scholarly journals Pelatihan Soft Skills Dan Pendampingan Siswa-Siswi SMK Di Kota Bogor Untuk Persiapan Memasuki Dunia Kerja

2019 ◽  
Vol 1 (2) ◽  
pp. 1-8
Author(s):  
Ade Tuti Turistiati ◽  
Hafizh Faikar Agung Ramadhan
Keyword(s):  
Soft Skills ◽  
Skills Training ◽  
Working Environment ◽  
Vocational High School ◽  
School Students ◽  
Job Interview ◽  
Face To Face ◽  
Self Confidence ◽  
Hard Skills ◽  
Curriculum Vitae

Graduates of Vocational High School (SMK) are prepared to work in public/private sectors, or work independently as entrepreneurs. The students are given hard skills based on their chosen majors and soft skills. However, the needs for soft skills are often less considered. This soft skills training program and mentoring for students of SMK in Bogor city aims to make students understand the importance of soft skills. The students are expected to practice applying/using soft skills that support them in finding/creating jobs opportunities; write application letters; write interesting, informative, and effective Curriculum Vitae (CV).  They are also expected to be self-confident to face a job interview. This program was followed by the 3rd graders of SMKN 1 and representatives of vocational school students in Bogor city, leaders and teachers of SMKN 1 Bogor. The training was divided into 2 batches; each batch consisted of 75 participants. After training and practicing, students were given the opportunity to consult directly (face to face) with facilitators, and seek for information and guidance through WhatsApp facilities and e-mails. The result of training and mentoring shows that the students understand the importance of soft skills such as communication skills, self-confidence, respect, open-mindedness, and honesty in a working environment and daily life.

scholarly journals PELATIHAN: PENTINGNYA SOFT SKILL UNTUK KESUKSESAN KERJA BAGI SISWA-SISWI SEKOLAH MENENGAH KEJURUAN

2021 ◽  
Vol 4 (1) ◽  
pp. 298
Author(s):  
Christine Winstinindah Sandroto
Keyword(s):  
High School ◽  
High School Students ◽  
Soft Skills ◽  
Vocational High School ◽  
School Students ◽  
Soft Skill ◽  
Talk Show ◽  
Hard Skills ◽  
Implementation Stages ◽  
The Difference

Training with the topic "the importance of soft skills in job success for Vocational High School students"  is deemed necessary for preparation in entering the workplace.  Besides hard skills, soft skills also play an essential role in work success. The training is packaged in a talk-show format via Instagram Live, which is considered relevant for Vocational High School students under supervised Bulir Padi. The material covered in this training includes: What are soft skills? The difference between hard skills?; The benefits of having soft skills at work; and how to improve soft skills. This activity in the form of training packaged in a talk show with Instagram Live media is carried out following the preparation and implementation stages. The evaluation stage is not carried out in a structured manner. Still, from the responses and questions that arise, we can conclude that the participants are interested in joining the talk-show enthusiastically. In the next training, if it is still in a covid-19 pandemic situation that does not allow face-to-face meetings at the same location, we will continue to apply training virtually either with the zoom application, google meet, or with Instagram Live. The training evaluation will be made more structured by distributing questionnaires to determine the level of participant satisfaction with the training and conducting pre and post-test materials to determine the progress of participants.

scholarly journals Mempersiapkan Dokumen Lamaran Kerja Dan Wawancara Kerja Bagi Siswa-Siswi Sekolah Menengah Kejuruan

2021 ◽  
Vol 1 (2) ◽  
pp. 77
Author(s):  
Francisca Hermawan ◽  
Andreas Elang Detra
Keyword(s):  
High School Students ◽  
Vocational High School ◽  
School Students ◽  
Job Interviews ◽  
Job Interview ◽  
The Third ◽  
Job Application ◽  
The World ◽  
Curriculum Vitae ◽  
Simulation Session

The Training with the topic of Preparing Job Application Documents and Job Interview for Vocational High School Students played important role for the graduated students empowered by Bulir Padi to apply for job and get jobs according to their competencies. Due to the Covid-19 pandemic the training was carried out using zoom application. It was on July, 14, 2020. The training was presented by the team of FEB UAJ. The methods used in the process were lecturing, simulation  and  discussion. The material in the first session was Motivation. Session two was themed with  How To Compose A Professional Curriculum Vitae, and the third session was Tips for Successfully Facing Job Interviews. The evaluation showed  that although the training was in short it fairly succeeded in developing more confidence of the participants to prepare themselves to enter the world of work. This was shown by numerous students who asked questions, gave comments and were engaged during job interview simulation session.

scholarly journals Implementation of the online learning at vocational high school during Covid-19: Between obligations and barriers

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ummi Mukarromah ◽  
Wiwik Wijayanti
Keyword(s):  
Online Learning ◽  
Qualitative Method ◽  
Soft Skills ◽  
Vocational Schools ◽  
Vocational High School ◽  
Digital Competence ◽  
Hard Skills ◽  
Teacher Creativity ◽  
The Impact ◽  
Hotel Accommodation

Vocational schools are no exception to implementing the online learning policy during the covid-19 pandemic, including students majoring in hotel accommodation. This study aims to describe how the school develops its readiness to implement the policy, particularly its challenges. This study also aims to determine the constraints and impacts of implementing the policy. Using a qualitative method, this study involved two vocational schools in Yogyakarta that have Hotel Accommodation major. The heads of the departments, the productive teachers, and some students were invited to several interviews. Documentation was also used to obtain detailed information. The results were categorized into two aspects: hard-skills and soft-skills. From the first aspect, challenges that are faced as the impact of the policy are (1) online learning at vocational schools majoring in hotel accommodation requires facilities and infrastructure that do not include internet quota, (2) teacher digital competence and teacher creativity in carrying out learning need to be improved, (3) students feel bored with online learning, so motivation needs to be grown, (4) skills/ practice-based learning implemented in school alternately with a limited number of students. The second aspect indicated that the policy makes it difficult to develop students' soft skills that are also measured as the learning objective. These constraints are important to note for the implementation of the online learning policy to be successful.

scholarly journals Understanding Students’ Perspectives on Teachers’ Personality

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Muhamad Taufik Hidayat
Keyword(s):  
High School Students ◽  
Soft Skills ◽  
Structured Interview ◽  
Learning Motivation ◽  
School Students ◽  
Policy Makers ◽  
Hard Skills ◽  
Efl Teachers ◽  
Senior High School Students

Teacher’s personal trait is critical because it may ominously affect students’ motivation in learning. However, some teachers remain unaware of its significance. It was evident in the students’ statements stating that they often had to learn with moody teachers who, as a result, ruined their learning motivation. The present study aims to explore the students’ perspectives on the EFL teacher’s personalities that influence the students’ motivation. To achieve the objective, the study utilized case study design in which the data were collected through semi-structured interview conducted to six senior high school students. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that all respondents shared agreement on the teacher’s personalities that they prefered. They felt happy and motivated when they learned with humble, friendly, kind, caring, patient, and humorous teachers. The results of this study may help the EFL teachers consider their personality as one of the vital aspects that could affect the students’ learning motivation. EFL teachers should pay more attention to their attitudes towards the students. In addition, the results suggest that policy makers should formulate rules that encourage teachers to not only focus on their hard skills but also their soft skills such as good personalities.  

A Future Focus of Gaming

2016 ◽  
pp. 566-585
Author(s):  
DeAnna Proctor ◽  
Lenora Jean Justice
Keyword(s):  
Disaster Response ◽  
Soft Skills ◽  
Military Medicine ◽  
Skills Training ◽  
Assessment Tools ◽  
Hard Skills ◽  
Inherent Nature ◽  
Games And Simulations ◽  
Future Direction ◽  
The Military

The authors discuss the instruction of soft skills by games and simulations as a future direction for the use of educational gaming in P-12 education. Technical or hard skills are taught in the educational curriculum; however, soft skills training, such as communication, collaboration, decision-making, problem-solving, negotiation, and leadership, are lacking. Soft skills training through games and simulations have been successful in areas such as the military, medicine, business, and disaster response, as well as those individuals with learning disabilities; therefore, the authors investigate the potential for soft skills training using games and simulations. In addition to instruction of soft skills, this article also addresses the inherent nature of games and simulations as teaching and assessment tools.

scholarly journals Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum

2021 ◽  
Vol 20 (2) ◽  
pp. 218-234
Author(s):  
Hadiyanto Hadiyanto ◽  
Noferdiman Noferdiman ◽  
Syamsurizal Syamsurizal ◽  
Muhaimin Muhaimin ◽  
Ina Krisantia
Keyword(s):  
Teaching And Learning ◽  
Development Process ◽  
Course Design ◽  
Soft Skills ◽  
Working Environment ◽  
Design Development ◽  
Study Objective ◽  
Course Content ◽  
Higher Education Curriculum ◽  
Hard Skills

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students’ center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students’ competitiveness level. Users perceived the model’s phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.

scholarly journals Body, Learning Facilitator

2021 ◽  
pp. 5-11
Author(s):  
Manuela Valentini
Keyword(s):  
Integrated Curriculum ◽  
Soft Skills ◽  
Scientific Work ◽  
Skills Training ◽  
The Body ◽  
Methodological Framework ◽  
Hard Skills ◽  
Global Vision ◽  
Unity Of Knowledge ◽  
The University

The school is a safe zone where the curriculum is determined, in a shared manner; where the actors (pupils and teachers), each in their own roles, aim at a project of professional and human, personal and collective growth. A system involving theory, practice and technique combined with relationships and emotions: head and heart together. An encounter between verbal and non-verbal languages, between scientific and humanistic areas where thought becomes actions and actions become thinking, in a thoughtful action. The aim of this intervention is to promote the culture of interdisciplinarity, to offer a focus on the importance of the Integrated Curriculum, also in the university sphere as it is increasingly urgent to create a network of synergies to foster a unity of knowledge that offers a holistic-global vision also by proposing joint scientific work for a biodiversity of languages that means protecting a plurality of information useful for knowledge and thus for the protection of all. Education is developed on transversal competences, soft skills training, inclinations identified in each one (pupil, teacher), which impact on disciplinary knowledge; as well as defining hard skills; to reflect on a methodological framework where the body becomes the protagonist, the glue, the bridge of meanings, transforming them and transporting them into other languages.

scholarly journals Retooling For Terminated Contract Workers Of Vocational School Alumni (Back) To Work

TAMAN VOKASI ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 168
Author(s):  
Samidjo Samidjo
Keyword(s):  
Communication Skill ◽  
High School Graduates ◽  
Soft Skills ◽  
Complex Problem ◽  
Working Environment ◽  
Vocational School ◽  
Vocational High School ◽  
Soft Skill ◽  
Contract Workers ◽  
Permanent Workers

Abstract. Unemployment of vocational high school graduates consists of two categories, the graduates who never been in work and who had been in work as a contract workers and then terminated. More than 63 percent of the graduates who have ever been as a contract workers did not work match with their competence, as a result when the contract agreement expired the workers did not been assigned as permanent workers. In order to get other jobs after termination,  the workers need to upgrade their competence or to retool with skills other than the skills the workers acquired from vocational school, in order to fit well with the need of workers in industry. Besides the functional skill needed for handling operational works, the terminated contract workers need to upgrade their soft skill suitable for the future working environment, that is learning to work in a group consisting of many communities to solve very complex problem as the characteristic of jobs in the industry 4.0, besides other component of soft skills such as honesty, discipline, attitude, commitment to work, communication skill, and open for change.

Implementation and Impact Evaluation of Entrepreneurship Support Services in Jamaica

2021 ◽  
Author(s):  
Diego Ubfal ◽  
Irani Arráiz ◽  
Diether Beuermann ◽  
Michael Frese ◽  
Alessandro Maffioli ◽  
...  
Keyword(s):  
Soft Skills ◽  
Controlled Trial ◽  
Skills Training ◽  
Business Practices ◽  
Short Term ◽  
Business Training ◽  
Business Outcomes ◽  
Positive Effects ◽  
Personal Initiative ◽  
Hard Skills

AUTHORUbfal, Diego; Arráiz, Irani; Beuermann, Diether; Frese, Michael; Maffioli, Alessandro; Verch, DanielDATEMar 2021DOWNLOAD:English (0 downloads)DOIhttp://dx.doi.org/10.18235/0003182There has been growing interest in approaches to business training that incorporate insights from psychology to develop soft skills associated with successful entrepreneurship. The empirical evidence on their success, however, is still inconclusive. This study designs and evaluates two training programs focusing on soft skills, which are adapted to the Jamaican context. The first program provides soft-skills training on personal initiative, including the development of a proactive mindset and perseverance after setbacks. The second program combines soft-skills training on personal initiative with traditional training on hard skills aimed at changing business practices. Both programs are evaluated using a randomized controlled trial design involving 945 entrepreneurs in Jamaica. Findings indicate positive effects of the intensive soft-skills training, but not of the training combining soft and hard skills, on business outcomes (i.e., sales and profits) in the short-term (i.e., three months after the implementation of the trainings). The positive short-term effects of the soft-skills training are concentrated among men and are not significant for women. These effects, however, vanish when measured 12 months after the trainings. Nonetheless, the soft-skills training show persistent positive effects on some targeted soft skills, which are measured with both self-reported and incentivized measures.

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