Self Awareness and Self‐Regulated

1.2. Self Awareness and Self‐Regulated

Learning Job in the global era can be dynamic.

This indicates that possessing knowledge from their formal education after they leave their higher education level is not sufficient. They should be able to teach and learn by themselves responding to the changes in their workplace. They should develop self awareness, self learning and self regulation.

Self awareness represents one’s capacity to be conscious on his/her own affection, behaviour and attitutes to respond certain circumtance (Benbassat & Baumal, 2005: 156). This self awareness is related to self regulation in which students are expected to develop capacity to generate things from their own thinking, emotion and behaviour (Zimmerman, 2000, cited in Zimmerman, 2002: 65). Zimmerman (2001, cited in Zimmerman, 2002: 65) argues that self

awareness

can reflect one’s preparedness which is significant for individual’s transformation. The concepts of self awareness and self regulation highlight students’ individual differences. It is vital for students to know about themselves to deal with their strengths and weaknesses (Zimmerman, 2002: 65). Self regulated learning is essensial for vocational students to continuously learn in their workplace. This is as argued by Zimmerman (2002: 66)

“Self‐regulation is important because a major function of education is the development of lifelong learning skills. After graduation from high school or college, young adults must learn many informal skills informally. For example, in business settings, they are often expected to learn a new position, such as selling

a product, by observing proficient others and by practicing on their own. Those who develop high levels of skill position themselves for bonuses, early promotion, or more attractive jobs. In self employment settings, both young and old must constantly self‐refine their skills in order to survive. Their capability to self regulate is especially challenged when they undertake long‐term creative projects, such as works of art, literary texts, or inventions. In recreational settings, learners spend much personally regulated time learning diverse skills for self‐entertainment, ranging from hobbies to sports” (p.66)

Self regulation involves behavior and process to get information and skill (Zimmerman, 1989: 329). Self regulation allows individuals to check, lead and control their actions towards their objectives for Self regulation involves behavior and process to get information and skill (Zimmerman, 1989: 329). Self regulation allows individuals to check, lead and control their actions towards their objectives for

students’ perceived learning challenges they Self‐awareness can also benefit students

face during their learning process and their since they can evaluate themselves and

self awareness on what are important for evaluate theit external environment (Duval

them. It is assumed that during their learning & Wicklund, 1972, cited in Geller & Shaver,

process, they develop consciousness on what 1976: 99). Moreover, self awareness and

they need. The last category is their self‐confidence can intervene one’s decision

perceived readiness for job and their efforts on his/her career (Amudson, 1995, cited in

to prepare themselves for job‐life in the McCarthy

Furthermore, Rochat (2003: 719‐722) The first category of data shows that divides self‐awareness into five stages:

vocational students decide to take their confusion, differentiation, identification,

learning program because of several reasons. permanence and self consciousness or

Their reasons can be classified into three metaself awareness. Awareness is not only

main motives. The first motive is cognitive‐ about self, it is possible that an individual

practical drive. The vocational students feels other people awareness. There is

mention that by taking vocational program, relationship between self awareness and

they get more practical knowledge instead of other awareness in which represents self‐

just theoretical understanding. They believe awareness from the view of other person

that practical learning allows them to (Lewis et., al., 1989, cited in Asendorpf,

understand the concept/theory easier. Warkentin & Baudonniѐre, 1996: 313). Vago

Below is sample of data showing a student’s and Silbersweig (2012) mention that self

motivation to maintain his/her vocational awareness, self regulation and self

study because of some added knowledge. transcendence can reduce one’s straining

“Pada awalnya saya tidak tertarik untuk mengambil

and stimulate “intention, motivation,

jurusan

teknik baik di universitas maupun di

politeknik. attention Akan tetapi setelah saya menjalani kuliah regulation, extinction,

selama

4 semester sebagai mahasiswa politeknik saya

baru paham dan mengerti bahwa kuliah di politeknik

attachment and decentering.”

kita mendapatkan point plus. Selain kita diajarkan untuk

menganalisis secara teori materi perkuliahan

II. METHOD

kita juga diajarkan untuk menerapkan materi yang

kita peroleh secara praktik. Jadi antara teori analisi

This study adopts a qualitative

dan praktik seimbang. Sperti yang kita tahu bahwa

nanti method. The data are gathered from dalam dunia pekerjaan kita tidak hanya dituntut

untuk

terampil dalam analisis tetapi juga dituntut

vocational students’ written responses on

untuk

terampil dalam menerapkan ilmu yang kita

dapat open ended questions. The research dalam praktik. Maka dari itu saya sangat

menikmati kuliah saya di politeknik.”

informants are fifty three vocational

(student 11)

students from polytechnic study program. The open ended questions are designed as

The other advantages of learning tools for collecting data on several aspects:

vocational study are developing their motivation/interest,

analytical thinking/skill, deepening and required soft skills, self‐learning and

self‐preparedness,

broadening knoweldge that they gain in vocational learning challenges. The data are

senior high school. The second drive is analyzed by adopting within and cross case

affective‐behavioural motives. They believe analysis.

that vocational institution can facilitates them to shape work ethos/mentality or build

III. RESULT AND DISCUSSION

certain

characters

(for instance,

3.1. Data Representation

initiatives, discipline, The collected data are classified into

responsibility,

commitment, ethical behaviour, sociability) several categories. The first category is

required in their job‐life. The other reason is students’ motivation (forces) behind their

they are motivating to continue their decision to take vocational study. It is

vocational interest that they have since they assumed that their reasons on for choosing

are in senior high schools. The third motive will provide basis for their learning spirit

is social forces. This drive indicates that the is social forces. This drive indicates that the

study is because they have successful role developing their social capacities. The

models around them who can encourage students express that they are motivated to

them. These role models can be their learn vocational disciplines because of their

brothers and seniors. Friendship is their parental support or orders/instructions. The

other reasons to choose vocational program.

Figure 1. The vocational students’ readiness and self awareness on learning

The second category of data show kelas 1 hingga lulus saya memiliki kelas yang dimana

harus that vocational students are aware of memiliki rasa saling memiliki satu sama lain.

Lalu adalah rasa etos kerja keras dimana politeknik

learning and job challenges they face

sendiri mengedepankan praktek, agar lebih siap kerja.

Untuk during their study and potentially they dukanya, yaitu adalah banyaknya tugas, laporan will encounter in their future job. There yang harus dikerjakan dalam satu waktu. Hal

ini memaksa kita untuk lebih meluangkan waktu untuk

are several challenges that they identify

tugas ketimbang istirahat. Lalu perbedaan waktu libur

dengan which they find during their learning. institut/universitas, politeknik libur tidak

berbarengan dan waktu libur yang tidak sebanyak

Those challenges are relating to time

institut/universitas.”

management, energy

management,

(student 3)

perceived lack of soft skills, lack of

freedom to select their own topic, too To respond to these challenges, the much time focused for academic activities,

intrapersonal and gender issues and too much pressure.

students

need

interpersonal capacities. They express that Some of the students feel that what they

they should prepare themselves (building take in their vocational study does not fit

self). This self building requires them to to their interests. In spite of challenges

develop person‐job fit characters, ethos and they encounter, they find several sources

self capacities.

which make them enjoy their learning They mention a wide range of self‐job process. Those are strong bond of

fit elements. Those are responsibility, friendship, learn several softskills,

problem solving, risk taking capacity, develop sense of social belongness and

survival skill, self‐leadership, discipline, acceptance, feel self‐confident to compete

decision making in global market. Below is a sample of

strong

mentality,

competence, building commitment, self‐ data showing a vocational student’s

confidence, hard working ethos, self‐ challenge and joy he/she feels during the

independence, internalize religious values, learning process.

time and self management, critical thinking and initiatives. They also express that they

“Sebagai mahasiswa politeknik, suka yang saya dapat

should develop social capacities since they

adalah rasa saling memiliki antar tean, karena dari

should work with others. There are several should work with others. There are several

need more time to explore job‐related interaction/socialization,

communication,

knowledge, still just obtain job‐related leadership,

teamwork,

knowledge from apprenticeship. organizational

All three categories of data are language skill, presentation and social

management,

foreign

encapsulated in figure 1. It briefs all the data.

adaptation. The extract of sample of data below shows a vocational student’s

3.2. “We will meet people with various

expression on his/her learning needs. characters” and its implications

The data extract “we will meet people

“1) disiplin, karena seorang yang sukses namun tidak disiplin

with various characters” implies the

akan gagal juga, 2) mampu bekerja sama,

dalam dunia kerja, seseorang tidak mungkin mampu

significant role of interpersonal aspect in

mengerjakan sesuatu sendirian, namun harus

one’s job life. Today’s globalization era

berkolaborasi dengan yang lain, 3) kepemimpinan, seoarng pegawai tidak melulu menjadi bawahan,

eradicates people’s boundaries. Individual

dalam keadaan tertentu juga berhak menjadi

cannot work alone to satisfy his/her

pemimpin, 4) kemampuan berkomunikasi dengan baik, cara seseoarng berkomunikasi dengan yang lain dapat

demands, he/she have to collaborate with

others (Schein, 1994: 12). This pushes

menunjukkan cara mereka berfikir.”

(student 7)

people in its’ era to work, interact and communicate across different regions and nationalities. Globalization forms recent

They are aware that to prepare economic and cultural regions inside and themselves, it is not sufficient to just learn outside countries (Giddens, 1999: 13). This their vocational disciplines. They should implies that today’s students should be ready broaden their learning scope/areas to cover to work with people from different the dynamics of job market. They express regions/cultures within and outside their that to prepare themselves they perform

hardskill technical several actions.

countries.

Thus,

The first action is participating in knowledge only is not sufficient for learning

communities:

students’

vocational students.

The data show that the students feel organization, communities outside camous, self‐need to build their self capacities contribute to technology competition, (person‐job fit character, ethos, discipline, participate in seminars, training and society

independence, services. The second action is self‐ responsibility) and social competences preparation: perform self‐directed learning (communication, interaction, teamwork, by sharing with (learning from ) successful ethic, public speaking, organizational alumni (seniors), increase work experience management, foreign language skill, by becoming part timers, prepare vision and

decision

making,

objectives for their future, learn harder and presentation and social adaptation). The

be more conscientious, practice what they following sample data confirms the finding on students’ vocational need for social

get in everyday life. The third action is job

building.

field preparation by finding some

information about desired job, learn public

“Soft skill sangat diperlukan untuk membekali diri kita

speaking. However, the data also show that

untuk

menjadi orang yang sukses dikemudian hari.

Hard some vocational students are not ready to skill (akademis) saja tidak cukup untuk

menghadapi dunia kerja nantinya. Karena dalam

enter job market because of some reasons.

dunia kerja kita akan menghadapi banyak orang

dengan The first reason is relating to the academic karakter yang berbeda beda dan dari lingkup

yang lebih luas. Maka dari itu dengan adanya

competencies, for instance they are still in

pembentukan keterampilan soft skill sangat

the fourth semester, still concentrate mainly

diperlukan, antara lain: mengikuti organisasi,

mengikuti on theory, still do not understand the given kegiatan pelatihan, mengikuti kegiatan

pengabdian masyarakat, karakter building dll. Hal‐hal

theories. The other aspect is concerning with

tersebut sangat bermanfaat untuk mengembangkan

job‐related skills, for instance soft skills (for

soft skill kita, karena kita akan bekerja dan

berinteraksi instance, time management, discipline, , dengan banyak orang. Hal itu sebagai

bekal untuk kita menghadapi dunia kerja nantinya.”

motivation to continue study into university

(Student 2)

How the students in their job life dialogue and reflect from new experiences build/develop his/her private self can affect

(Sessa & London, 2006: 119‐123). All of his/her social self. When he/she is not

these learning processes is significant for the discipline, be irresponsible or cannot

students to conform and adapt to group’s interact appropriately with others, it can

changes.

stimulate conflict, obstructs group/team/ Their capacity to adapt to group of organizational coordination, lead to job

people and group’s changes can allow them dissatisfaction and may affect job longevity.

to be fluid and can work with different The grounding construct of organization is

people. Surrounding aspects, including work the coordination of activities for reciprocal

structure, site and work agenda can push assisstance (Schein, 1994: 13). As one form

people to interact with other certain people of organization, companies require workers

(Schein, 1994: p. 153). Successful effort to who can be coordinated to reach

adapt can result in group/social acceptance. organizational

Failure in self‐group adjustment can raise implies that the worker should be able to

goals/production.

This

psychological issues for the members regulate themselves (their self‐aspects) and

(Schein, 1994: 156).

conform to the coordination of company. During the process of learning in their This also can indicate one’s capacity to

vocational study, the students experience perform self‐group identification and

happiness because they can develop strong adaptation. Worker’s capacity to successfully

bond of friendship with their peers. This can interact with others in his/her job

provide direct social learning experiences for environment can lead to job satisfaction

the vocational students. Students’ successful related to interaction context (Katz & Van

social adjustment is not indiacted by grades, Maanen, 1977, cited in Schein, 1994: 88).

but their capacity to interact with others This is relevant to the data which show

(Hartup, 1992, p. 1, cited in Linke, 2011: 14). that the vocational students learn teamwork

The study also finds that the vocational by participating in students’ organization,

students‐informants are able to produce self‐ following technology competition and

awareness on their own learning joining service for community activities.

situations/contexts (learning motives, needs, Through these activities the vocational

readiness, challenges, happiness and self‐ students may learn how to socialize with

initiatives to expand their capacities). This others. Within the organization context, this

self‐resources can be useful for them when socialization process is significant because

they enter their workplace. They should through this interaction members “learn the

explore what they need to develop in their ropes” or try to know and study regulations,

workplace. Learning needs excavation on social norms and ways to interact with other

what is applicable in certain environment people appropriately (Schein, 1994: p. 21).

(Claxton, 1999: 12). By having self‐ The data also show that the students

awareness capacity they can observe their are aware that they should be both be

workplace environment and examine what independent and dependent. This implies

they need to learn to survive and grow. This that they should be able to both learn

indicates that what they will get after they individually and integrate their individual

leave their formal vocational programs, what learning into group/team learning which

they get from formal study will change, accumulates in organizational learning. This

develop and cannot accomodate their needs requires the students to perform an

anymore. Thus, they have to perform self integration of adaptive, generative and

learning to be workers who have capacity to transformative learning. Adaptive learning

do lifelong learning in any job environment. encourages them to perform self adaptation

As stated by Claxton (1999: 13‐14) “lifelong to the changes occur in group/team,

learning demands, for example, the ability to generative learning enables individuals to

think strategically about your own learning learn new attitude, knowledge as groups

path, and this requires the self‐awareness to experience new changes and transformative

know one’s own goals, the resources that are learning allows self and groups to engage in

needed to pursue them, and your current needed to pursue them, and your current

their success in workplace. significance role of people environment, as a

Figure 2. Implications of “we will meet people with various characters”

Figure 2 encapsulates the implications

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