Work Placement Research Articles

PENGARUH PENGEMBANGAN KARIR DAN PENEMPATAN KERJA TERHADAP PRESTASI KERJA KARYAWAN PT, BANK PEMBIAYAAN RAKYAT SYARIAH RAHMAH HIJRAH AGUNG DI KOTA LHOKSEUMAWE

This research aims to determine the influence of career development and work placement on the work performance of PT employees. Rahmah Hijrah Agung Lhokseumawe City. This research was conducted on PT. Rahmah Hijrah Agung Lhokseumawe City. This study used primary data in the form of questionnaires distributed to PT employees. Rahmah Hijrah Agung Lhokseumawe City as many as 36 respondents. The data analysis methods used are instrument tests and classical assumption tests as well as multiple linear regression tests using the help of SPSS version 26 software. The results of the partial testing showed that career development did not have a significant effect on employee work performance, while work placement had a positive and significant effect on the work performance of PT employees. Rahmah Hijrah Agung Lhokseumawe City. Meanwhile, from the results of simultaneous testing it was obtained that career development and work placement together had a significant effect on the work performance of PT employees. Rahmah Hijrah Agung Lhokseumawe City.

PENGARUH PENEMPATAN KERJA, KOMPENSASI DAN BUDAYA ORGANISASI TERHADAP KINERJA KARYAWAN PADA PT RHB SEKURITAS KANTOR PUSAT WISMA MULIA BUILDING JAKARTA SELATAN

<p>This research aims to analyze the effect of work placement, compensation and organizational culture on employee performance at PT RHB Sekuritas which is a securities company supervised by the Financial Services Authority (OJK). The population in this study were 141 employees of PT RHB Sekuritas. The sampling method is simple random sampling with a sample of 104 people. The data analysis technique used in this study is multiple regression analysis. Data processing in this study uses SPSS software version 25. The results show that work placement and organizational culture has a significant effect on employee performance in line with research by Rori, Mekel and Ogi (2014) and Research Awadh and Alyahya (2013), while compensation is not significant effect on employee performance in line with research by Riannsari (2012). .</p><div><p><strong>Keywords</strong>: Job placement, compensation, organizational culture, employee performance<em></em></p></div><p><em><br /></em></p>

Analisis Pengaruh Pendidikan Dan Pelatihan, Motivasi Dan Penempatan Kerja Terhadap Kinerja Karyawan Pada PT. Indonesia Power Pltu Pangkalan Susu Omu Unit 1-2

This study aims (a) To determine and analyze the effect of education and training partially on employee performance (b) To determine and analyze the effect of work motivation partially on employee performance (c) To determine and analyze the effect of job placement partially on employee performance ( d) To determine and analyze the effect of education and training, work motivation and work placement simultaneously on employee performance. The problem to be investigated is that the performance is less than optimal because there are still employees who are not optimal in carrying out their duties as indicated by (a) There are some employees who do not know the work process of the new system that has just been adopted by the company. (b) There are still found employees who have not mastered the technology used by the company (c) Work motivation of employees who are not good so that employee performance decreases because employees are too often in and out of the workspace for no reason and the level of attendance is minimal. (d) There are still employees who complain about work placements that are not in accordance with applicable regulations. (e) The existing work placement system in the company is still subjective. The research was conducted at PT. Indonesia Power PLTU Pangkalan Susu OMU Unit 1-2. This study used a questionnaire as a research instrument and distributed to 35 employees. From the results of data processing, obtained a significance value of 0.001 which is smaller than 0.05. From this analysis, Ho is rejected, meaning that there are simultaneously independent variables affecting the dependent variable. To improve employee performance, education and training, motivation and work placement must also be increased. The value of the Adjusted R Square in the table above is 0.304 or 30.4%. This condition explains that 30.4% of the variables are Education and Training, Work Motivation and Work Placement. The remaining 69.6% is influenced by other variables not examined in this study. This means that from several factors supporting Education and Training, Work Motivation and Work Placement that affect employee performance the most is 30.4%

Integrating relational knowing and structured learning in social work placements – a framework for learning in practice

ABSTRACT Professional placements are integral to social work education and provide formative but variable learning opportunities for students. As social work programs expand and requirements for placements increase, settings where a social worker may not be employed are increasingly utilized, risking further variability of student experience. This paper reports on qualitative responses to two open-ended questions in a cross-sectional survey conducted with social work students from four universities on the island of Ireland. Questions included (1) what students found most helpful in assisting their learning, and (2) what would have improved their learning during placement. A six-step approach to thematic analysis was used to analyse qualitative data from 427 responses to question one, and 355 responses to question two. Four key pillars of practice learning were identified: enabling relationship(s); ‘real world’ practice opportunities; structured teaching and learning; and academic-practice alignment. Drawing on these findings, the paper presents a framework for integrated learning which promotes students’ capacity for active inquiry in practice. Linked processes of relational knowing and structured teaching and learning emerged as integral to knowledge acquisition and professional development on placement. Findings re-established the significance of the supervisory relationship and relationship-based learning.

The Effect of Work Placement and Work Discipline on Employee Performance Through Job Satisfaction Case Study of the Surya Kencana Lumajang Savings and Loan Cooperative

This study aims to analyze the effect of work placement and work discipline on employee performance through case study job satisfaction at the Surya Kencana Lumajang Savings and Loan Cooperative. This type of research is included in the type of quantitative research. The sample used was 40 respondents with a saturated sample technique. The data analysis method used is path analysis.
 The results showed that job placement had a significant effect on job satisfaction, work discipline had no significant effect on job satisfaction, job placement had no effect on performance, work discipline had no effect on performance, job satisfaction had an effect on employee performance, job placement had an effect on performance through satisfaction. work, work discipline has no effect on performance through job satisfaction

PERAN KETEPATAN PENEMPATAN KERJA TERHADAP KINERJA KARYAWAN (Studi Pada Karyawan Bagian Produksi PT. Otsuka Indonesia)

PT. Otsuka Indonesia, which is a well-known manufacturer of infusion fluids in Indonesia and has an established organizational structure, becomes an attraction for research on work placements and employee performance. This theme is important considering that a good job placement for its employees will have an impact on improving the overall performance of employees in a large scope of the company. This study aims to analyze and explain the effect of work placement on employee performance. Researchers used descriptive and associative approaches as the basis for the form of writing. The population in this study were 87 people who are employees of the production department at PT. Otsuka Indonesia, where they are one of the company's main components in production, and set all 87 respondents as saturated samples. The results showed that the hypothesis had a significant effect, namely job placement on employee performance. Employees consider that they have worked in accordance with the field of education they have, work based on knowledge to be able to analyze and identify a job, and the demands of the field of work have trained employees' skills in working by relying on stamina, level of focus, and thoroughness. The five aspects of employee performance which include discipline, high dedication, quantity of work, reliability, and attitude are also assessed by employees of the production division of PT Otsuka Indonesia as being fulfilled when they carry out their duties. DOI : https://doi.org/10.33005/jbi.v13i1.3081

The performance effects of international study placements versus work placements

To be competitive, universities across the world are embedding an international perspective into every layer of an institution’s operational structure. For higher education (HE) providers that offer sandwich degrees (4-year undergraduate courses with a compulsory placement after the second year), this allows students to choose a range of options. Students can enter the labour market for one year, or they can go overseas to study at a foreign institution. For some students, it might even be possible to do both. However, regarding final year degree performance, which option leads to higher student performance? In this paper, we aim to shed light on this empirical question. Our results are drawn from Aston University (UK) which is a world-leading University in Advanced Technology. Overall, using a large student dataset, we find that for students who have a compulsory placement built into their degree programme, the work placement has a more powerful impact on student performance compared to an international study placement abroad. Our findings have important implications for universities across the world that offer sandwich degrees to their students.

Consensus and discrepancies on quality: Mentor and student teacher statements on work placement mentoring

Although work placement mentoring has been examined extensively in research, there are no studies drawing on critical discourse analysis combined with discourse theory, aiming to examine the discursive construction of quality aspects. Seven mentor pairs in Swedish teacher training schools were interviewed individually during student work placement. Focus group interviews were conducted with eleven student teachers. The results reveal a consensus on a general level. The significant discrepancies are intertwined to different subject positions among student teachers and mentors, thus linked to different role expectations. A likely explanation can be found in the differences between professional and academic knowledge traditions.

Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

While the extant literature generally suggests a positive relationship between work placement learning (WPL) and student employability, the mechanisms underlying this relationship remain unclear and under-researched. Against this background, this study draws on insights from experiential learning and self-determination theories to explore the mediating effects of student satisfaction, commitment and achievement on the relationship between WPL and student employability. The study adopted a quantitative approach, gathering data from 294 students in two public higher education institutions (HEIs) in Nigeria using a structured questionnaire. A serial mediation analysis was performed to test the study hypotheses. The results show that WPL is positively associated with student satisfaction, commitment, achievement and employability. The results also indicate that student satisfaction, commitment and achievement have strong positive impacts on student employability. Further analysis reveals that student satisfaction, commitment and achievement individually and sequentially mediate the relationship between WPL and student employability. This research demonstrates that student satisfaction, commitment and achievement help to maximize the positive impact of WPL on employability. The findings offer policy and practical implications for HEIs, policymakers, students and industry.

Service user involvement in social work education: Enhancing student learning about intimate partner violence

Abstract Men who use intimate partner violence (IPV) are often excluded from service user involvement approaches, including those provided in social work education. This article outlines Australian research in which men who use IPV developed a learning resource, the resource was shown to social work students and student feedback sought through pre- and post-test questionnaires and group discussion. Students reported increased knowledge regarding interpersonal violence, greater awareness of the skills required to engage service users who use IPV and willingness to work alongside service users who are involuntary and/or have multiple issues in future social work placements and practice. The findings suggest, when risks are well managed, it may be possible to incorporate the lived experiences of men who use IPV in social work education with positive benefit for student learning. The ramifications of these findings for social work education and practice internationally are discussed.

Students’ work placement learning and employability nexus: Reflections from experiential learning and social cognitive career theories

To curtail difficulties in higher education relating to students’ learning with few or no real-life examples, poor acquisition of practical skills, a lack of confidence concerning their prospective career, and a fear of unemployment, it is imperative to engage students in real-life work environments before graduation. Drawing on the integration of Experiential Learning Theory and Social Cognitive Career Theory, the authors explore the work placement learning (WPL), career decision self-efficacy (CDSE), engagement in practical skills (EPS), and perceived employability skills (PES) nexuses. The participants in the study (N = 451) were technical and vocational education undergraduates drawn from four universities in Nigeria. Using data collected via a cross-sectional survey, the study results reveal that WPL is positively and strongly associated with PES. The results also show that WPL has a positive indirect influence on PES via CDSE and EPS, indicating the presence of serial mediation. The results further show that WPL has discrete positive indirect effects on PES via the dimensions of CDSE (self-appraisal, occupational information, goal selection, planning and problem-solving). The implications of the findings for higher education institutions are, accordingly, set out.

Pengukuran Kinerja Bursa Kerja Khusus Sekolah Menengah Kejuruan dalam Meningkatkan Keterserapan Lulusan di Dunia Kerja

This article aims to describe and analyze the level of achievement of the performance of the Bursa Kerja Khusus (BKK) of Vocational High School in Sidoarjo Regency to improving the absorption of graduates in the working field. The problem focused on BKK's performance has not been effective in carrying out its duties as a work placement service organization and career guidance to students and vocational school graduates in the same manner as the absorption of graduates in the working field, namely The World Business and Industry is still below 75% and vocational school graduates as the highest contributor of open unemployment in Sidoarjo Regency in August 2018-August 2020. To approach the problem used performance assessment theory from Dwiyanto (2018) there are; productivity, service quality, responsiveness, responsibility, and accountability. This research uses descriptive quantitative research methods. The results showed that the performance of BKK SMK Sidoarjo Regency obtained a percentage of 42.5% and the results of each sub-variable performance; (1) productivity dimension obtained 42.5% (2) dimension of service quality obtained 55% (3) dimension of responsiveness obtained 42.5%, (4) dimension responsibilities obtained 50%, and (5) dimension accountability obtained 37.5%.

Re/configuring possible selves and broadening future horizons: the experiences of working-class British Asian women navigating higher education

Improving non-traditional students' access to higher education has been an aim of United Kingdom (UK) governments since 1997. However, less is known about what enables non-traditional British Asian female students to consider different career options on completion of their studies, and if/how their degree course has enabled them to reconfigure their possible future professional selves. In this paper, we draw on interviews to examine the experiences of working-class British Asian women undertaking an undergraduate degree in Greater London. We highlight the support provided by the participants' families to enable their aspirations for higher education. We also examine the importance of work placements in enabling a reimagination of their future possible professional selves. Our data leads us to argue that reconfiguring did occur, and work placements and the confidence gained through placements enabled our participants to construct professional future selves that would otherwise be unthinkable.

Factors influencing the impact of work placement on vocational teachers’ school practice

ABSTRACT Work placement is defined as a continuing professional development programme aiming at improving vocational teachers’understanding of industry working life through authentic experience. It has been a mandatory programme for all vocational teachers in China since 2016. In this study, we explore the impact of work placement on vocational teachers’ practice in school and probe into the factors that facilitate or hinder its impact. The participants were 18 Chinese secondary vocational teachers who were interviewed twice: one week after their work placement and after five months. Six categories of intended and actual changes of teachers’ practice were identified, which were grouped into three levels including the school, collegial, and individual classroom practice. Moreover, thirteen facilitating or hindering factors have been clarified, which were divided into three clusters consisting of the teacher characteristics, work placement, and school environment. Limitations and practical implications are discussed.

Volunteering: A viable alternative work experience for university students?

The Covid-19 pandemic reduced the availability of work placements in commercial organisations for university students and potentially changed the nature of placements in the future. Similarly, charitable organisations who were already suffering budget restrictions have been financially affected by Covid-19 due to reduced revenue on trading activities, with financial sustainability predicted to be an ongoing issue. The opportunity, therefore, for charities to entice university students to volunteer to support their work, with the lure of developing their employability skills, seems irresistible at this time. The purpose of this paper is to examine the content of job advertisements for volunteer positions to determine the extent to which they specify transferable skills desired of the candidates, or state that they can be developed once employed in the post. The underlying assumption is that, to attract student volunteers, job advertisements will need to explicitly state the transferable skills resulting from the post, since students will be focused on developing employability skills through the volunteering activity to support their graduate careers. The paper offers originality by conducting a content analysis of volunteer jobs and assessing the specified criteria against recognised employability skills. It concludes by challenging charities, students and universities to embrace the opportunity for students to develop transferable skills through volunteering by modifying current practices.

The relationship between vocational teachers’ motivational beliefs and their engagement in work placement

ABSTRACT Work placement has been regarded as one of the most effective ways of developing vocational teachers’ occupational expertise. Guided by expectancy-value theory, we aim to explore how vocational teachers’ motivation towards professional learning shapes to their engagement when on work placement. Two research questions were addressed: 1) What is the relationship between vocational teachers’ motivational beliefs and engagement in work placement? 2) Does teaching experience have a moderating effect on this relationship? The data was collected from an online survey and analysed with a quantitative way. The participants were 426 Chinese secondary vocational teachers. Exploratory factor analysis identified four motivational beliefs: task value, self-efficacy, task effort, and emotional cost. Regression analysis revealed that vocational teachers’ task value, self-efficacy, and task effort were positively related to their engagement. Teachers’ emotional cost was negatively linked to their behavioural, cognitive, and emotional engagement, but positively linked to agentic engagement. Moreover, a negative moderation of teaching experience was seen. These findings facilitate the understanding of vocational teachers’ professional learning in work site and provide suggestions on how to reinforce their engagement. The future research could examine the relationship between vocational teachers’ motivational beliefs and engagement from a longitudinal perspective or within other learning contexts.

Understanding Contextual and Personality-Related Factors Predicting Student Career Certainty in Work Placement Learning

This study builds on the social cognitive career theory model of career self-management (SCCT-CSM) to examine the effects of faculty-based supervisor informational support, parental instrumental support and classmate emotional support on student career certainty during work placement learning. It also examined the mediating effects of self-esteem and career decision self-efficacy in the relationships. Using data collected at three-time points from undergraduate students undertaking work placement learning in 109 Nigerian organizations, we test an SCCT-CSM-driven model of contextual factors (i.e. supports), core SCCT variable (self-efficacy), personality-related variable (i.e. self-esteem) and career-related action (i.e. student career certainty) in work placement learning context. The results suggest that perceiving higher informational and instrumental support from faculty-based supervisors and parents stimulated students’ career decision self-efficacy and self-esteem in learning career-related skills, consequently leading to higher student career certainty. The findings have important implications for faculty-based placement learning supervisors, parents, students and placements host organizations to acknowledge the role of support in enhancing student career certainty. Thus, support should be highly considered during work placement learning to improve student career certainty.

Professional Orientation of Social Pedagogy Students at Work Placement in Prisons

AbstractThe research is based on work placements done by social pedagogy students in Slovenian prisons. It focuses on their professional orientation as reflected by their journal entries. A qualitative substantive analysis of a collection of their journal entries was performed, recognising six key topics that also represented the key aspects in which the journals differentiated drastically. Based on these, a continuum of student orientations was developed, featuring three models: the adoptive, non-professional and engaged orientation. Findings reveal a heterogeneity in the students’ orientations and are in this aspect in line with several other studies that have similarly shown various orientations and operating models in social pedagogy. This research adds to studying this field whilst being a reminder that perhaps the largest potential of social pedagogy today is to be able to state clear position about this variety and to be more assertive in promoting certain models and practices, whilst being critical to others. The research has shown that this can already be done during the students’ studying process, i.e. in the process of forming new future professional identities.

Bridging the gaps in information systems: a threshold concepts and troublesome knowledge perspective

ABSTRACT Students entering third-level higher education undergo a transformational learning journey. Learning in this context is defined as the need to understand key concepts (threshold) to engage with the academic content of the course. This learning journey is moulded by their experiences not only within the context of the third-level institution but is also moulded by their experiences in work placement. Threshold concepts and the inherent troublesome knowledge associated with them represent significant barriers to transformational learning. This research uses a case study approach in the Galway-Mayo Institute of Technology to explore final year business information systems (BIS) undergraduate students’ understanding of information systems (IS). This research objective was developed following a comprehensive review of the literature which determined that there was a research gap in understanding how BIS students encountered and overcame threshold concepts and troublesome knowledge when learning about IS. The research objective was investigated using several research questions which were explored using a mixed-method approach combining lecturer interviews, a student questionnaire and a student focus group. The study adopts a social constructivist research approach encompassing four theories of learning which act as theoretical lenses: threshold concepts, troublesome knowledge, socio-cultural development and communities of practice. The findings reveal that the students find the theory, and terminology associated with technical aspects, used within the discipline relating to learning about IS challenging. Specific threshold concepts and troublesome knowledge associated with these concepts are identified under several headings. Additionally, it emerged that the students use specific coping mechanisms to assist them in their transformational journey to understand IS which include peer learning, independent learning, practical application, lecturer support, experience and language, work placement mentor support and work-place-based learning. Finally, the results suggest that IS, as social systems, constitute a threshold concept whereby the students struggle with the following troublesome knowledge considerations in their communities of practice: communication, ethics and social system versus technical system differentiation. The study concludes by offering recommendations on how third-level education institutes can enhance awareness of threshold concepts and troublesome to limit their impact on students’ transformational learning experiences.

Effect of Individual Characteristics, Work Placement and Work Environment on Employee Performance (Case Study on PT Post Energy Indonesia Jakarta Office)

This study aims to determine the effect of individual characteristics, work placement and work environment on employee performance. There are three independent variables, namely individual characteristics, work placement and work environment to be tested for the effect on the dependent variable, namely employee performance. The population in this study were all employees of PT Post Energy Indonesia Jakarta Office, amounting to 114 people. In this study using simple random sampling and obtained data as many as 57 respondents. The research data used is primary data, which is obtained through the distribution of questionnaires. The analytical tool used is multiple linear regression test. The results showed that: There is a positive and significant influence between Individual Characteristics and Work Environment on Employee Performance, but there is no effect of Work Placement on Employee Performance with a significant value. The results of the coefficient of determination test show that the Adjusted R Square value of 40% of the dependent variable on employee performance can be explained by the independent variables, namely individual characteristics, work placement and work environment, while other factors of 60% are influenced by other variables outside the variables studied.