Talent Development and Organizational Readiness for Maritime Technology Adoption: A Cross-Stakeholder Workforce Analysis

Meilinasari Nurhasanah Hutagaol; Suhartini Suhartini; Natanael Surant

doi:10.61255/jeemba.v4i5.1114

Authors

Meilinasari Nurhasanah Hutagaol Sekolah Tinggi Ilmu Pelayaran Jakarta, Indonesia
Suhartini Sekolah Tinggi Ilmu Pelayaran Jakarta, Indonesia
Natanael Surant Sekolah Tinggi Ilmu Pelayaran Jakarta, Indonesia

DOI:

https://doi.org/10.61255/jeemba.v4i5.1114

Keywords:

Maritime Human Resource Management, Organizational Readiness, Talent Development, Technology Adoption, Workforce Competency

Abstract

Purpose – This study examines whether technology awareness among cadets, lecturers, and industry experts at an Indonesian maritime institution has converted into organizational readiness for smart port and Internet of Things-driven workforce transformation, identifying the talent development barriers between the two. Design/methodology/approach – A concurrent mixed-methods design administered a validated awareness and institutional readiness instrument to 90 participants across a three-programme, three-stakeholder-group factorial design, analysed using two-way analysis of variance, supplemented by a focus group of ten experienced practitioners, analysed through thematic coding mapped onto an Ability-Motivation-Opportunity framework.

Findings – Technology awareness reached 3.64 out of 5.00 while organizational readiness fell to 2.95, a gap present across every stakeholder-by-programme cell. Industry experts recorded simultaneously the highest awareness and lowest readiness confidence of any group, a Practitioner Pessimism Pattern reported here for the first time. Focus group analysis identified a compound four-barrier structure to workforce readiness, in which a trust deficit rooted in prior technology experience proved as consequential as documented competency gaps.

Originality/value – This study is the first to apply organizational readiness and Green Human Resource Management theory jointly to a maritime education setting, showing that talent development addressing ability, motivation, and opportunity jointly, not awareness or curriculum content alone, is the binding constraint on readiness for technology-driven transformation.

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