scholarly journals Soft Skills and Work Ethics of Language Program Graduates

2020 ◽  
Vol 9 (2) ◽  
pp. 38-42
Author(s):  
Yohana Ika Harnita Sari ◽  
Erlin Estiana Yuanti ◽  
Endang Soelistiyowati
Keyword(s):  
Formal Education ◽  
Soft Skills ◽  
Training Session ◽  
Skills Training ◽  
Skilled Workers ◽  
Language Program ◽  
Work Ethics ◽  
Self Evaluation ◽  
Language Study ◽  
Study Programs

Graduates of vocational schools and polytechnics are expected to become skilled workers who are ready to work in various fields of work. Especially for graduates from language study programs, having the language skills and competence certificate is not enough to face the competition in the world of work. They also need to always perform soft skills and work ethics, to be able to get ready for working, to be able to understand colleagues better, and thus to adapt fast in any environment. Thus, there have been issues toward to what extent formal education specifically embeds soft skills and work ethics, what aspects of soft skills and work ethics that employees must possess, and what efforts have been given to develop them. This study aims at describing the efforts done by Language Study Programs, Sekolah Vokasi, Universitas Gadjah Mada (UGM)to adopt soft skills and work ethics and describing the performance of Language Study Programs, Sekolah Vokasi, UGM graduates in the aspects of soft skills (intrapersonal skill, interpersonal skill, and communication) and work ethics (commitment, integrity, professionalism, and hard work). The data were obtained by conducting observation and interview to the head of Language Study Programs and also administering a self-evaluation questionnaire, containing 47 items of soft skills and 44 work ethics items with five performance indicators (1: never – 5: always), that was distributed to 160 graduates from English, Korean, Japanese, and Chinese Language Study Programs of Sekolah Vokasi UGM. The finding of study suggests that efforts done are soft skills training session (in student orientation), etiquette lesson, support in organization participation, and internship program. The mean score of each indicator in the questionnaire is between 3.62 – 4.65 (out of 5). This score shows that the Language Study Programs graduates often and usually perform soft skills and work ethics that benefit them in the labor market.  

Measurement Instrument of Soft Skills and Work Ethics

2020 ◽  
Vol 7 (9) ◽  
pp. 400-415
Author(s):  
Endang Soelistiyowati ◽  
Erlin Estiana Yuanti ◽  
Yohana Ika Harnita Sari ◽  
Suwardo .
Keyword(s):  
Formal Education ◽  
Soft Skills ◽  
Qualitative Interviews ◽  
Group Discussion ◽  
Measurement Instrument ◽  
Partial Least Square ◽  
Least Square ◽  
Validity And Reliability ◽  
Work Ethics ◽  
Professional Attitude

There has been an issue toward to what extent a formal education specifically embeds soft skills and work ethics, the aspects that employees must possess, and what efforts have been given to help develop them. This paper aims at developing a measurement instrument to assess, to help improve the employees’ level of soft skills and work ethics in industries and at the same time to give an insight about what universities should prepare to help their students acquire a sufficient acquisition of soft skills and work ethics. This research is a Research and Development (R&D), aimed at developing a measurement instrument on skills and work ethics. Partial Least Square (PLS) was employed to confirm the validity and reliability of the instrument. Some observations in industries were done, and semi-structured qualitative interviews and Focused Group Discussion (FGD) were conducted with stakeholders, HR managers, and psychologists. The results show that 47 out of 56 items are valid to measure intrapersonal, interpersonal skills, and communication skills. While for the work ethics, 44 statements were valid to measure commitment, integrity, professional attitude, and hard work. For the reliability, a composite value of reliability >0.70 is used, and the results show that the instrument is reliable.

scholarly journals Evaluation Of The Effectiveness Of The Initial Flight Attendant Training Program In Garuda Indonesia Training Center

2020 ◽  
Vol 4 (2) ◽  
pp. 47-65
Author(s):  
Chandra S Haratua Gultom ◽  
R. Madhakomala ◽  
Hamidah
Keyword(s):  
Soft Skills ◽  
Training Session ◽  
Skills Training ◽  
Primary Data ◽  
Flight Attendant ◽  
Cross Sectional ◽  
Kirkpatrick Model ◽  
Effectiveness Of Training ◽  
Four Levels ◽  
Different Levels

The purpose of this study is to evaluate the training effectiveness on GITC by applying the four levels Kirkpatrick model consisting of reaction, learning, behavior & Results. This study is cross sectional, primary data was collected through interviews from different batches representing different levels of the Kirkpatrick model. Effectiveness of training at the different levels was being evaluated through construct/theme developed on the basis of literature review. For level one evaluation interviews were conducted from employees who had recently completed their training; for level 2,3&4 the respondents, who had completed same training about 3 months, 6 months and year earlier respectively. The results indicated that reaction of the participants were positive for training except duration was too short, secondly they have applied skills & knowledge which they had learnt from training. A positive consequence of the training is that most of the participants got promoted from their current designation with the improvement in their pay scales. Thus, the soft skills trainings were effective with the participants desiring more opportunities to attend soft skills training session at least quarterly basis, to further improve their skills and enhance their knowledge.

Implementation of Guidance nuanced Learning Model at MAN 1 Bandar Lampung

2020 ◽  
Vol 7 (1) ◽  
pp. 47-52
Author(s):  
Rifda El Fiah ◽  
Saiful Bahri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Formal Education ◽  
Rating Scale ◽  
Soft Skills ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Expert Rating ◽  
Hard Skills ◽  
Process Implementation

This research was conducted based on the problems that often arise in formal education learning. This problem has an impact on learning achievement results obtained by students. This research was conducted at MAN 1 Bandar Lampung. The purpose of this study was to determine the feasibility of the instructional model nuanced guidance data collection techniques using expert rating scale and user rating scale. The results of this study indicate that the nuanced learning model meets the achievement of student learning outcomes in MAN 1 Bandar Lampung, by developing students' knowledge and skills in the form of soft skills and hard skills. Guidance nuanced learning model design consists of learning process planning standards, learning process implementation standards, learning process outcome standards, and learning process control standards. 

scholarly journals Collaborative testing in physical examination skills training and the autonomous motivation of students: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiska A. Patiwael ◽  
Anje H. Douma ◽  
Natalia Bezakova ◽  
Rashmi A. Kusurkar ◽  
Hester E. M. Daelmans
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Training Session ◽  
Autonomous Motivation ◽  
Skills Training ◽  
Psychological Needs ◽  
Active Participation ◽  
Basic Psychological Needs ◽  
Collaborative Testing ◽  
Traditional Format

Abstract Background Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation. Methods Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format. The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team. Results The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed). The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’. ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students. The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively. Conclusions The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.

What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

2021 ◽  
pp. 146144482110127
Author(s):  
Marcus Carter ◽  
Ben Egliston
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Learning Analytics ◽  
Soft Skills ◽  
Education Technology ◽  
Skills Training ◽  
Emerging Technology ◽  
Critical Issues ◽  
Vr Training ◽  
Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

Adapting Pandemic Practices for the Future: Blended Learning Model for Online Advocacy Training in Pakistan

2021 ◽  
Vol 8 (2) ◽  
pp. 144-157
Author(s):  
Hadia Awan
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Training Session ◽  
Skills Training ◽  
Virtual Learning Environment ◽  
Formative Assessments ◽  
Grading Policy ◽  
Research Areas ◽  
Teachers And Students ◽  
Effective Use

The challenge of teaching a skill-based course online, during pandemic unfolded lasting/ground-breaking opportunities for teachers and students of law alike. For the advocacy skills' training course, a suit for dissolution of marriage was selected and training was divided into 12 steps. The pre-planned semester calendar of the University was followed, but in the virtual learning environment (VLE), sessions were held mostly synchronously by using an indigenized blended learning (BL) model. Station rotation (SR) and the flipped classroom (FC) were also indigenized for effective use. Indigenization of BL was done. SR was done by creating stations comprising research areas involved in the trial for dissolution of a marriage. The FC was used to make students learn lectures beforehand, and all simulations, role-plays and activities were done in class. On-spot grading was done on assessment rubrics by using standard observation forms, generated based on extracted principles. All rubrics and standard forms were shared and discussed with students to build trust in the VLE. The asynchronous mode was also used, but only for the sake of supplemented learning. The grading policy was revised, and the curves of summative and formative assessments were flattened. A total of 45 students were trained, out of whom 26 scored A, four A–, two B, five B+, one B–, one C, one C+, one C– and four got F (for not participating at all). The outcome was encouraging. After completion of the semester, the need assessment survey culminated in a hands-on training session for the Faculty of Law (FoL). Participants designed courses using the BL model and found the methodology effective for future use in regular classes.

An evaluation of REACTMH mental health training for UK healthcare supervisors

2021 ◽  
Author(s):  
R Akhanemhe ◽  
S Wallbank ◽  
N Greenberg
Keyword(s):  
Mental Health ◽  
Training Session ◽  
Skills Training ◽  
Perceived Usefulness ◽  
Active Listening ◽  
Mental Health Training ◽  
Listening Skills ◽  
Occupational Outcomes ◽  
Training Package ◽  
Remote Training

Abstract Background Healthcare workers (HCWs) are vulnerable to developing mental ill-health. Prior research has shown those in managerial or supervisory positions have pivotal roles in creating a healthy work environment, as well as recognizing and supporting HCWs with mental health symptoms to improve occupational outcomes and reduce sickness absence. Aims To evaluate the effectiveness of active listening skills training (REACTMH) for UK healthcare managers. Methods Managers of HCWs were voluntarily enrolled on a REACTMH active listening skills training package. Attendees anonymously completed questionnaires before and immediately after attending the 1-h remote training session and again 1 month later. The questionnaire asked about confidence in recognizing, conversing with and supporting distressed colleagues as well as perceived usefulness and importance of the training and how often they had used the taught active listening skills. Results Fifty-eight healthcare managers enrolled onto the REACTMH programme in July 2020 and 32 (55%) completed the 1-month follow-up. Just less than half reported feeling confident in being able to identify, speak to and support potentially distressed staff before the training; significantly more (>80%) reported feeling confident 1 month afterwards (P < 0.001). Around three-quarters of attendees reported the REACTMH programme as highly useful, highly important and said they had frequently used the learned skills. Conclusions A brief active listening skills training package was associated with significant improvements healthcare manager’s confidence in recognizing, speaking with and supporting HCWs with suspected mental health conditions. Further research is needed to investigate the longer term effectiveness and acceptability of REACTMH training.

Leadership Skills Training for Teachers as Leaders: The Research Report on the Erasmus+ CBHE Project. Development of Skills and Teachers Training for Leadership/DeSTT

2021 ◽  
Vol 3 (61) ◽  
Author(s):  
Gainiya Tazhina ◽  
Alessandro Figus ◽  
Ramón Bouzas-Lorenzo ◽  
Diana Spulber
Keyword(s):  
Teacher Training ◽  
Formal Education ◽  
Local Community ◽  
Leadership Skills ◽  
Skills Training ◽  
Research Report ◽  
Project Proposal ◽  
Research Questions ◽  
Teachers Training ◽  
And Training

The DeSTT concept of teacher training for leadership examines the importance of non-formal education, i.e., training for teachers. The monitoring study revealed the urgent needs of Kazakhstani teachers in training their leadership skills. The paper analyzes two sets of research questions (each consists of 6 sub-questions), which we defined as follows: 1) What are the challenges of teacher training/upskilling for leadership and their involvement in the local community? This group of questions was studied at the stage of preparing the project proposal. 2) What are the impacts of DeSTT training on teachers' leadership skills and experiences? This group of questions was studied during the 2nd year of the project lifetime. The purpose of this paper is to indicate the findings and implementation of the concept of preparing teachers for leadership from the project proposal launch to the execution of pilot trainings. Research methods employed in the study are interviews of universities specialists and analyzes of the State data/reports for the project proposal. Observations of training participants and post-training interviews were used to study the 2nd group of research questions. The findings of the study confirm the data obtained in both groups of interviews and observations. Participants were enthusiastic and interested in the pieces of training, aware and confident of the need to continue learning, share experiences, and develop leadership skills achieved in DeSTT training. The reflection on the central terms of leadership and training has proved to be crucial for teachers. Further research is to survey the implications of the DeSTT project for all its consumers. The dissemination and sustainability perspective of the project is to collaborate with the National Center ORLEU for training leadership skills to the instructors from 17 regional branches who, in turn, will train teachers for leadership. The authors acknowledge the Erasmus Plus CBHE for funding the DeSTT project.

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