Development Model Career Coaching for Graduates University
Zahara Tussoleha Rony
Program Pasca Sarjana, Universitas Bhayangkara Jakarta Raya, Jalan Raya Perjuangan, Bekasi Utara, Indonesia
Keywords: Career Maturity, Coach, Coaching.
Abstract: This study aims to examine and develop the model career coaching preparing university fresh graduates in
establishing the first step selection career. The method used is research development. The study was conducted
on 20 students graduated Unsyiah class of 82 to 86. Phases in research activities is the development of needs
analysis, makes beginning of the program, conduct expert test, revising the program, and perform field tests,
with the result that syntax career coaching model. As for knowing the effectiveness of the program, the
researchers conducted observation (field tests), focus group discussion (FGD) and interview with informants.
Based on interviews, observation and field testing of this program has a very feasible interpretation category.
In the end, this study produced a learning model that is "coaching career".
1 INTRODUCTION
Nowadays the competition to get jobs for fresh
graduate employees is getting tighter because of the
limited job opportunities and the increasingly up-to-
date technological influences that make back office
work more and more limited. According to an
analysis from Glassdoor, the job seeker's networking
site, automation will increase dramatically by 2033.
At that time, Glassdoor claimed as much as 47
percent of the current work would be taken over by
engine power. "In the future, it seems that most of the
current jobs, from cashier to teller, will be automated
and the need for real people working on the role it will
not be necessary again when technology is able and
take responsibility (Wasserman, 2014).
This above phenomenon adds to the list of
problems for college graduates in getting jobs. This
problem adds to the never-ending homework, so the
number of unemployed graduate fresh graduates is
not reduced. According to Kasali (2014) 7.7 million
Indonesians are unemployed with almost 500,000 of
them undergraduates. If every year there are 200,000
scholars produced by this country, then this means
three generations of scholars at the same time
considered the world of work as not (or not) worth
working. Emphasized by Kasali (2014) typical of
those who have not got a job are those who have not
been able to transfer their knowledge and skills in real
action. To have a high employment readiness
required Employability, i.e, make decisions about a
career or the ability to know what kind of work suits
him.
Facts in the field show that after graduating from
the world of lectures, many students are confused in
entering the world of work. They have not had a
chance to get a job even not yet have a clear goal.
students who are at the final level have not been able
to determine the areas they will be engaged in when
entering the world of work (Widyatama and
Aslamawati 2014), and it is confirmed Suhardono
(2015), that the fact is not surprising because most
individuals still lay with himself. It is ironic that
increasing understanding of the environment, markets
and others is not accompanied by an understanding of
oneself. The answer above shows that there is a
problem of unpreparedness of college graduates in
preparing for their careers in a planned way.
One of the causal factors is internal factors of
individual to career maturity. According to Coertse
and Schepers (2004), career maturity is the success of
a person in completing typical career development
tasks at a certain stage of development, the student
stage is in the second stage of exploration. At this
stage the task of a person's career development is to
observe or find information contained around it to get
a picture of various jobs, and start trying certain jobs
chosen in accordance with the interests and abilities
possessed (Savickas, 2012).
On matters of career maturity, besides learners
there are elements of involvement and responsibility
of universities in answering the problems as well as
Rony, Z.
Development Model Career Coaching for Graduates University.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 283-289
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
283

challenges to prepare learners. Higher education is
the highest level in the education system in Indonesia,
therefore universities are expected to be a place to
prepare quality resources, achievement and oriented
into the future. Higher Education can be a formal
container in the process of preparing students' careers
in realizing their ideals. High university is expected
to produce graduates who can implement science with
the maximum, so as to create relevance between the
knowledge learned with the application in the
community, reflected from the work occupied after
graduation from college. Integration between science
and work by college graduates should be prepared
through the process of career choice by individuals
since still a student.
This is because the student's important indicator is
to develop personality according to his potential and
able to plan the future according to his / her situation.
They are expected to be able to reach their own
potential early. One of the measurable successes of
college graduates is the success of students in career
preparation, which can enter the workforce in
accordance with the field of expertise. Therefore, the
mind-set of students is directed to be more mature in
solving problems, including job problems. In
addition, students are also expected to develop the
attitude of fostering science for the betterment of the
nation by developing personality according to their
potential and able to plan the future in accordance
with his condition (Komalasari, 2012).
In facilitating, directing and finding their careers
is not easy, a set of media, systems and programs are
needed to support the realization of student
preparation in choosing their careers. Facts in the
field are only a few universities that provide career
guidance programs, including workshops and
seminars preparing the world of work. Through
career guidance students are expected to be able to
make decisions about a career or a major job affecting
their lives in the future. One of the efforts taken to
meet the challenge and reduce the problem of
unpreparedness of college graduates in determining
the beginning of career selection is to innovate by
improving the quality of teaching and learning
process in Universities, such as improving the skills
of lecturers and learning methodologies.
In the learning methodology, there are two quite
prominent aspects of learning media and learning
model. Learning media has a role in helping lecturers
achieve learning objectives. Media is anything that
can be used to channel messages from the sender to
the recipient so as to stimulate the thoughts, feelings
and interests of students leading to the learning
process. The learning model is the way, an example
or pattern that broadly deliver compelling messages
to the informant students should know, understand,
and be understood is by making a pattern or example
with ingredients selected by educators in accordance
with the material provided and the conditions in class.
In connection with the learning models are in
college, as well as in organizational models of career
coaching is an activity aimed at improving the
performance of individuals. Coaching has proved
able to increase employee productivity. In the
transitional period of the millennium, coaching began
to reach a wider audience, including from prominent
figures such as Andre Agassi, Nelson Mandela,
Mikhail Gorbacev, Margaret Thatcher, Francois and
Bill Clinton have felt the benefits of coaching success
(Wilson, 2011).
Coaching is a term often used within the
organization. Wilson (2011) defines coaching as an
activity that helps individuals or organizations to
achieve optimum performance, overcome obstacles
and barriers to growth to achieve specific goals and
challenges as a means of fulfillment, personal
development and professional, the balance of life and
work (Hamalik 2008). Coaching becomes an
important tool in the process of developing one's
personality and professional. Many empirical studies
agree on this point and consider coaching to be
effective because it offers employees an intense way
of learning that is suited to their individual needs and
thus leads to greater career satisfaction (Colomo and
Casado, 2006; Rowold and Schilling, 2006; Sherman
and Freas, 2004; Zaleska and De Menezes, 2007).
The objectives of each coaching session are to
increase self-awareness, build self-learning, improve
self-efficacy, build influence and confidence, and
build resilience and wisdom. Brockbank and Ian
McGill (2006) posit that the one purpose of coaching
is: “the learning and development of an individual, a
process that involves change”. Brockbank and Ian
McGill (2006), says: "Coaching is a simple yet
effective form of personal development where the
Client and Coach create an alliance that promotes and
sustains the Client's personal growth and competence.
This powerful relationship enables the Client to give
up who they are for who they want to become."
One thing that most definitions of coaching
already have in common is that it recognizes the
person as a whole, believing that the client is in
possession of all the qualities and resources required
for development. It is the coach’s job to find and
release that potential in the client (Brockbank, 2006).
Coaching is considered as one of the key elements of
success in all major competitive fields ranging from
sports to business and personal life. That is why
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coaching is a fast growing business today. The
coaching process helps the client to establish effective
personal and business relationships and it can lead the
way to more effective decision making. Coaching is
conducted by dialogue and inquiry, which improves
the client’s communication skills, creates awareness
and competence.
In the process of coaching activities, one of the
important roles is the expertise of a Coach. Coach is
a facilitator who helps coachee to develop an
understanding of them, and thus they can improve
performance in your personal life and career. A coach
in the compulsory have proficiency in coaching skills,
there are five skills that must be mastered namely:
building rapport, active listening, calibration, asking
the question, giving feedback. He is present not to
give advice but to facilitate self-learning effort for the
coachee.
Coach is responsible to keep the conversation
focused on a goal that has been described clearly,
facilitating other people's thinking, assess progress
and give feedback that is constructive; Coachee
responsible for generating ideas and choices, take
action to achieve the goals and report progress
(Wiwoho, 2010). Harnessing the learning process
model of career coaching is one of the efforts to
prepare and minimize the problem of readiness of
students and college graduates establish careers early
election.
Career coaching models that have been developed
are expected to help students and college graduates
more easily make a choice early in their careers, both
since I was a student or have graduated from college.
Therefore, universities should be able to innovate and
be creative in order to design a model of learning that
is appropriate and effective for learners.
Various problems in the College on career
preparation indicate that a student preparation
program is still needed to determine the beginning of
career selection. This is in line with what alumni of
the Faculty of Engineering of Syiah Kuala University
Banda Aceh force 82, 84 and 86 said that the problem
of determining the beginning of a career for the
graduates of the Faculty of Engineering is a
complicated problem so that the graduates need
different and varied career guidance to meet the needs
They are in preparation to set an early career election.
With the existence of these problems, researchers are
interested to test and develop a model of career
coaching to prepare for college graduates in the
electoral process early in their careers.
2 METHODS
2.1 Procedure
This study, research development using the method
of research and development (R & D). This method is
used to develop and validate a product of education
according to Borg and Gall (1983). In this study,
researchers tested and developed a coaching career
models that are intended for the company.
Educational research and development not only
emphasizes the material, but also the procedures and
processes. This study aims to make the final students
have an effective career maturity so they can make a
plan as well as know how the process executes in
accordance with the potential interests and resources
that exist in them.
2.2 Design
Model Research and Development, consisting (1)
analysis of the potential and problems, (2) designing
the program, (3) collecting the material, (4) makes the
initial program, (5) to test the expert, (6) revising the
program and (7) conducting a field test.
Through the development of career coaching
program is expected models that have been used in
the organization can be more effective, efficient,
practical, and applicable and can be used to improve
the quality of students in seeing the potential of
finding early career.
The model used in the development of this
product is a model adapted from the model Business
Coaching (Wiwoho, 2010).
2.3 Participants
Subjects in this study were college graduates at Syiah
Kuala University Banda Aceh. Department of
Engineering. They are alumni 1 - 3 years old just
graduated from college. They numbered 20 people.
To maintain validity, the researcher appoints member
checking 2 senior alumni as an observer and a
professional coach as well as a psychologist in
carrying out this research.
2.4 Analysis Technique
Data retrieval in research done with some technique
as follows:
Development Model Career Coaching for Graduates University
285

2.4.1 Documentation Technique
Documentation conducted during the research phase
of the interview stage, observation, questionnaire,
psycho test, and quote technique were given to
students and alumni of Syiah Kuala University Banda
Aceh to know their career maturity, this activity is
done by psychology.
2.4.2 Individual Interview Techniques and
FGD’s
Conducted by professional coach researchers also
observe and accompany this activity. Individual and
focus group interview techniques do measure the
feasibility of the coaching program.
2.4.3 Coaching Technique
Conducted by professional coach researchers also
observe and accompany this activity. Individual and
focus group interview techniques do measure the
feasibility of the coaching program.
3 RESULT AND DISCUSSION
3.1 Needs Analysis
Needs analysis is done by giving questionnaires to 20
graduates from Syiah Kuala University colleges. In
this stage, data collection is obtained from the
graduates of the University of Syiah Kuala Banda
Aceh. Data obtained in the form of survey results
about career maturity.
Through a questionnaire distributed in the form of a
questionnaire of career maturity shows that their
concept level on him only reached a score of 40%. In
addition, from the results of answers to essay
submitted nearly 80% of the informants admit that
they do not know enough about them self. This shows
that they have not enough to know them well, even
those not yet aware of its potential maximum first
outlines the advantages and disadvantages of their
soft skill competencies. These facts indicate that they
are still looking for their identity in the world of work
and show that their career maturity is still low.
3.2 Program Design
The program is adopted from coaching programs in
companies tailored to the needs of college graduates.
This study and college graduates in determining and
preparing early career choices. In this stage, the
concept of career coaching program is determined.
The program to be developed is a career coaching
program designed as an activity that aims to facilitate
and help college graduates set the beginning of a
career.
At this stage, the steps of the coaching process that
will be presented to the college graduates describe the
number of meetings, coach activities, informant
activities, the benefits of each meeting, and the
success indicators of each of the coaching process
steps.
Coaching is an individual development approach
and an effective strategy for development for
universities. Coach skills and the desire to change the
behavior of coachee in this student activity, greatly
determine the success of this program. The process of
coaching program is a reflection process that can
achieve individual development and coach. In making
the coaching career program to be attractive,
effective, and educative cooperation between coach
and informant (college students / graduates) is
required.
3.2.1 Development Stage I
At this meeting the activities carried out are sharing
session. This activity aims to explain the importance
of understanding about preparation in determining a
career in the future. Benefits of informants will
recognize the advantages and disadvantages, make
effective career planning, trained flexibility attitude
with creative thinking, Have a positive new habits. In
this activity the researcher will convey the purpose of
the program, inform the benefit of the program by
opening the work-related insight. Researcher
prepares and delivers the above material and open
question and answer opportunities. After that
researcher deploy questionnaires and evaluation
forms for the program sharing session.
3.2.2 Development Stage II
At the second meeting, the activity carried out is self-
assessment. This activity is an activity undertaken to
determine the potential and personality of individuals
through the test conducted. Stages in the self-
assessment starts from the activities Test IQ /
Intelligence and several tests consisting of
Personality Test, Baum, DAM, Graphology and PAPI
Kostik Test. This test is performed by a psychologist
who aims to obtain personal data of informants and
kept confidential. Test results will be submitted to
each informant and become data that will assist in the
coaching process. In the next activity, a researcher
will be assisted by a psychologist and coach
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3.2.3 Development Stage III
At the third meeting, is the activity of delivering and
communicating the results of each informant's psycho
test. Psychologists individually convey the
advantages and limitations to each of the informants.
Psychologists and coach discussed the results of each
informant's test. The results of these discussions and
self-assessment can facilitate a coach in charting a
career that fits their interests, abilities and passion
they have. The end of this activity the researcher
gives the evaluation form to the informant which aims
to get suggestion and improvement in this activity.
3.2.4 Development Stage IV
At the fourth meeting, the activities carried out are
personal power is an activity to recognize the
advantages of each informant. The first event will be
asked to make the informant planning the next few
months ahead related to their careers. This is done to
train informants to make, select and plan according to
the resources and competencies they currently have.
Both informants identified gaps in competence
and resources, so that they were able to have detailed
plans for realizing their goals. The researcher guides
filling out the planning form while simultaneously
observing and discussing with coach and
psychologist.
3.2.5 Documentation Technique
At the fifth meeting, the activities carried out are
coaching activities provided in the form of face to
face one to one. This activity is held three times a
meeting with a gap of 2 weeks and each informant get
1 hour per person. The first meeting in the first week
of this activity the researchers set up data every
informant data of psychological and career planning
data of each informant. Coaching activities begin
with building relationships to make the atmosphere
more conducive and comfortable. Coach saw the note
and questioned the informant to pick and choose the
plan that will be carried out. This activity is a question
and answer activity to build the ideas of the
informants. During the process the coach hears
effectively and calibrates by repeating the informant's
statement. It is done so that no statement is missed;
there is no instruction in this activity. Coach closed
the meeting and reminded of the commitment to be
undertaken by the informant in the next meeting.
3.2.6 Development Stage VI
At the sixth meeting, this activity is not unlike the
coaching process at the previous meeting, the coach
started by questioning what has been done. How the
implementation process, how the informant feelings
in completing the process, whether to have a new idea
in completing the goal. The questions explore ideas
interspersed with giving feedback on what has been
done by the informant. Ensure this activity does not
occur instruction. Coach provides an active-
constructive compliment that provides positive
comments both verbal and nonverbal with attention to
eye contact informants. Coach should also show
genuine interest and enthusiasm. Coach recorded a
coaching session. Researchers observe and record the
behavior that appears in the coaching activity.
3.2.7 Development Stage VII
Activities at this stage are emphasized on the
feedback and progress of each informant. The
informant was asked to evaluate each stage and then
write down the updated plan according to the time and
the original purpose. At this stage the informant is
expected to have a brief experience how to plan for
career selection preparation.
3.2.8 Development Stage VIII
At the eighth meeting in the six development stage, in
this stage, the researcher conducting structured and
unstructured interviews from each informant. This
interview was conducted to determine the extent of
the benefits associated with the election preparations
coaching career for the informant. The informants
were asked to answer honestly, according to the state
itself that the results of coaching can be analyzed by
a researcher.
3.2.9 Development Stage IX
At the ninth meeting, the activities undertaken are
evaluations. A researcher expressed appreciation of
the seriousness of the informants in following the
activities for 6 months. Researcher asked informants
to create groups and discussions to provide
suggestions and evaluations about these activities.
Researcher also asked each informant fill out a
questionnaire / form containing personal impressions
and benefits of the implementation of coaching
activities. Before closing the meeting, a whole series
of coaching, two or three informants will be asked to
reveal his experiences during follow these coaching
activities.
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3.2.10 Trial Program
Career coaching program is intended for students and
college graduates in setting initial career choice. The
first test was conducted for 20 final students. Trial run
for 6 months.
3.2.11 Expert Discussion
Discussion of experts conducted by a psychologist
and an expert coach. The material discussions in this
program include two alumni as observers and coaches
conducted three revisions. Some of the inputs
provided by the expert coach are an affirmation for
time coaching activities. This activity should be done
careful so as not to confuse enter the realm of
coaching at the preparatory activities of the
informant, a coach should give a detailed explanation
about the coaching activities which will be followed
by the informant to informant understand and be able
to adjust.
A coachee / informant is expected to prepare and
make plans before conducting coaching or meet with
coaches so that they can prioritize the things what
would they discuss or ask for coaching activities take
place. Researchers prepare media in the form of a
stopwatch to be used as a reminder of a time when
conducting coaching.
3.2.12 Small Group Test
The purpose of the college graduates' trials in this
small group is to test the feasibility and gain student
opinions about the career coaching program before
being tested on college graduates in large groups. The
results of this analysis are used as input for further
program improvement. The group test was conducted
on the engineering graduate students of Syiah Kuala
University consisting of 20 graduates with the
characteristics of the same university graduates with
the college graduates who later became the target
targets in the program.
3.2.13 Large Group Trial
A large group trial can be performed after a small
group trial. Based on the results of small group trial
analysis then large group trial can be done. However,
due to time constraints, researchers will conduct large
group trials on subsequent occasions.
4 CONCLUSIONS
Based on data exposure and discussion of research
results in general can be concluded that the program
model career coaching, can improve the maturity of
college graduates career. This conclusion is based on
the results of opinions, facts, and comparisons. Some
of the results obtained from the career coaching
program are:
 Provide many positive and useful things for
college fresh graduates.
 Helping college graduates (fresh graduate) to
know the potential of self is still hidden.
 Assist (fresh graduate) in career planning in
accordance with ability, interests, and passion.
 College fresh looking for and finding ideas
based on their respective abilities.
 Improve the negative things in themselves and
can make life planning more focused in a
certain period of time.
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