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The SmartPLS Analyzes Approach in Validity and Reliability of Graduate

Marketability Instrument

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PSYCHOLOGY AND EDUCATION (2020) 57(8): 987-1001 ISSN: 0033-3077

The SmartPLS Analyzes Approach in Validity and Reliability of Graduate

Marketability Instrument
Arasinah Kamis1, Ramdzan Ali Saibon2, Faizal Amin Nur Yunus3, Mohd Bekri Rahim4,
Lazaro Moreno Herrera5, Pedro Luis Yturria Montenegro6
1,2
Universiti Pendidikan Sultan Idris, Tanjong Malim 35900, Perak Malaysia,
3,4
Universiti Tun Hussein Onn Malaysia, Parit Raja 86400, Batu Pahat Johor, Malaysia,
5
Department of Education, Stockholm University, Stockholm, SE 10691, Sweden,
6
Technical Science Faculty, Pinar del Rio University, Marti 271 Pinar del Rio, C.P. 20100, Cuba

ABSTRACT
The purpose of this study is to develop and validate the Graduate Marketability Model (GMM) for Malaysian Vocational Colleges
(KV) Business Management graduates. The approach used was quantitative with a survey design involving 243 Business
Management graduates from KVs across Malaysia. The sample selection was based on simple random sampling techniques.
Subsequent findings of the PLS-SEM analysis of the measurement model inidicated that the CR values obtained for each construct
were in the range of 0.889 to 0.990 where the skills contributed the highest (CR) value (0.990) whilst the involvement in
development scored the lowest CR value (0.800). Overall, this study shows that the three main constructs are important in
contributing to the marketability of graduates, which are skills, Proactive Career Behavioursand Positivity Traits.Implications of
the study prove that improvements to the tertiary education system are necessary so that graduates are always able to meet the
needs and requirements of industry employers. The next development of GMM will be able to assist more relevant parties,
especially the Ministry of Education Malaysia (MOE) and the Technical and Vocational Education Division (BPTV), to be a
useful guide at producing marketable graduates.

Keywords
Entrepreneurship education, unemployment, Employability Skills, Marketability, Business Management, Vocational College, Skills

Article Received: 10 August 2020, Revised: 25 October 2020, Accepted: 18 November 2020

Introduction (Department of Statistics Malaysia, 2017).

It is undeniable that Malaysia still faces a number
of economic issues that cannot be fully resolved.
One of them is the issue of unemployment that has
to do with the marketability of graduates. The
phenomenon of unemployment and the difficulty
of obtaining employment among graduates of
tertiary education institutions is at an alarming
rate (Dian Indrayani Jambari, Umi Asma’
Mokhtar, Hana Yasmein Ishak, & Mohd Ridzwan
Yaakub, 2015; Kee-Cheok Cheong, Hill,
Fernandez-Chung, & Yin-Ching Leong, 2016;
Mei Chou Chun & Hua Shen Chien, 2015;
Norliana Hashim et al., 2016; Suhaili Hanafi,
2015; United Nations General Assembly, 2015;
Zaliza Hanapi, Mohd Safarin Nordin, & Ridzwan
Che Rus, 2015).
Overall, the unemployment rate in Malaysia in
August 2017 was at 3.4 percent, down 0.1
percentage points from the previous month, while
year-on-year, the unemployment rate also dropped
0.1 percentage points compared to August 2016
Although the unemployment rate sinkedby 0.1
percentage points from the previous month and
the year, it is still showing a growth compared to
2015 and previous years. This situation explains
that there is a consistent year-over-year trend of
unemployment rate that can be considered high.
This illustrates that the issue of unemployment in
Malaysia is not only current but a lasting issue.
This situation seems to indicate that no solution
can be particularly effective in solving
unemployment problems especially among
Business Management graduates. This
phenomenon of unemployment involves graduates
in various fields. Literature and Social Sciences,
Science and Technical fields are the top three
which contribute to the highest unemployment
rate among graduates in Malaysia (Department of
Statistics Malaysia, 2017). A study conducted by
Atif Aziz & Faizuniah Pangil (2017) found that
Business Management graduates rank highest in
the youth unemployment list in Malaysia. This
situation clearly shows that the issue of

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unemployment among Business Management
graduates is at an worrying rate.
In addition, this study conducted an initial survey
of 263 Business Management graduates of the
Vocational College of Malaysia (KV) who had
completed their studies. This preliminary review
aims to determine the current status of graduates
to determine whether there is a gap between
Business Management graduates and job
opportunities in the labour market. The
questionnaire instrument validated by three
experts was used in this initial survey. The survey
found that 60.1 percent (158) Business
Management graduates had work status, 35.4
percent (93) did not work and 4.6 percent (12)
continued their studies. This gives the impression
that the number of unemployed KV graduates is
high and is alarming.
The findings from this preliminary survey also
found that 75.9 percent (120) worked in their field
of study and 24.1 percent (38) did the opposite.
Besides, the number of graduates employed also
found that 48.7 per cent (77) were working full
time, 37.3 per cent (59) were in temporary status
and 13.9 per cent (22) were contractual.These
preliminary findings clearly show that the number
of unemployed Business Management graduates is
at an upsetting rate, and even for working
graduates, the status of temporary workers and
contracts does not guarantee their continuous
employment in the future. The findingsof this
preliminary survey also contradict KV's goal of
targeting 70 per cent of graduates for one-on-one
employment, 10 per cent entrepreneurs and 20 per
cent in education.
Although many studies had been conducted on the
issue of unemployment and graduation rates, their
focuses were to graduates of institutions of higher
learning in the first degree and involving either
public or private universities(Saibon, Kamis
&Zainol, 2019; Amanuddin Shamsuddin, Khairon
Hamizah Mohmad Isa, Muhammad Naim Aziz,
Nur Zahidah Nafisah Mohamed Mahfol, &
Thevamalar Alagari, 2013; Dian Indrayani
Jambari et al., 2015; Jackson, 2016a; Kee-Cheok
Cheong et al., 2016; Noor Lela Ahmad & Suraini
Mohd Rhouse, 2016; Nooriah Yusof et al., 2013;
Sarimah Ismail & Dahiru Sale Mohammed, 2015;
Shaharuddin Ahmad et al., 2014; Zaliza Hanapi et
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ISSN: 0033-3077
al., 2015). However, there are only a few studies
that observe the marketability of graduates
involving graduate-level KV graduates. This is
because KV's first Business Management
graduates are graduating in 2017.
Also, eventhough many recent studies have
focused on employability skills that have been
acquired by graduates yet there are very few
studies that focused on marketability of graduates(
Saibon & Kamis, 2019; Bishanani Omar et al.,
2016; Jackson, 2016a; Kee-Cheok Cheong et al.,
2016; McLachlan, Yeomans, & Lim, 2017; Mohd
Hasril Amiruddin, Isma Atiqah Ngadiran, Fathin
Liyana Zainudin, & Norhayati Ngadiman, 2016;
Mohd Hazwan Mohd Puad, 2015; Muhammad
Sabri Sahrir et al., 2016; O’Neil, 2014; Ridzwan
Che Rus, Ruhizan Mohammad Yasin, &
Mohammad Sattar Rasul, 2014; Sarimah Ismail &
Dahiru Sale Mohammed, 2015; Zaliza Hanapi &
Arasinah Kamis, 2017; Zaliza Hanapi et al.,
2015). As such, this study was conducted with the
aim of developing the KV Malaysia in Business
Management Graduate Marketability Model
(GMM).
Research Questions
The research objectives are; 1) Do GMM Business
Management graduates be explained by the
constructs and sub-constructs? and2) Do GMM
Business Management graduates meet the
requirements of validity and reliability?
Methodology
This research utilised the quantitative design by
applying the surveying research method. The
population consisted of Business Management
graduates of Vocational Colleges throughout
Malaysia with a population of 1040 graduates.
Simple Random Sampling sampling technique
was used to select 243 samples of the current
study and the current location of the sample
scattered throughout Malaysia.The instrument of
study was adapted from the previous study (Table
1), items of one to seven Likert scale where the
value of one represents the statement 'Strongly
Disagree', while value seven represents the
statement 'Strongly Agree’.In this study, the
variables were ‘continuous’ and not ‘categorical’.
Therefore, the data obtained in this study is
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'continuous data'. Researchers have used
questionnaires seven times since they are
consistent with 'continuous' data(Bartlett, Kotrlik,
& Higgins, 2001).The instrument in google form
was distributed using online platforms which aree-
mail and WhatsApp application. Out of the total
population of 1040 graduates who were
distributed with the survey questionnaire, 243
graduates returned the completed questionnaire.

Table 1. Sources and Number of Items in the Instrument

Constructs Total of items Sources
1. Skill
(Mohamad Sattar Rasul, Md Yusof
Ismail, Napsiah Ismail, Rashid
Rajuddin, et al., 2009; Muhammad
Sabri Sahrir et al., 2016; O’Neil,
2014;Michigan Employ- ability
1.1 Basic Academic Skills
14 Skills Employer Survey, conducted
by the Michigan Employability
Skills Task Force (Employability
Skills Task Force, 1988, 1989;
Mehrens, 1989)
1.2 Employability Skills

1.2.1 Analytical Thinking And 12

Problem Solving Skills

1.2.2 Communication Skills 12

1.2.3 InformationTechnology 7 (Fatihya Mahdi Ahed Ali et al., 2017;

Application Skills Mohamad Shukri Abdul Hamid et
al., 2014)
1.2.4 Leadership And 13
Management Skills

1.2.5 Teamwork And 10

Interpersonal Skills
14 (Jackson & Chapman, 2012a; Zaliza
1.3 Technical Skills Hanapi & Arasinah Kamis, 2017)
6 (Fatihya Mahdi Ahmed Ali et al.,
1.4 Entrepreneurship Skills 2017; Mohamad Shukri Abdul
Hamid et al., 2014)
2. Proactive Career
Behaviors
2.1 Networking
2.2 Participation in 6
(Day, 2005)
Development 3
2.3 Job Mobility Preparedness 9
3. Positivity Traits
3.1 Optimism
3.2 Positive Self-Concept 10 (Day, 2005)
3.3 Learning Goal Orientation 12

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(Muhammad Sabri Sahrir et al.,

4. Internship Experience 8 2016; Yunjuan He & Xizhen Qin,
2017)
(Day, 2005; Eby et al., 2003; Fatihya
5. Marketability 9
Mahdi Ahmed Ali et al., 2017)

Data Analysis process (Huck, 2012). Model measurement

Data were analyzed using Partial Least Squares
Structural Equation Modeling (PLS-SEM)
including Confirmatory Factor Analysis (CFA).
Also, Statistical Package for Social Science
Version 23 software (SPSS 23) and SmartPLS 3.0
were used in this study. Although measurement
and structural models can be tested simultaneously
through a one-stage approach, it iscommon to
perform SEM analysis using two-stage approach.
This approach involves the process of validating
the measurement model using factor analysis
(CFA) and the Structural Model Verification
validation involves four outlooks:
i. Identifying the Goodness of Fit (GOF) values
for each latent variable.
ii. Identifying GOF values for full model
Measurement.
iii. Fixed GOF Measurement model value.
iv. Determining the validity and reliability of the
Measurement model.
In the second stage of the SEM analysis, tests of
the Structural Model need to be made by
evaluating the GOF and testing the proposed
hypothesis. Table 2 shows the validity and
reliability values of the measurement model.

Table 2. Validity and Reliability Values of the Measurement model

Guidance Acceptance level Descriptions Sources
Reliability of the
constructs
 Construct 0.7 or more higher Shows good (Fornell & Larcker,
Reliability (CR) reliability (internal 1981; Hair et al.,
consistency) * 2010; Kline, 2011;
under 0.6 - low Ramayah, Lee, &
reliability Mohamad, 2010)
 Average 0.5 and above - (Hair et al., 2010)
Variance Extracted
(AVE)
Constructs Validity
 Convergent Standardized factor It shows that the (Fornell & Larcker,
Validity loading >0.5 or variables studied 1981; Hair et al.,
preferably 0.7 really reflect the 2010; Ramayah et
AVE > 0.5 laten constructs that al., 2010)
CR > 0.7 are designed to
measure
 Discriminant AVEs > squared It shows that the (Hair et al., 2010)
Validity inter-construct construct is
correlation (SIC) completely
different from the
Or other constructs (Chiu & Wang,
square root of AVE 2008; Fornell &
> inter-construct Larcker, 1981;
correlation Ramayah et al.,

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Guidance Acceptance level Descriptions Sources

2010)

Findings of PLS-SEM Measurement Model Study Questions i: Do GMM Business

It was a challenge to choose the fit of statistical
models for data analysis. In this study, PLS-SEM
analysis was used to obtain the study results for
the fourth part. The choice ofthe analysis was
made based on the criterion of this study's data
which was normally distributed. In addition, the
study also used a reflective-formative model and
involved a moderator variable which was
Continues.The choice made to conduct this PLS-
SEM analysiswas also due to several other factors
that can predict and explain the target constructs
(Hair et al., 2016), and may also explore the
relationships between constructs (Chin, 1998). To
add, PLS-SEM is also capable of conducting
analysis of complex structural equation models
consisting of many constructs and indicators (Hair
et al., 2016; Urbach & Ahlemann, 2010).
Management graduates be explained by the
constructs and sub-constructs?
This study used Internal Consistency Reliability
analysis to determine whether items used in the
study could measure similar constructs in scores
(Hair et al., 2016). Internal Consistency
Reliabilitywas assessed using composite reliability
(CR) values to determine internal consistency
reliability. According to J. Nunnally & Bernstein
(1994), CR values between 0.6 and 0.7 may be
acceptable for exploratory studies, whereas for
further studies the values between 0.7 and 0.9 may
be considered satisfactory. CR values need> 0.7 to
ensure adequate or sufficient internal
consistency(Hair et al., 2016; Gefen, Straub, &
Boudreau, 2000). Cronbach’s Alpha α> 0.7 is also
a measure of the reliability of items measuring a
construct (Nunnally & Bernstein, 1994). Table 3
shows the values of Cronbach’s Alpha and CR for
each construct in this study.

Table 3. Findings of Internal Consistency Reliability

Cronbach's Alpha Composite Reliability (CR >
Constructs
(α > 0.7 ) 0.7 )
Basic Academic 0.971 0.974
Goal Orientation 0.954 0.962
Employability 0.986 0.987
Marketability 0.928 0.940
Skill 0.989 0.990
Entrepreneurship 0.957 0.966
Positive Self-Concept 0.884 0.909
Optimism 0.908 0.926
Internship Experience 0.947 0.956
Participation in Development 0.813 0.889
Job Mobility Preparedness 0.946 0.955
Networking 0.913 0.933
Positivity Traits 0.957 0.961
Technical 0.967 0.971
Proactive Career Behaviors 0.925 0.936

The analysis identified that the CR values and formative constructions have high levels of
obtained for each construct were in the range of internal consistency reliability and
0.889 to 0.990. While Cronbach’s Alpha values reliability(Gefen et al., 2000; Nunnally &
ranged from 0.813 to 0.989. This proved that the Bernstein, 1994). Composite Reliability CR > 0.7
CR and Cronbach’s Alpha values are satisfactory (Gefen et al., 2000), thus answering the research
and acceptable, all of these 15 sub-constructors question that GMM construction is reliable.
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Research Question ii: Do GMM Business
Management graduates meet the requirements
of validity and reliability?
The analysis also used Convergent Validity to see
how well an item can measure similar constructs
in a study (Hair et al., 2016). Convergent validity
analysis can be evaluated through three tests
namely; 1) Penilaian Outer Loading; 2)
Composite Reliability (CR); and 3) Average
Variance Extracted (AVE). First, the Outer
Loading value is> 0.708 (Hair et al., 2016),
because the value of 0.708 in duplicate is equal to
0.5 which represents the Average Variance
Extracted (AVE) value. The AVE value must be
greater than 0.5. Therefore, the value of Outer
Loading between 0.40 to 0.70 should be
considered for elimination, in the event of removal
of the item it may increase the value of AVE or
CR (Hair et al., 2016). Additionally, the value of
Outer Loading> 0.5 (Chin, 1998; Hulland,
1999)can also be taken into account as the item
was considered a good consonant. Table 4 shows
the findings of Outer Loading, CR and AVE
values. In this study, several items were excluded
based on the AVE value requirement for each
construct that should exceed 0.5 (Bartlett, Kotrlik,
& Higgins, 2001)and CR values that greater than
0.7 (Hair et al., 2016). This indicated that all items
exceeded the predefined level except items KEK
10, KETM 3, PK 12, PK 2, PK 4, PK 6, PO 10
and PO 3 which have been removed for did not
meeting the minimum requirements of Outer
Loading.

Table 4. Findings of Convergent Validity

2nd Order AVE CR 1st Order Loading AVE CR
Items
Construct (>0.5) (>0.7) Construct (>0.5) (>0.5) (>0.7)
Marketability K1 0.784 0.635 0.940
K2 0.813
K3 0.848
K4 0.821
K5 0.768
K6 0.818
K7 0.815
K8 0.780
K9 0.721
Skill 0.736 0.917 Basic Academic KA1 0.817 0.728 0.974
KA10 0.861
KA11 0.869
KA12 0.897
KA13 0.860
KA14 0.724
KA2 0.832
KA3 0.826
KA4 0.891
KA5 0.846
KA6 0.845
KA7 0.890
KA8 0.873
KA9 0.902
Employability KEI1 0.723 0.596 0.987
KEI10 0.746
KEI2 0.776
KEI3 0.716
KEI4 0.828
KEI5 0.830

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2nd Order AVE CR 1st Order Loading AVE CR

Items
Construct (>0.5) (>0.7) Construct (>0.5) (>0.5) (>0.7)
KEI6 0.832
KEI7 0.847
KEI8 0.783
KEI9 0.806
KEK1 0.761
KEK11 0.804
KEK12 0.813
KEK2 0.826
KEK3 0.811
KEK4 0.813
KEK5 0.747
KEK6 0.720
KEK7 0.696
KEK8 0.677
KEK9 0.724
KEKP1 0.818
KEKP10 0.848
KEKP11 0.657
KEKP12 0.808
KEKP13 0.880
KEKP2 0.821
KEKP3 0.870
KEKP4 0.828
KEKP5 0.863
KEKP6 0.853
KEKP7 0.859
KEKP8 0.826
KEKP9 0.833
KEPM1 0.743
KEPM10 0.729
KEPM11 0.713
KEPM12 0.751
KEPM2 0.786
KEPM3 0.789
KEPM4 0.788
KEPM5 0.803
KEPM6 0.765
KEPM7 0.788
KEPM8 0.684
KEPM9 0.723
KETM1 0.666
KETM2 0.683
KETM4 0.699
KETM5 0.593
KETM6 0.687
KETM7 0.545
Entrepreneurship KK1 0.929 0.829 0.966

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2nd Order AVE CR 1st Order Loading AVE CR

Items
Construct (>0.5) (>0.7) Construct (>0.5) (>0.5) (>0.7)
KK2 0.946
KK3 0.939
KK4 0.962
KK5 0.941
KK6 0.725
Technical KT1 0.885 0.706 0.971
KT10 0.736
KT11 0.810
KT12 0.776
KT13 0.713
KT14 0.700
KT2 0.896
KT3 0.899
KT4 0.906
KT5 0.895
KT6 0.913
KT7 0.916
KT8 0.861
KT9 0.813
Proactive
Career Job Mobility
Behaviors 0.560 0.786 Preparedness KPPK1 0.543 0.708 0.955
KPPK2 0.857
KPPK3 0.894
KPPK4 0.911
KPPK5 0.830
KPPK6 0.864
KPPK7 0.838
KPPK8 0.899
KPPK9 0.877
Participation in
Development KPP1 0.855 0.727 0.889
KPP2 0.863
KPP3 0.840
Networking KPN1 0.763 0.699 0.933
KPN2 0.834
KPN3 0.870
KPN4 0.884
KPN5 0.832
KPN6 0.829
Positivity
Traits 0.792 0.920 Optimism PO1 0.737 0.610 0.926
PO2 0.833
PO4 0.780
PO5 0.749
PO6 0.855
PO7 0.825

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2nd Order AVE CR 1st Order Loading AVE CR

Items
Construct (>0.5) (>0.7) Construct (>0.5) (>0.5) (>0.7)
PO8 0.707
PO9 0.748
Positive Self-
Concept PK1 0.627 0.557 0.909
PK10 0.759
PK11 0.776
PK3 0.678
PK5 0.780
PK7 0.798
PK8 0.856
PK9 0.670
Goal Orientation PM1 0.797 0.762 0.962
PM2 0.862
PM3 0.725
PM4 0.918
PM5 0.900
PM6 0.925
PM7 0.931
PM8 0.905
Internship
Experience PL1 0.868 0.730 0.956
PL2 0.877
PL3 0.889
PL4 0.876
PL5 0.775
PL6 0.848
PL7 0.871
PL8 0.823

Discriminant Validity can help reduce the presence of multicollinearity

The discriminant validity analysis was performed
to assess how well the constructs tested differed
from the other constructs. This analysis can
determine how much one construct correlates with
another construct and how many items can
represent a single construct (Hair et al., 2016).
This study performed three test analysed to
measure discriminant validity: 1) Cross Loading;
2) Kriteria Fornell & Larcker; 3) Heterotrait-
Monotrait Ratio (HTMT).
Cross Loading
The loading value of the construct should be
greater than all the loadings in the other constructs
(Hair et al., 2016). It is the subjective freedom of
each predictor to latent Variable. These criteria
among latent variables in indicating that the
Average Variance Extracted (AVE) value of the
latent variable should be higher than all other
variables (Chin, 1998; Larcker, 1988; Vinzi, Chin,
Henseler & Wang, 2010).If the value of loadings
for other constructs exceeds the loading value for
the construct then it indicates a problem with
discriminant validity (Hair et al., 2016). The
results showed that the cross loading value for an
item in a given construct is was greater than the
loading value for another construct. The findings
showed the value of cross loading that provides
evidence of validity for the measurement model
construct.

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Kriteria Fornell & Larcker
The Fornell-Larcker criterion is an analysis to
compare the value of the AVE square root with
the construct correlation value showing the
highest value in any column or row compared to
the highest correlation value of any other
construct (Hair et al., 2016). This method is based
on the view that latent variables should explain
better for the item variant than the variant for
other latent variables. Table 5 shows the higher
AVE squared values compared to the correlation
values for each other construct after some
indicators that did not meet the outer loading
conditions were eliminated. Based on the findings
of the analysis, the Fornell-Larcker criterion
validation of the discriminant validity test
subsequently answered the listed research
question regarding the validity of the constructs
measurement model.

Table 5. Findings of Kriteria Fornell-Larcker Analysis

Positivity Proactive Career
Marketability Skill
Traits Behaviors
Marketability 0.797
Skill 0.568 0.858
Positivity Traits 0.671 0.756 0.890

Proactive Career
0.570 0.696 0.696 0.748
Behaviors

Heterotrait-Monotrait Ratio (HTMT) 95% confidence interval containing value 1 (ie

Heterotite-Monotrait Criteria Analysis (HTMT)
should meet the requirement in which the HTMT
value should be greater than HTMT .85, that is
0.85 (Kline, 2011) or HTMT .90, 0.90 (Gold et
al., 2001). As a statistical test he can test the null
hypothesis (Ho: HTMT <1) vs (HA: HTMT≥1)
(Henseler, Ringle, & Sarstedt, 2015) with HTMT
HA) then no discriminant validity. Based on Table
6, it is found that the HTMT values of the
constructs tested met the analysis criteria by
obtaining less than one value. This indicated that
the relationship between constructs was
vehemently weak that verified with the existence
of a discriminant validity for each construct tested.

Table 6. Findings of Heterotrait-Monotrait Criteria Analysis

Positivity Proactive Career
Constructs Marketability Skill
Traits Behaviors
Marketability

Skill 0.576

Positivity Traits 0.702 0.779

Proactive Career
0.595 0.690 0.736
Behaviors
Note: Diagonals represent the square root of the average variance extracted, while the other entries represent
the squared Correlations Coefficients.

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Figure 1. Structural Model of GGM
Discussion
PLS-SEM through the measurement of Internal
Consistency Reliability model was used in this
study, as it was able to carry out analysis of
complex structural equation models consisting of
many constructs and indicators (Hair et al., 2016;
Urbach & Ahlemann, 2010). The choice of
conducting this PLS-SEM analysis is due to its
ability to predict and explain target constructs
(Hair et al., 2016). In addition, PLS-SEM also has
advantages over other analyses.The results of
these finding are related with the reliability used
to achieve the consistency of the overall outcomes
of the item for the same construct (Hair et al.,
2016) to determine whether the item used in the
study can measure the same construct in the score
value (Hair et al., 2016). Therefore, the findings of
this study have taken into account composite
reliability (CR) values to determine internal
consistency reliability with a CR value of> 0.7 to
ensure adequate or adequate internal consistency
(Hair et al., 2016; Gefen, Straub, & Boudreau,
2000).In addition, Cronbach’s Alpha α> 0.7
values were also considered to determine the
reliability of the items measuring the constructs in
this study (Nunnally & Bernstein, 1994).
The findings showed that the CR values obtained
for each construct range from 0.889 to 0.990,
while Cronbach’s Alpha values range from 0.813
to 0.989. This explained that the CR and
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ISSN: 0033-3077
Cronbach’s Alpha values were satisfactory and
accepted, indicating that all 15 sub constructs and
formative constructs in this study had high levels
of internal consistency reliability and reliability
(Gefen et al., 2000; Nunnally & Bernstein, 1994).
This clearly indicated that GMM for Business
Management graduates can be explained by the
constructs and sub-constructs of the study.
Whereas to determine validity and reliability,
CFA's Convergent Validity analysis refers to the
extent to which an item can measure similar
constructs in a study (Hair et al., 2016). Three
tests were performed in this convergent validity
analysis of i) external loading rating> 0.5, ii)
composite reliability (CR) value> 0.7, and iii)
average extracted variance (AVE) value> 0.5.
This study was based on the Outer Loading> 0.5
values used by Chin (1998) and Hulland (1999)
which refered as these items are considered good
estimators. Based on the analysis conducted, the
findings of the study have eliminated some items
based on the AVE value for each construct that
must be greater than 0.5 (Bartlett, Kotrlik, &
Higgins, 2001)and CR values greater than 0.7
(Hair et al., 2016). This study also found that all
items exceeded the specified level except items
KEK 10, KETM 3, PK 12, PK 2, PK 4, PK 6, PO
10 and PO 3 which had to be removed due to
failure to meet the minimum requirements of
Outer Loading. In addition to some items that
have been omitted, this finding clearly indicated
that the items of this study have validity and
997
PSYCHOLOGY AND EDUCATION (2020) 57(8): 987-1001
reliability that successfully met the test
requirements, which measure all elements, sub
constructs and research consents.
Conclusion
This study used three main constructs namely
skills, Proactive Career Behaviours and Positivity
Traits. There are four sub skills constructs namely
Basic Academic Skills, 'employability' skills,
technical skills and Entrepreneurship skills; three
sub-constructs of Proactive Career Behaviours
namely networking, Participation in Development,
and Job Mobility Preparedness; three sub-
constructs of Positivity Traits namely Optimism,
Positive Self-Concept, and Learning Goal
Orientation, Internship Experience as moderator
and Marketability constructs. The developed
GMM has great implications for various parties,
especially the Ministry of Education Malaysia
(MOE) in designing new curriculum and syllabus
that align with national education policy goals.
Improvements and changes regarding educational
and training curricula in tertiary education
institutions in particular can be implemented with
reference to GMM so that the curriculum and
training implemented can equip graduates with the
current knowledge and skills required by
employers in the industrial sector. Therefore, the
instrument of this research question is very useful
to the next researchers as a guideline in
developing a new instrument for related research.
GMM has been developed with the aim of
assisting various parties in providing graduates
with the knowledge and skills required by
employers in the industrial sector. This highly
particularised for graduates that wish to be
successful in securing a job in the labour market
whether working with an employer or working
alone as a young entrepreneur. The findings from
the PLS-SEM analysis that has shaped this GMM
measurement model are expected to help more
relevant parties, especially the Ministry of
Education Malaysia (MOE) and the Technical and
Vocational Education Division (BPTV), to be
useful guidelines in producing graduates and
marketable. The development of GMM should be
a key reference for various parties especially the
MOE as an effort to develop graduates who have
the knowledge and skills that orienting with the
needs and requirements of employers in the
www.psychologyandeducation.net
ISSN: 0033-3077
industrial sector. The issue of on unemployment
experienced by every country especially in
Malaysia need to be addressed and deciphered
with various efforts which includes the
increasement in the level of knowledge and skills
of graduates especially in the field of Vocational
Technical education (TVET). TVET education
should focus on knowledge and skills as well as a
number of other factors which is a key ingredient
and essential element of each graduate's
marketability. Therefore, the application of
several key skills along with active pro-career
behaviours and the positive nature of graduates
are the key factors that need to be taken into
account to ensure the first-class level of
marketability of TVET graduates in particular.
Thus, the role of all parties in particular MOE and
BPTV through enhancing TVET programs and
curricula can assist in the process of applying
proactive career behaviours and positive attitudes
among graduates in addition to their existing
knowledge and skills. The need to have the
knowledge and skills required by employers as
well as to have a proactive career attitudes and
positive attitudes, along with training experiences
are bonus for every graduate to get a decent job in
the labour market. Hence, the equilibrium between
demand and labour supply can be achieved.
Consequently, the problem of unemployment is
solved and the country's economic growth could
be boosted.
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