The effect of interpersonal communication and self-adjustment to the work readiness of vocational high school students

Tentama, Fatwa; Subardjo, Subardjo; Merdiaty, Netty; Mulasari, Surahma Asti

doi:10.5861/ijrse.2019.4004

Cited by 4 publications

(5 citation statements)

References 22 publications

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“…Recognizing factors that facilitate or hinder work readiness can inform educators and hospital administrators of the essential components for formulating effective strategies to support new graduate nurses. Several studies have reported determinants of work readiness among graduate nurses, including emotional intelligence, psychological capital (Masole & van Dyk, 2016), interpersonal communication, self-adjustment (Tentama et al, 2019), students' perceptions of the clinical education environment (Dudley et al, 2020), interpersonal relationships, leadership experience, award of academic scholarship, prior work experience, willingness to be a nurse (Li et al, 2020), child-care experience, length of the nurse residency programme (Hayter, 2017), professional passion, clinical confidence, class size, the applicability of school education in work and perceived quality of education and practice training (Ergun & Beyhan, 2017). However, previous studies separately focused on personal, educational or clinical factors, without considering such factors simultaneously.…”

Section: Introductionmentioning

confidence: 99%

Work readiness: Its determinants and association with work‐related outcomes among new graduate nurses

Fong

Chen

et al. 2022

J Nursing Management

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Aims: This study aimed to identify determinants of work readiness and to assess the influences of work readiness on work-related outcomes in graduate nurses.Background: Higher work readiness facilitates smoother role transitions of new graduate nurses. However, determinants of work readiness had not been fully examined. In addition, the relationships between work readiness and work-related outcomes, such as coping self-efficacy and occupational commitment, are also crucial but had not been assessed. Methods:We recruited 794 graduate nurses and assessed their work readiness before working as nurses. After they commenced their work, we assessed their occupational commitment, coping self-efficacy and intention to remain. All assessments were conducted online.Results: There were 728 (92%) female respondents. The mean scores and standard deviation (SD) of work readiness, coping self-efficacy, occupational commitment and intention to remain were 261.51 (SD: 45.40), 30.30 (SD: 6.13), 81.65 (SD: 11.56) and 11.01 (SD: 2.36), respectively. Based on a regression analysis, determinants of work readiness were positive school climate, student leadership experience, nursing as the primary choice of discipline and perceived influences of COVID-19 on the honorability of being a nurse and the willingness to be a nurse (p < .001). Moreover, after adjusted by all demographics and characteristics variables, higher work readiness would result in higher coping self-efficacy (estimated coefficient = 0.06, p < .001), occupational commitment (estimated coefficient = 0.06, p < .001) and intention to remain (estimated coefficient = 0.01, p = .002). Conclusion:Work readiness is a composite concept affected by psychosocial and environmental factors, which can predict new graduate nurses' future self-efficacy, occupational commitment and intention to remain.Implications for Nursing Management: The management of new graduate nurses when they begin to work could target their work readiness. Transition programmes that consider our identified determinants can be provided to those who show lower work readiness.

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Section: Introductionmentioning

confidence: 99%

Work readiness: Its determinants and association with work‐related outcomes among new graduate nurses

Fong

Chen

et al. 2022

J Nursing Management

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“…Second, teamwork is necessary for building interpersonal skills as it is a part of the effort to foster an attitude of collaboration between one another. Teamwork can provide a broad visionary view of common goals [26]. A good team also positively shapes the personalities of its members.…”

Section: Relation Between Constructive Knowledge Workmentioning

confidence: 99%

“…In addition, the resulting effect on this variable has a coefficient value of 0.197; if students' interpersonal skills are high, their work readiness is also higher for the resulting coefficient of influence. Interpersonal skills, which include skills in the form of social sensitivity, relationship building, working with others, listening, and communication, affect work readiness [12,26,36]. Sulistyobudi and Kadiyono [25] added that, in addition to interpersonal skills, vocational schools aim to equip vocational school students with sufficient knowledge, skills, and attitudes before they enter the industrial world.…”

Section: Interpersonal Skills Affect Work Readinessmentioning

confidence: 99%

Influence of Work Motivation, Interpersonal Skills, and Knowledge Construction on the Work Readiness of Vocational Students

Indrawati,

Subarno,

Winarno

et al. 2023

Education Research International

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Vocational high schools play an important role in connecting graduates to industry to provide professional workforce input. However, modern times demand an increase in the quality of complex human resources to effectively prepare them to work in the industry. This study examined the relationship between the effects of interpersonal skills and constructive knowledge on work readiness through work motivation. A quantitatively inferential method with a population of vocational high school students was employed. Data were obtained using the structural equation model with the analysis of moment structure 2.4 version application. The research findings showed that interpersonal skills and constructive knowledge have a significant positive effect on work readiness and work motivation interferes with the influence of interpersonal skills and constructive knowledge on work readiness. The results suggest that vocational schools that focus on work readiness need to pay attention to interpersonal skills, constructive knowledge, and work motivation, since they are essential for students. Moreover, this study implies that if we want to improve students’ work readiness, we must enhance their interpersonal skills and constructive knowledge of teaching and learning in vocational schools. Further research should empirically examine this issue to explore other factors that affect students’ work readiness.

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“…Siswa yang mengembangkan keterampilan komunikasi interpersonal yang baik juga tampil lebih baik dalam akademik, dan manfaatnya terus berlanjut setelah mereka menyelesaikan pendidikannya (Callihan et al, 2012). Hasil penelitian ini juga sejalan dengan kajian penelitian terdahulu oleh Tentama et al (2019) dengan hasil penelitian menunjukan pengaruh yang signifikan antara komunikasi interpersonal dan kesiapan kerja siswa kelas XII SMK Negeri Seyegan, dan penelitian oleh Fathimah (2022) yang juga menyatakan bahwa keterampilan komunikasi interpersonal memiliki pengaruh yang positif dan signifikan terhadap kesiapan kerja siswa kelas XII SMKN 2 Magelang.…”

Section: Uji Hipotesisunclassified

Faktor pendukung kesiapan kerja: Study analisis kuantitatif

Umami

Rahmaningtyas

2022

meter

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Ditinjau dari tingkat pendidikan yang ditamatkan, lulusan Sekolah Menengah Kejuruan (SMK) dari tahun ke tahun selalu menjadi penyumbang angka pengangguran terbesar di Indonesia. Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh antara efikasi diri, komunikasi interpersonal dan dukungan orang tua dengan kesiapan kerja siswa SMK dalam menghadapi dunia kerja setelah menyelesaikan pendidikannya. Subjek penelitian ini adalah siswa Kompetensi Keahlian Otomatisasi Tata Kelola Perkantoran (OTKP) SMK Negeri 1 Bawang. Sampel yang digunakan dalam penelitian ini yaitu sebanyak 180 siswa dengan teknik pengambilan sampel proportionate stratified random sampling. Teknik pengumpulan data dilakukan dengan metode observasi, kuesioner dan dokumentasi. Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan uji hipotesis. Kemudian analisis data yang digunakan adalah analisa deskriptif dan analisis regresi linier berganda. Hasil penelitian menunjukan bahwa efikasi diri, komunikasi interpersonal dan dukungan orang tua secara simultan berpengaruh terhadap kesiapan kerja siswa. Sedangkan secara parsial hanya efikasi diri dan komunikasi interpersonal yang memiliki pengaruh terhadap kesiapan kerja siswa Kompetensi Keahlian OTKP SMK N 1 Bawang. Variabel dukungan orang tua tidak berpengaruh terhadap kesiapan kerja siswa. Factors supporting work readiness: A quantitative analysis study Abstract: Judging from the level of education completed, graduates of Vocational High Schools (SMK) from year to year have always been the biggest contributor to the unemployment rate in Indonesia. This study aims to determine whether there is an influence between self-efficacy, interpersonal communication, and parental support on the work readiness of vocational students in facing the world of work after completing their education. The subjects of this study were students of the Otomatisasi Tata Kelola dan Perkantoran at SMK Negeri 1 Bawang. The sample used in this study was 180 students using the proportionate stratified random sampling technique. Data collection techniques used observation, questionnaires, and documentation methods. This study uses a quantitative research approach with hypothesis testing. Then the data analysis used is descriptive analysis and multiple linear regression analysis. The study results show self-efficacy, interpersonal communication, and parental support influence students' work readiness. Meanwhile, partially, only self-efficacy and interpersonal communication influences the student work readiness of OTKP SMK N 1 Bawang. The parental support variable does not affect student work readiness.

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The effect of interpersonal communication and self-adjustment to the work readiness of vocational high school students

Cited by 4 publications

References 22 publications

Work readiness: Its determinants and association with work‐related outcomes among new graduate nurses

Work readiness: Its determinants and association with work‐related outcomes among new graduate nurses

Influence of Work Motivation, Interpersonal Skills, and Knowledge Construction on the Work Readiness of Vocational Students

Faktor pendukung kesiapan kerja: Study analisis kuantitatif

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