well. It is
implied in the average value of reliability as much as 3.45
(Table 4).
3.3.8. Work Discipline
3.4.4. Work Experience on Work Achievement
Most staff considers that they need to improve their
spiritual mentality continuously. Only less than 5%
disagreed, with the reliability value 3.68 (Table 3).
Staff with experience will have good achievement in their
work. Most respondents agreed, while only 4.7% disagreed.
The mean value of reliability for this variable is 3.56 (Table
4).
3.3.9. Senior Staff Decision Making
Correct decision has already been made by the senior staff
according to the most respondents. Only 3.3% disagreed
with it. The reliability value averaged for 3.68 implied that
their senior has the mentality to make correct decision.
3.3.10. Senior Staff’s Conscience
Total of 91.5% respondents agreed that the senior staff
handle their subordinate with conscience (Table 3). The
average value of 3.65 for reliability showed their approval
that their senior has conscience in managing their
subordinates.
3.3.11. Senior Staff’s Leadership
Total of 91.5% respondents agreed that the senior staff
suppose not to hurt their subordinate (Table 3). The average
value of 3.57 for reliability showed their approval that their
senior has the leadership style which not hurt the
subordinates while encouraging them to participate.
3.4. Factor of Success Experiences
3.4.5. Self-reliant in Works
The flexibility to have self-reliant in work is sufficient
according to most respondents (97.2%). The average value
of reliability is 3.49 (Table 4), means that most staff agreed
they get sufficient space to work independently.
3.4.6. Decision Making
Success experience affects the ability of decision making.
Most respondents agreed, while only 4.7% respondents
disagreed. The reliability value averaged 3.56 for this
variable (Table 4).
3.4.7. Promotion
The job promotion should be corresponded to the staff
achievement and experiences. Most respondents agreed with
the statement, less than 3% stated their disagreement. The
average value of reliability for this variable is 3.49 as seen in
Table 4.
3.4.8. Faster Performance
3.4.1. Work Achievement
Experience affects the work achievement according to the
most respondents (95.3%). The average value of this variable
is 3.56 for reliability (Table 4).
The experience to perform faster was perceived by most
respondents. The average value of reliability is 3.45 (Table
4), means that the staff agreed that experience makes the task
performed faster.
Table 4. Respondents’ perception on variables in spiritual mentality factor
Percentage of Respondents (%)
Variables
Strongly
Disagree
Disagree
Doubt
Agree
Strongly
Agree
Reliability
Experience affecting work achievement
0
4.7
0
34.7
60.6
3.56
Success experience encourage work discipline
0
2.8
0
45.1
52.1
3.49
Work experience on work discipline
0
8
0
39.4
52.6
3.45
Work experience on work achievement
0
4.7
0
34.7
60.6
3.56
Experience on self-reliant in works
0
2.8
0
45.1
52.1
3.49
Experience on decision making
0
4.7
0
34.7
60.6
3.56
Experience on promotion
0
2.8
0
45.1
52.1
3.49
Fast completion on task
0
8
0
39.4
52.6
3.45
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Marsuki et al.: Affecting Factors on the Performance Quality of Educational Staff in University of Brawijaya
3.5. Relationship between Factors
5. Suggestion
Researchers have been studying factors influencing
worker performance. Work performance is important to the
overall organization in achieving organization’s goal,
develop products, provide services and attain competitive
advantage. Previous studies are clear on the varieties of
influence on work performance. Work performance can be
affected by person skills and abilities, hard work, positive
circumstances and relative ease of the task at hand; quality of
work and quantity of it, task contextual performance,
adaptive performance, declarative knowledge, procedural
knowledge and skills, and motivation [23]. Therefore, this
study focused towards the factors of age, education,
spiritual mentality, and success experience.
The results in this study showed that the factor of age (X1),
education (X2), spiritual mentality (X3), and success
experience (X4) were direct-positively affect the work
discipline (Y) of Brawijaya’s staff significantly for 53.3%. It
means that the increase factor of age, education, spiritual
mentality and success experience lead to the increasing work
discipline, and conversely. In other words, the high quality
and quantity of staff’s success experiences lead to a better
staff’s performance, which implied in positive attitude
towards the task and discipline.
Disciplining employees useful as a form of training to
improve and establish knowledge, attitude and behaviour of
the staff. It also encourages the staff to fulfil the demands of
various conditions that must be adhered to, as standard to be
met. In the end, these employees will voluntarily trying to
work cooperatively with other employees and improve their
performance.
The affect of age (X1), education (X2), spiritual mentality
(X3) towards success experience (X4) of the staff were
significant. It means that staffs with mature age, appropriate
education towards work load and spiritual mentality tend to
be success in implementing their job. Staff that success in
their work able to take advantage of opportunity. If the age is
well used, obtained sufficient education and good spiritual
mentality, thus the job will be successfully implemented.
Age is not just biological but rather in the advantage.
Education, too, not the basis of college graduates large and
well-known, but what is obtained from the educational
institutions can be utilized optimally by learners. The same
with the education, it is not only alumnus from well-known
university, but graduates from education institution that
optimally be used.
Further research is needed especially on the aspects of
work purposes and ability, leader model, welfare, justice, the
inherent supervision, legal sanctions, firmness, and
humanitarian relations.
4. Conclusions
The factor of age, education, spiritual mentality, and
success experiences were related to each other. Education
and spiritual mentality will be better if the age is productive
and used to improve the performance. All variables were
significantly positive affect the staff performance.
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