PENENTUAN PRIORITAS KRITERIA SELEKSI MITRA PENGAJAR AKTIF DAN SEMI-AKTIF DI PT PARTNER IMPIAN MILENIAL (SCHOTERS)

• Main Author: Dwi Kurnia Putra, Bintang
• Format: Final Project
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/83704
• Institution: Institut Teknologi Bandung

Education in Indonesia has faced challenges in ensuring equal access and distribution of resources. Schoters, as one of the edutech startups, has encountered significant issues in providing quality educational solutions, especially for those wishing to continue working or studying abroad. The quality of education offered by Schoters heavily depends on the competence and qualifications of its teaching partners. Based on problem identification results obtained from interviews and company document studies, the Talent Management sub-division of recruitment, which handles the recruitment and selection of instructors, has failed to meet hiring requests on time, with 56% of mentor request fulfillments exceeding the deadline set by the Service Level Agreement (SLA). This condition results in a decline in the quality of instructor selection and negatively impacts the educational outcomes provided. Some causes of the problem include unclearly standardized selection criteria, the absence of a priority system in the selection process, unstructured job title mapping, and some documents like job descriptions and job specifications that are not centralized. This study aims to optimize the selection process of active and semi-active teaching partners at Schoters using the Analytical Hierarchy Process (AHP) method to determine effective and efficient priority selection criteria. Generally, the selection process at Schoters includes several stages, from form filling to agreement, with additional variations such as written tests and simulations depending on the specific program. Selection criteria are prioritized based on aspects such as teaching experience, specific expertise, and involvement in the program. The research findings indicate that work experience is the main priority in programs like the Lingua Academy, Menlo Park School, and Work Abroad Academy, while the International Academy and Study Abroad Academy show a broader range of priorities including major, achievement, last education, soft skill, and hard skill.