Effectiveness of Implementation of Workforce Training at the Mataram City Vocational Training Center, West Nusa Tenggara

Widdatun Widdatun; Masrun Masrun; Satarudin Satarudin

doi:10.59535/29ta1121

Authors

Widdatun Widdatun Faculty of Economics and Business, University of Mataram, Indonesia Author
Masrun Masrun Faculty of Economics and Business, University of Mataram, Indonesia Author
Satarudin Satarudin Faculty of Economics and Business, University of Mataram, Indonesia Author

DOI:

https://doi.org/10.59535/29ta1121

Keywords:

Vocational Training, Program Evaluation, Training Transfer, Perceived Work Readiness, Public Employment Services

Abstract

Public vocational training requires evaluation that distinguishes the quality of delivery from demonstrated skills and employment outcomes. This study examines participants’ perceptions of the Frontliner and Japanese Language Training Programs at Balai Latihan Kerja Dalam dan Luar Negeri (BLKDLN) in Mataram, West Nusa Tenggara, Indonesia. A descriptive qualitative approach was used, involving 32 purposively selected trainees and two instructors as supplementary informants. Data collection comprised open-ended online questionnaires, observation, and documentation. Responses were coded and categorized under five domains: program understanding, targeting, timeliness, perceived objective attainment, and self-reported change. Descriptive percentages supplemented the qualitative account. Favorable assessments were reported for instructional methods and instructor support (87.5%), perceived curriculum relevance (87.5%), and understanding of training objectives and content (71.9%). In contrast, favorable assessments of training duration and time allocation were each 37.5%. Reported outcomes included basic competency improvement (43.8%), discipline and work ethics (56.3%), and future work orientation (62.5%), whereas psychological readiness for work and advanced skill development were reported at 28.1% and 21.9%, respectively. These figures describe the reported response pattern; incomplete coding documentation and unresolved denominators limit numerical interpretation. The findings suggest favorable delivery experiences alongside perceived constraints in training time and the consolidation of work readiness. They do not establish causal effects on competence or employment. Priorities include clearer program communication, more transparent access procedures, better-structured practice time, and follow-up assessment of skill application and employment transitions.

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