Abstract
Introduction: Currently there is a tendency for students only prioritising hard skills without improving their soft skills. This is indicated by the negative attitudes and actions such as delay task submission, bad time management, and a lack of commitment towards a task. The purpose of this research is to find out the model of leadership skill development and communication skill of the vocational Midwifery course.Methods: This study consists of two stages. The research type was observational and explanatory. The first stage used a cross-sectional design and the second stage was quasi-experimental. The subjects of the study for the first stage was 130 respondents, calculated by “rule of the thumb” and by purposive sampling. The second stage consisted of 38 respondents taken by random sampling. The exogenous variables are motivation, self-leadership strategies, job satisfaction, psychological empowerment, self-efficacy, and task commitment. The endogenous variables are leadership skill and communication skills. In the first stage, the data were analysed using PLS and the second stage used a Wilcoxon test with α = 0,05.Results: The variables of motivation, self-leadership and job satisfaction could improve communication skills. In stage 2 (after training), all of the variables increased significantly with p <0,05.Conclusions: Training using the self-leadership module can improve the ability of motivation, self-leadership strategies, job satisfaction, self-efficacy, psychological empowerment, task commitment, communication and student leadership skills.
Highlights
There is a tendency for students only prioritising hard skills without improving their soft skills
The reference value used was that if the T-statistical value of the processing was greater than the T-table value, it was concluded that the exogenous factors have a significant effect on the endogenous factors
Self-leadership supported by motivation is an important first step in shaping leadership and communication skills
Summary
There is a tendency for students only prioritising hard skills without improving their soft skills. Results: The variables of motivation, self-leadership and job satisfaction could improve communication skills. Conclusions: Training using the self-leadership module can improve the ability of motivation, self-leadership strategies, job satisfaction, self-efficacy, psychological empowerment, task commitment, communication and student leadership skills. Looking at the research results above, demanding education including in relation to midwifery to prepare graduates will mean that they have academic achievements with a high GPA score and have skills ready to use in the world of work. The importance of soft skill mastery when the midwife enters the world of work should use the midwifery education institution to design a soft skills development program as a means of building work ethics with the students that is included in the direct learning within the community (Suryani, 2015)
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