CAN IMPROVING SOFT SKILLS
INCREASING WOMEN’S EMPLOYMENT IN STEM?
Rolly Aruna
Damayanti, Yayuk Yuliati, Siti Kholifah
Universitas Brawijaya, Indonesia
Email: [email protected], [email protected], [email protected]
|
KEYWORDS Soft skills; women; jobs; STEM |
ABSTRACT Employment in the Science, Technology,
Engineering, and Mathematics (STEM) sector is associated with men’s
occupation. STEM is perceived to be more suitable for men mirroring the
long-held gender stereotyping of occupations. With the growth in automation
and digitalization, women have more opportunities to find jobs in the STEM sector.
However, to avail of these opportunities, women need support to adapt to the
changes in the job market by developing soft skills that can complement their
technical competencies. The present research aims to investigate how soft
skills training can help female STEM graduates in the transition from school
to work. The study uses a qualitative approach with a descriptive
phenomenological method. Data was collected through interviews and a
literature review. The findings of this research demonstrate that soft skills
training improved self-confidence and helped female graduates to prepare
better for jobs in the STEM sector. The study argues additional program and
support such as structured soft skills training needed to better prepare
female students compete in STEM’s employment. By doing so, the number of
women who wish to study and pursue a career in the STEM sector can be
increased. Soft skills training can improve work readiness and create a more
level playing field for women in the STEM sector. |
INTRODUCTION
With an
increase in automation and digitalization fueling the Industrial Revolution
4.0, significant changes are expected in the job market and workplace in the
future. The International Labor Organization (ILO) estimates that 56 percent of
employment (over 60 million jobs) in Indonesia will be
automated
Many
high-skilled jobs require education and skills in Science, Technology,
Engineering, and Mathematics (STEM). In Indonesia, the number of students in
STEM disciplines is very low. According to the Ministry of Women’s Empowerment
and Child Protection, in 2021, only 31.5 percent of Indonesians had
undergraduate certificates in STEM-related fields, with men and females
accounting for 33.9 percent and 29.4 percent, respectively
Over
the years, feminists have strongly advocated the right and access to education
for girls and women. According to liberal feminists, education is a tool in the
battle against discrimination and ignorance. Liberal feminists
believe in the power of education as a means for social reform and recognize
its importance in uplifting women. They consider education as one of the most
critical factors in improving one’s life chances, the key to equal
opportunities, and the ladder for the advancement of women
Studies have identified several challenges that contribute to the low
representation of females in STEM in Indonesia. These include the general
difficulty for young women to pursue higher education. Gender stereotyping in
society about educational qualifications and occupations also constrains
women. Several qualifications and jobs are perceived to be more suitable for
men. More females with bachelor’s degrees in STEM are from urban areas than
rural areas. The main reason for the higher proportion is better education
facilities in urban areas
According
to the World Bank, skills development can contribute to structural
transformation and economic growth by enhancing employability and labor
productivity and helping countries become more competitive. However, employers
in several countries, including Indonesia, report that a lack of skilled
workers is a major bottleneck for their operations, affecting their capacity to
innovate
The
definition of soft skills varies according to sectors or employers
Researchers
have confirmed the importance of soft skills in improving work readiness for
students in higher education
Previous
research on soft skills has focused on the perception of students and
employers. Research has also focused on measuring the change in knowledge and
skills before and after receiving soft skills training. Such studies have
focused on the immediate changes resulting from soft skills training. Some
tracer studies have also been conducted that have looked into the relationship
between soft skills and employment outcomes. However, these studies have
examined soft skills as part of a broader set of skills, focusing mainly on
technical competencies. Very little research has been conducted to see the
impact of providing soft skills training to students, especially women studying
STEM disciplines. Few studies have examined the experience of women seeking
work in STEM sector after receiving soft skills training.
RESEARCH
METHOD
The
present study aims to address this gap and complement existing research.
Specifically, it examines whether soft skills help women better prepare for
STEM jobs. The study traces the long-term impact of a United States Agency for
International Development/USAID Program that introduced a soft skills training
module in selected Higher Education Institutions/HEIs. The program was
piloted in West Java and Central Java,
targeting five HEIs with STEM’s field during the period of 2018. The
respondents were graduates interviewed two years
after participating in the soft skills training. The research documents the
life experience of these graduates with a focus on their transition from school
to work.
The
research applied a qualitative phenomenological method. Phenomenology is a research
approach for analyzing and describing a phenomenon experienced by a person
without interpreting and abstracting it
The
research used both primary and secondary data. Primary data was collected
through interviews with female STEM graduates who completed USAID’s soft skills
training program. The informants were purposively selected with the following
criteria: i) female graduates from universities who
participated in the USAID training program, ii) completed
seven modules of soft skills training, iii) majored
in one of the STEM disciplines, and graduated between 2019 and 2021. The key informants of this
research were NO, NA, AN, NI, NS, RA, SD, MA, ND, EM, NR, FR who are
currently working in Kendal, Indramayu, Sukabumi and greater Jakarta, Bekasi,
Karawang and Tangerang. Individual interviews were conducted through Zoom
and Google. A transcript of each interview was prepared and recorded. Each
transcript of an interview was assigned and coded with the informants’
identity, checked for accuracy, and analyzed. The responses were clustered into
selected theme
RESULTS AND
DISCUSSION
A soft
skills training module was developed and piloted through a technical
cooperation programme between USAID and the Ministry of National Education in
selected HEIs. Four participating HEIs were from peri-urban areas of
West Java and Central Java, while one was
located in provincial cities. The participating HEIs
appointed their staff to participate in the Training of Trainers (TOTs). USAID
experts delivered the TOTs for seven days and continued to provide coaching and
mentoring for one year. The training included strengthening facilitation
skills, reviewing soft skills learning plans, and delivering training in front
of their peers (micro teaching). During these
sessions, the trainees could self-assess and receive inputs from their peers
and expert trainers. Trained trainers then delivered the soft skills training
to students at their respective universities. With the help of the Career
Development Center (CDCs) or Department of
Students Affairs in
HEIs, they offered training to students preparing to take part in
apprenticeships and fieldwork or Kuliah Kerja Nyata/KKN. The trainers
ensured that 40% of registered trainees were female students.
The soft skills module comprised
strengthening intrapersonal skills, which include self-awareness, building
self-confidence, time management, managing responsibilities, critical thinking,
decision-making, and setting goals. The
training also focused on interpersonal skills such as assertive communication
and teamwork. It aimed to equip students with the knowledge and skills
necessary to enter the workplace. The assumption was that better soft skills
could improve their employability. The trainers used pre-and post-training
assessments to i) measure changes in knowledge related to the topic, ii) and
the satisfaction of trainees in the overall implementation of the training,
support from the trainer, and the quality of the learning material. According
to the final report of the USAID program, around 97 percent of the trainers who
participated in the TOTs reported being fully satisfied with the training.
About 95 percent of participants reported increased knowledge and skills in
delivering soft skills training support to the students.
12 female graduates’ students who participated in the USAID training between 2018- 2020 agreed to participate in the present
research and share their experiences. The interviews were conducted to find out
their experiences after participating in the soft skills training and if it had
helped them prepare for the labor market. The research targeted females who
sought jobs in the STEM sector. Questions during the interview were framed in
such a way as to examine whether soft skills training had enabled them to do
anything different that may have increased their chances of finding employment.
The findings from these interviews were analyzed and broadly grouped into the
following.
Self-Efficacy
According
to Bandura, self-efficacy refers to an individual’s belief about his or her
ability to complete a given goal or task
“It
was very hot, but I needed to see what was happening up close.” (NO, Major in Metal Casting, interviewed 12th
November 2022).
Some
jobs in STEM require employees to work on the factory floor, where conditions
can be challenging, and for some jobs, women have to work mainly with men.
People employed in foundry plants, for example, have to deal with an
uncomfortable and physically challenging work environment. According to NO from
Polytechnic A in Central Java, she
was the only female when she did the internship. She knew she would be working
in sweltering rooms in the factory where casting metal requires temperatures
above 100 degrees Celsius.
Despite
the discomfort, she was keen to see the casting process up close. She thought men might be physically
stronger than women, but she noticed that not only her
but also her male friends
looked uncomfortable to stand too
close to the area where the metal casting was done. NO explained that she
maintained her distance with the heat but still able to pay attention on how
the metal casting was done. She felt confident and never
hesitated to communicate with other team members and the factory workers
operating the metal casting process. She
felt she was struggle in taking part in the metal casting process therefore she
volunteered to be an active observer and a note-taker. She explained that this division of tasks
were discussed with her male counterparts. After she graduated, NO was
recruited by company who hosted her internship to manage the laboratory unit.
NA
from the State Polytechnic B
in West Java revealed that most of the workers in the mechanical engineering
department where she did her internship for six months were men. Not only that,
but she was also the only female in the neighborhood where the workers were
housed. At first, she felt very awkward but soon settled down because some of
the workers provided her assistance when she encountered difficulties.
Moreover, her friends, all men from the same university participating in
the internship, supported her and made her feel comfortable. NA said that she
never hesitated to ask for help from her supervisors or fellow workers. Meanwhile, NR from University E in
Central Java had different experience during her first week of internship in an
Information Technology/IT department of her campus. The IT’s department has 4
male staffs and 1 female admin assistant. At the beginning, when she encountered
difficulties, she was not comfortable asking questions to her male counterparts
and afraid to make mistakes. However eventually after few weeks she gain her
confidence working with men as she was able to show her skills in IT.
AS,
a student majoring in Information Communication Technology/ICT from the State
Polytechnic B in West Java, who did
her internship in an ICT company in Jakarta, often asked workers in these
companies about their day-to-day work and the challenges they face. She needed
to get fully familiar with the industry workplace because she wanted to work in
the ICT sector. She asked them about the workload in the company, how one could
specialize in coding, data analysis, and web designing, and about opportunities
in the company. Having such knowledge beforehand helped AS to prepare better
for the job interviews.
Effective
Communication Skills
Interpersonal or social skills
are learned behaviors used by individuals in interpersonal situations. Social
skills, directly and indirectly, help individuals to adjust to societal
standards and expectations in the norms prevailing in their surroundings. Social
skills can be categorized into interaction with others, communication, and
teamwork
Young female graduates usually
feel insecure when interviewing for jobs and struggle to highlight their
abilities. They find it difficult to respond appropriately during the
interview. Even though some women gather information from social media about
job interviews, they are generally not well prepared, and lack of confidence
makes it even harder for jobs.
According to NA, AS, NO, NS, NR and RA, they felt male graduates’ students have
higher change to be recruited when looking for jobs in STEM’s as men have
higher confidence as these are the men occupations. Men do not need to prove to
the recruitment team about their ability in technical skills. Meanwhile, women
felt they had to prove they are as good as their male counterparts. According
to the informants, one of the changes they attributed to the soft skills training
was mental readiness during the job interview. As society looked down in women’s ability in STEM’s
field, women must prepare for a job interview. They
prepared ahead of time, carefully assessed their strengths and weaknesses, and
articulated their long-term career goals in STEM. They could prepare better
because they had practised "elevator pitch" techniques during
the training. An elevator pitch training exercise helps the participants
introduce themselves confidently in a minute.
“I remember working on the
strengths, weaknesses, opportunities, and threats during the soft skills
training. I liked the elevator pitching practice when we had to present
ourselves to a new person within a minute. These two exercises helped me to
prepare for the job interview.” (NS, Major in Mechanical Engineering Production and Maintenance,
interviewed on 12 Nov
2022).
Young
women in universities in the periphery locations often lack information about
job opportunities. Usually, CDCs do not exist in these universities, and
students are left on their own to seek career guidance. Interaction with
seniors and friends is crucial for fresh graduates to find job information.
Furthermore, when the job interview takes place outside their hometown, young
females are usually nervous. Proactively looking for job opportunities and
getting familiar with companies and places outside their hometowns can help
them search for jobs and interviews.
One
of the informants, NA
who graduated in 2021 obtained a diploma in cooling and air conditioning
technical engineering from State Polytechnic A in West Java. NA explained that
she was actively looking for a job after the internship. She contacted her
seniors working in the company where she did her internship. She also
registered in headhunting human resource companies, attended career expos, and
actively searched for job-related information in social media and newspapers.
“In
our Polytechnic, there is not much information about job opportunities. They do
not have regular career expos. Thus, my friends and I were looking for
information from career expos organized by the leading universities in
Indonesia. It was not easy to find jobs. I got my first job after attending one
of such career expos. And this was after several months of searching for a job.”
(NA, Interviewed on 12 Oct 2022).
Personal and Social Competence
Personal competence are a
person's ability to recognize his or her abilities, manage emotions and deal
with and respond to problems. Knowing their abilities, people can understand
their strengths and weaknesses and take steps to address their weaknesses
Research has shown that there is a
relationship between these two competences with achievement in life
AS, one of the informants, when
she started working in Jakarta, she was afraid to live in a big city but keen
to get out of her hometown. She searched for information and sought advice from
senior graduates from her university working in Jakarta. She also got
information from them about safe boarding houses for women easily accessible by
public transportation.
Another
informant, NA, demonstrated her ability to adapt and be flexible. After
accepting a job at a foundation engaged in alternative energy, NA was surprised
by the remoteness of the project site. However, she felt that she could adapt
and took this assignment as part of her learning experience in the growing
field of renewable energy. The
ability to face and respond to a problem is also a key attribute that employers
consider essential.
Employment
in the STEM sector is concentrated in industrial zones where most companies are
located. Generally, these industrial zones are close to a few large cities.
Young women who study in smaller universities in the regions often have to
travel outside their hometowns for employment. After receiving confirmation of
a job offer, NA had to request her father’s permission to work in Jakarta- the
capital city of Indonesia. Although these days, women have the freedom to make
their decisions, but often it is not always a free choice.
The family often influences women to
discourage them from taking jobs outside their hometown or jobs that require
them to work outdoors. All informants confirmed they asked their parents when
they applied for jobs outside their hometown. Surprisingly only few parents
encouraged them to find jobs in their hometown. In a case of NS, her parents encouraged her to stay
in her hometown as she has not fully recovered from her motorbike accident
which affected her mobility. After NS graduates from engineering bachelor’s
degrees, she applied different jobs related to mechanical engineering which most
of the companies were located outside of her hometown. She obtained a job in a
garment factory as a mechanical engineer but after 5 months she resigned due to
her physical condition.
“I had an accident a day before my
graduation which impacted my movement. I could not walk waster and lift heavy
stuffs. Although my job did not require lifting heavy equipment, but I had to
walk from one site to another site up and down. Then I realized that my
physical condition had changed after the accident.” (NS, interviewed 12th
November 2022).
Meanwhile, MA decided to apply any jobs
related to STEM even if the requirement is men only. She thought her hard work
to study in engineering major in the state polytechnic should allow her to
obtain “masculine” type jobs too. Her technical academic achievement has been
proven to be as good as men and that should not limit her to apply only for
“feminine” jobs. In a patriarchal society, employment is typically segregated into
masculine and feminine jobs. Women work in occupations related to nurturing and
interaction with others, emphasizing social skills. Men dominate professions
associated with logical reasoning, math, and engineering
All
the female graduates who took part in this study sought input from others and
weighed their options carefully. They took their time and did not rush to make
decisions. They carefully assessed different possibilities and did their
cost-benefit analysis before accepting a job. According to AS, before she took
a job in an ICT company in Jakarta, she sought all the necessary information
about salaries and living costs in Jakarta. Proactively, she contacted some
employees in the same industry and asked for their advice. She asked them about
monthly rents in and around areas near the company, transportation, and living
expenses. With this information, she was able to decide whether she should move
to Jakarta or not. Also, having carefully considered all this information, she
could negotiate her salary during the interview. During the interviews, NA and
RA also collected information on living expenditures beforehand and then were
able to negotiate their wages with the employers better. The informants referring to the
decision-making process they learned from the soft skills training which helped
them to critically assess their options when they must make decisions. Decision-making
relates to collecting data and considering the options. Society, in general,
perceives that women cannot make decisions logically. Decision-making is a
skill every man and woman can hone it.
Providing necessary support for women majoring in STEM is crucial to assist
women can make decisions about choices in life. This is in accordance with the
results of research (Blaique et al., 2022) which shows that mentoring can
positively affect women's commitment to work in STEM fields.
These
cases clearly illustrate the ability of female graduates to collect data and
consider options in a very structured and logical manner. The soft skills training had prepared them to
seek information, collaborate with others, and engage in active listening,
which helped them in decision-making.
CONCLUSION
The
research highlights the barriers women face in studying and finding work in the
STEM sectors. Lack of confidence, limited
information, career counselling support, nce, and social pressures are some of
the barriers that women face and that discourage them from studying and working
in the STEM sectors. The research qualitatively describes how soft skills
benefited women to build self-confidence, interact with others, and help them
solve problems. These learned attributes allowed them to compete for jobs in
STEM sectors that Indonesian society perceives as "masculine.”
The
experience of the respondents clearly demonstrates that women can do jobs
typically considered masculine in Indonesia. Developing soft skills can aid
female graduates in competing for employment on a more even footing with their
male counterparts. The research confirms that female students perceive the
subject domain for STEM as gender-neutral. There is a need to emphasize the
life experiences and interests of everyone by being gender aware in family
relations and educational practices. This approach also supports the view of
liberal feminism that calls for removing barriers that prevent equal access to
women. Given the opportunity and provided the necessary support, such as
developing personal attributes through soft skills training can encourage more
women to pursue study and work in STEM. There is also the need to change the
masculine work environment in STEM industries. Creating a safe and conducive
work environment where workers from both sexes are not discriminated, or there
are no prejudices based on their sex is critical for increasing women’s
employment in the STEM sector. Lastly, it is important to note that the present
research to explore the relationship between soft skills and entry into the
labor market targeted only women who had a STEM qualification and also sought
work in the same field. Future research can focus on women STEM graduates but
who do not work in the STEM sector.
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Copyright holders:
Rolly Aruna Damayanti, Yayuk
Yuliati, Siti Kholifah (2023)
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