The Relationship of Quality Management and Management System

Functions on Lecturer Job Satisfaction and Performance for

Politeknik Negeri Nunukan(PNN)

Herlina and Arkas Viddy

Bussiness Administration, Politeknik Negeri Nunukan, Ujang Dewa Street, Nunukan, Indonesia

Keywords: College Performance, Management Function, Quality Management, Work.

Abstract: Quality management is currently a phenomenon that requires special attention for higher education

institutions, primarily vocational. It means that vocational Institutions, in terms of Polytechnic in Nunukan,

should improve their quality by running their educational activities. It is noted that the Polytechnic has vast

threats. Thus, the focus of this research is higher education quality management. This study aims to analyze

the influence of visionary leadership and lecturer performance in Politeknik Negeri Nunukan. This research

uses a quantitative with an explanatory survey method. The research found that overall performance positively

and significantly affects Polytechnic management quality.

1 INTRODUCTION

Management is the achievement of organizational

goals in an effective and efficient manner through

organizational planning, leadership and control of

organizational resources (Akbari, 2015).

Quality in general can be interpreted as something

related to one or more expected characteristics

contained in goods or services (Basir, 2016).

The management function system is generally

divided into several management functions that plan,

coordinate, direct, supervise and control activities in

the context of efforts to achieve the desired goals

effectively and efficiently (Daniswara, and Setiawan,

2019).

Quality management is a modern concept that

seeks to respond appropriately to every company,

driven by external and internal organizational forces.

Integrated quality management is also a challenge to

established traditional management theory. The

traditional approach emphasizes the company's goal

of maximizing profit or the owners' wealth.

Meanwhile, integrated quality management focuses

more on the company's goal to serve customer needs

by supplying goods and services of the highest

possible quality. References (Hardjosoedarmo,

2004). states that we live in an era with various

characteristics: the industrial era, technology era,

information age, or globalization era. This era

contains the dimension of "change," so it can be said

that the hallmark of life today is change. Based on

these circumstances, today's challenge is not talking

about change but how to bring about change in a good

way.

Thus, today's organizational leaders and

managers, like it or not, have to face an increasingly

complex "corporate Olympic". It is because, for the

survival and development of life, the organization

must have competitiveness which must be achieved

through improving its quality and productivity.

References (Sukmadinata, 2005) stated that quality

management is a methodology that can help

educational professionals cope with a constantly

changing environment. Integrated quality

management can be used as a tool to form bonds

between schools, businesses, and the government.

Such associations will enable professionals in the

school or district to be equipped with the resources

needed to develop quality programs. Integrated

quality management is a major aspect of total

management. Integrated quality management is a

methodology that makes it easier to manage change,

establish a focus for change, form a more flexible

infrastructure, respond quickly to changing societal

demands, and assist education in overcoming cost and

time constraints. Thus, integrated quality

management is an approach that today's organizations

should implement to improve the quality of their

896

Herlina, . and Viddy, A.

The Relationship of Quality Management and Management System Functions on Lecturer Job Satisfaction and Performance for Politeknik Negeri Nunukan(PNN).

DOI: 10.5220/0011906900003575

In Proceedings of the 5th International Conference on Applied Science and Technology on Engineering Science (iCAST-ES 2022), pages 896-902

ISBN: 978-989-758-619-4; ISSN: 2975-8246

"output", reduce production costs and increase

productivity. In implementing integrated quality

management, two fundamental issues can be

distinguished (not separated, namely: (1) how

integrated quality management works, which can be

called the hard part of integrated quality management,

and (2) how to do quality management work, and can

be called the soft part of quality management. The

hard part of integrated quality management is more

rational as it consists of objective methods,

techniques, and tools. The soft part is more

complicated as it involves the human system

(Hardjosoedarmo, 2004).

Lecturer performance plays a vital role in

determining graduates' quality; the quality of

education is inseparable from the performance of

lecturers. Performance is determined based on

assessing all the tasks that are well described and can

describe the entire task. The teaching performance of

lecturers is inseparable from the quality of the

lecturers. A good lecturer will identify; understand

the learning material provided and optimally owned.

In order to achieve this, many influencing factors

include; rewards, job satisfaction, and organizational

climate as a service provider (Ruky, 2002);

Job satisfaction is defined as an attitude towards

work resulting from perceptions based on work

environment factors such as the style of supervision

of procedures and policies, the relationship between

employees, working conditions and interests

obtained, and employee behavior towards their work

(Simamora, 2004)..

For employees who are satisfied with the

organization's existence, the treatment of people in

the organization will impact work motivation to

improve performance. On the other hand,

dissatisfaction can have an impact on low

performance. Lecturers become actors supporting the

achievement of educational goals and have thoughts,

feelings, and desires which can influence their

behavior. Attitudes will impact low performance,

dedication, and love of work (Sartika, 1999).

Performance is natural behavior as employees

produce work performance following the company

(organization) environment. Based on this definition,

lecturer performance is a natural behavior displayed

by a lecturer as work performance resulting from

work as a functional academic staff (Itsalis et al.,

2016)

Performance (individual) is how someone does a

job or performance. The verb illustrates that

individual performance can be seen from the

enthusiasm or seriousness of the individual in

carrying out the tasks assigned to him. definition

Based on the performance, lecturers are activities

carried out or performance. The performance of

lecturers can be seen from their enthusiasm in

carrying out the tridharma tasks of higher education

assigned to them (Sukmanasa et al., 2017).

Lecturer's performances provide limits as a result

of work that can be achieved by a person or group of

people in an organization by their respective

authorities and responsibilities to achieve the goals of

the organization concerned legally, not violating the

law, and under norms or ethics (Tampubolon, 2007).

The definition is based on the lecturer's performance

as the work achieved by a lecturer by their respective

authorities and responsibilities to achieve educational

goals legally, not violating the law, and by norms or

ethics. Performance is the result of work (outcomes

of work) because the results of work have a close

relationship with the organization's strategic goals,

customer satisfaction, and economic contribution

(Sukmanasa et al., 2017). From some of the opinions

above, it can be stated that lecturer performance is the

work achieved by the lecturer in a certain period by

the authority and responsibility of a functional

academic staff.

The success of an individual's performance is

influenced by many factors, both internal factors

(within) and external (outside). Lower's opinion

provides an overview of five factors that affect

individual performance: (1) self-esteem, (2)

experience, (3) actual situation, (4) individual

personality (personality), and (5) relationships with

others (communications from others) (

Taufik and

Subono, 2011). Six ways can be done to evaluate the

performance of a person (lecturer), namely: (1) the

assessment is carried out by the closest head of the

study program (leader), (2) the assessment is done by

using a colleague, (3) the assessment commission

carries out the assessment (BPM), (4) self-assessment

conducted by the appraiser, (5) assessment conducted

by students, and (6) assessment through feedback. In

this study, the performance assessment was carried

out by the lecturer himself (Dewi, 2015) The seven

performance indicators are (1) productivity, (2) work

quality, (3) initiative, (4) teamwork, (5) problem

solving, (6) pressure, and (7) motivation.

The opinion can be measured from: (1)The

productivity produced by lecturers during a study

program from time to time can be seen in the many

achievements that lecturers can realize in study

programs that have been prepared with campus

residents;(2)Lecturers' work quality in their duties

and obligations during specific study

programs;(3)The number of lecturers' initiatives in

finding strategies to realize work programs launched

The Relationship of Quality Management and Management System Functions on Lecturer Job Satisfaction and Performance for Politeknik

Negeri Nunukan(PNN)

897

by specific study programs;(4)Cooperation with

lecturers, employees, and the community in planning

and implementing study program

objectives;(5)Success in each study activity,

especially in finding solutions to the problems it faces

during its implementation;(6)The ability of lecturers

to cope with pressure and intervention from outside

parties and superiors, (7)The ability of lecturers to

generate and manage the motivation within

themselves and their environment (Taufik and

Subono 2011).

As a civil servant (PNS) and private employee

(foundation), performance can be measured through

(1) responsibility, (2) initiative, (3) fortitude, (4)

honesty, (5) cooperation, (6) behavior, (7) planning,

(8) supervision and control, (9) decision making and

(10) staff development[2]. In the higher education

performance assessment, it is stated that the function

of lecturers in supporting current study program

work, namely: (1) lecturers as educators (2) lecturers

as researchers, (3) lecturers as community servants,

(4) lecturers as student supervisors (supervisor), (5)

lecturers as leaders (leader), (6) lecturers as

innovators, (7) lecturers as motivators.

2 PROBLEM STATEMENT

• Does management have a significant effect on job

satisfaction of lecturers at Politeknik Negeri

Nunukan?

• Does the management function have a significant

effect on the job satisfaction of lecturers at the

Politeknik Negeri Nunukan?

• Does the quality of management have a

significant effect on the performance at Politeknik

Negeri Nunukan?

• Does the management function have a significant

effect on the performance Politeknik Negeri

Nunukan?

• Does job satisfaction have a significant effect on

the performance Politeknik Negeri Nunukan?

• Does the quality of management have a

significant effect on the job satisfaction of

lecturers at Politeknik Negeri Nunukan through

the performance of the Politeknik Negeri

Nunukan?

• Does the management function have a significant

effect on the job satisfaction of lecturers

Politeknik Negeri Nunukan through the

performance of the Politeknik Negeri Nunukan?

3 METHOD

3.1 Data Collection

Data were collected using the accidental random

sampling technique by distributing questionnaires to

all respondents generated by variables such as quality

management, management function, lecturer job

satisfaction, and PNN performance.

Also, all variables consist of several indicators,

such as quality management variables, raw inputs,

instrumental inputs, environment, direct results, and

final results. Meanwhile, for management, the

indicators are planning, organizing, driving, and

controlling; for the job satisfaction of lecturers are

financial satisfaction, physical satisfaction, social

satisfaction, and psychological satisfaction; for

higher education performance are inputs, processes,

outputs, and results.

The next step is to test the validity and reliability

of the instrument using the SPSS 22 version to ensure

that all items from the questionnaire are appropriate.

In analyzing the data, the Path Analysis instrument

was used using the SmartPLS version 3.20 with steps

such as designing a structural model (internal and

external models), constructing a path diagram,

converting the path diagram to regression,

parameterizing the hypothesis, and testing the

hypothesis.

The reason for using SmartPLS version 3.20 is

that this study uses a small sample of only 32

respondents. It is a path analysis research; using

SmartPLS is relatively easy because the data is not

required to be expected and linear; moreover, the

significance of the direct effect and the indirect effect

can be generated.

Figure 1: Designing The Structure Model.

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Figure 2: Constructing Path Diagram.

3.2 Converting Path Diagram to

Regression

Y1=α_1X_1+α_2X_2+e (1)

Y2=β_1X_1+β_2X_2+β_3Y_1+e (2)

X1.1 = 0,576

X1.2 = 0,809

X1.3 = 0,609

X1.4 = 0,849

X1.5 = 0,617

X2.1 = 0,897

X2.2 = 0,945

X2.3 = 0,879

X2.4 = 0,71

Y1.1 = 0,838

Y1.2 = 0,861

Y1.3 = 0,817

Y1.4 = 0,859

Y2.1 = 0,772

Y2.2 = 0,897

Y2.3 = 0,910

Y2.4 = 0,916

3.3 Hypotheses Parameter

Confidence level of 95 percent or alpha = 0.05. Since

this hypothesis is a two-tailed hypothesis, the alpha is

converted to 0.05/2 = 0.025. The degree of freedom

of this study is nk-1, while n = total respondents, k =

total variables, so 32-4-1 = 27. T table (0.025; 25) =

2.052, the hypothesis will be accepted since the t test>

t table or test t> 2.052. The hypotheses of this

research are:

• Hypothesis 1

H0: 1 = 0 : There is no significant effect of

management quality on the job satisfaction of

lecturers at Politeknik Negeri Nunukan.

Ha: 1 0 : There is a significant effect of

management quality on job satisfaction of

lecturers at Politeknik Negeri Nunukan.

• Hypothesis 2

H0: 2 = 0 : There is no significant effect of the

management function on the job satisfaction of

lecturers at Politeknik Negeri Nunukan.

Ha: 2 0 : There is a significant influence of the

management function on the job satisfaction of

lecturers at Politeknik Negeri Nunukan.

• Hypothesis 3

H0: 3 = 0 : There is no significant effect of

management quality on the performance of the

Politeknik Negeri Nunukan

Ha: 3 0 : There is a significant influence of

management quality on the performance

Politeknik Negeri Nunukan

• Hypothesis 4

H0: 4 == 0 : There is no significant effect of

management function on the performance

Politeknik Negeri Nunukan

Ha: 4 = 0 : There is a significant influence of the

management function on the performance

Politeknik Negeri Nunukan

• Hypothesis 5

H0: 5 = 0 : There is no significant effect of

lecturer job satisfaction on the performance of

Politeknik Negeri Nunukan

Ha: 5 0 : There is a significant effect of lecturer

job satisfaction on the performance of

Politeknik Negeri Nunukan.

3.4 Validity and Reliability

Using the SPSS 21 version, the researcher assumes

that the the results are valid and reliable. Based on the

tested data, it can be decided that all the items are

valid, because all Pearson Correlations are greater

than 0.3 and also are reliable, because all Cronbach's

Alphas are greater than 0.6.

The Relationship of Quality Management and Management System Functions on Lecturer Job Satisfaction and Performance for Politeknik

Negeri Nunukan(PNN)

899

4 RESULT AND DISCUSSION

After designing the regression model and

formulation, this model and regression should use the

SmartPLS version 3.20 to be described as follows:

Figure 3: Conversion of Path Chart to Regression.

Figure 4: Path Coefficient.

From figure 4, it can be converted in the path

coefficient as follows:

Y1 = 0.469X1 + 0.266X2 (3)

Y2 = 0,099X1 + 0,409X2 + 0,573Y1 (4)

By using the Smart PLS version 3.20, the model

image with the loading factor and path coefficient can

be displayed as below.

Figure 5: Model Bootstrapping Structural.

Figure 6: Model Bootstrapping Structural step 2.

The path coefficient table can be displayed as

follows:

Figure 7: Path Coefficient step 2.

Based on Figure 1 and Table 2, the model can be

changed to

Y1 = 0.469X1+ 0.266X2 (3)

Y2 = 0.099X1 + 0.109X2 + 0.573Y1 (4)

X1.1 = 4.399X1

X1.2 = 10.251X1

X1.3 = 4.957X1

X1.4 = 14.557X1

X1.5 = 3.972X1

X2.1 = 34.152X2

X2.2 = 60.527X2

X2.3 = 26.345X2

X2.4 = 6.314X2

Y1.1 = 15.467Y1

Y1.2 = 17.824Y1

Y1.3 = 15.385Y1

Y1.4 = 11.632Y1

Y2.1 = 10.242Y2

Y2.2 = 25.489Y2

Y2.3 = 25.130Y2

Y2.4 = 23.149Y2

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Figure 8: R Square.

R.Square1 = 0.454 => the contribution of quality

management & management functions to job

satisfaction is 45.4%, the remaining 54.6% is the

influence of other variables not examined in other

studies.

R.Square2 = 0,509 => the contribution of quality

management & management function to higher

education performance is 50.9%, the remaining

49.1% is the influence of other variables not

examined in other studies.

Figure 9: Total Indirect Effect.

4.1 Hypothesis Examining

Data analysis is an essential part of the research. Data

analysis summarizes the collected data. It involves

the interpretation of data collected through the use of

analytical and logistical reasoning to determine

patterns, relationships, or trends. The discussion

provides an explanation and interpretation of the

results or findings by comparing the findings in

previous studies.

This study found that only one hypothesis was

accepted, while three direct effects were rejected. It

was found that management has a significant effect

on lecturer job satisfaction, as evidenced by the

results of the T-test, which is 2,468 or greater than

1,960.

5 CONCLUSIONS

Based on the discussion obtained, overall satisfaction

and performance have a positive and significant effect

on the quality of the university. The results showed a

significant relationship between the contribution of

quality management & management function to job

satisfaction of R.Square1 = 0.454 (45.4%), the rest

0.546 (54.6%) influenced by other variables not

examined in other studies, and jointly the contribution

of quality management & management function to

higher education performance is R.Square2 = 0.509

(50.9%) the remaining 0.491 (49.1%) is influenced by

other variables not examined in other studies.

ACKNOWLEDGEMENTS

This research was supported/partially supported by

Politeknik Negeri Nunukan. We thank our colleagues

the director of Politeknik Manufaktur Bandung who

supported assisted our team in accomplishing this

research.

We would also to show our gratitude to:

1. Arkas Viddy, Ph.D as Director of Politeknik

Negeri Nunukan who contributed in stimulated

this research.

2. Dr. Besse Asniwaty, SE, MSi, as Vice Director

1 of Politeknik Negeri Nunukan who

contributed in stimulated this research.

3. Dr. Rafiqoh, SE, MM as Vice Director 2 of

Politeknik Negeri Nunukan who allocated the

budget for this research.

We also immensely grateful to all reviewers of

ICAST especially for all of their insights

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