Sidang PenyuntingJURNAL ILMIAH PSIKOLOGI INDUSTRI DAN ORGANISASI

Pelindung: Rektor Universitas Mercu Buana Ketua Umum Asosiasi Psikologi Industri dan Organisasi (APIO-HIMPSI) Pengarah: Dekan Fakultas Psikologi Universitas Mercu Buana Ketua Penyunting: Juneman Abraham, S.Psi., C.W.P., M.Si. Penyunting Eksekutif: Sharron Mitra Bebestari: Prof. Dr. Fendy Suhariadi (Universitas Airlangga, Indonesia) Prof. Dr. Murnizam Hj. Halik (Universiti Malaysia Sabah, Malaysia) Prof. Dr. Hora Tjitra (Zhejiang University, Republik Rakyat Tiongkok) Prof. Dr. Moch. Enoch Markum (Universitas Mercu Buana Jakarta, Indonesia) Dr. Phil. Hana Rochani G. Panggabean (Universitas Katolik Indonesia Atma Jaya, Indonesia) Dr. H. A. A. Anwar Prabu Mangkunegara, M.Si. (Universitas Mercu Buana Jakarta, Indonesia) Jurnal Ilmiah Psikologi Industri dan Organisasi (JPIO) merupakan sebuah jurnal yang menggelorakan riset, pertukaran akademis dan praktek profesional yang berkenaan dengan persoalan-persoalan psikologis industri dan organisasi. Jurnal ini mengapresiasi integrasi interdisiplin antara psikologi industri dan organisasi dengan ilmu-ilmu sosial lainnya sebagai salah satu pendekatannya. JPIO didirikan di Jakarta dengan Surat Keputusan Dekan Fakultas Psikologi Universitas Mercu Buana Jakarta No. 21/059/F-SKep/XI/2012. Selanjutnya, pada 17 November 2012, telah ditandatangani Nota Kesepahaman tentang Kerjasama antara Asosiasi Psikologi Industri dan Organisasi-Himpunan Psikologi Indonesia (APIO-PP HIMPSI) dengan FPsi UMB dalam rangka penerbitan JPIO. JPIO terbit setiap Juni dan Desember dalam setahun. Sidang Penyunting JPIO hanya menerima artikel hasil penelitian empiris. Setiap artikel yang masuk dikenai proses blind peer review oleh mitra bebestari. Panduan bagi penulis dapat diunduh pada http://www.jpio.org/jpio_template.doc Jurnal Ilmiah Psikologi Industri dan Organisasi (JPIO) ISSN 2302-8440 UNIVERSITAS MERCU BUANA, FAKULTAS PSIKOLOGI KAMPUS A MERUYA Jl. Raya Meruya Selatan No. 01, Kembangan, Jakarta Barat 11650 Tel. +6221-5840816 (hunting), +6282112655387 Fax. +6221-5840815 http://www.jpio.org ; http://fpsi.mercubuana.ac.id ; http://apioindonesia.wordpress.com E-mail: penyunting@jpio.org; juneman@gmail.com

Daftar Isi

Sidang Penyunting

Daftar Isi

Exit Interview and Self-disclosure: How Employees Reveal Personal Information and Feeling as They Leave the Organization Gita Widya Laksmini Soerjoatmodjo

Coping Stress among the Seafarers: How Does Emotional Intelligence Give Effects? Rini Nurahaju & Nurul Sih Widanti

Relationship between Employees Attitude Towards Safety Talk and Intention to Apply Safety and Health at Workplace Nikmawati & Fitri Arlinkasari

The Correlation between Job Insecurity and Organizational Commitment of Outsourcing Employee Wayan Pertiwi Artha Sari & Dewi Soerna Anggraeni

Building Organizational Culture Based on Competing Value Framework to Gain Competitive Advantage Helliyani Esterina Hakh, Ikram Fatahillah, & Wustari L. H. Mangundjaya

Effects of Perceived Organizational Support as Moderator Variable on Correlation between Self-Efficacy and Procrastination Kristiana Dewayani & Indah Cahyati

Factors Influencing the Success of Creative Industry Business in Jakarta Benedicta Prihatin Dwi Riyanti, Ati Cahyani, & Bambang Sungkowo

Panduan Bagi Penulis

Indeks Vol. 1

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JPIO ISSN 2302-8440 2014, Vol. 1, No. 2

Exit Interview and Self-disclosure: How Employees Reveal Personal Information and Feeling as They

Leave the Organization

Gita Widya Laksmini Soerjoatmodjo Department of Psychology, Pembangunan Jaya University

Improving employee relations for a better organizational climate can be approached in many ways, including by focusing on those who choose to leave the organization for various reasons. One way is conducting exit interview an exchange of information between a representative of an organization and an employee who is leaving the organization. When conducted properly, it can serve as useful tools for improving people and the organization, as well as turnover reduction and retention tactic. Hence, it should be implemented as a part of the overall human resources management process. However exit interview is questionable in many situations. It is because exiting employees are reluctant to reveal their personal information and feeling, known as self-disclosure. In this research, semi-structure interviews are conducted to former employees of an organization on their experience in participating in exit interviews. The quality and texture of self-disclosure process experienced by each individual is captured through interpretative phenomenology analysis. Findings of this qualitative research identify themes disclosed by these former employees in their exit interviews and the process they experienced. It is hope that this research would contribute to better understanding on exit interviews and on how to improve employee relationship and organizational climate.

Keywords: exit interview, interpretative phenomenology analysis, self-disclosure

According to Mitchell, Brooks, and Lee

(2001), there are many reasons why people voluntarily leave organizations - or in another word, resign. Such decision falls under the broad term of turnover, defined by Stovel and Bontis (2002) as the rotation of workers around the labor market between firms, jobs and occupations and between the states of employment and unemployment. Specifically

on employees decision to resign, or voluntary turnover, Mitchell, Brooks, and Lee (2001) view that job satisfaction and job alternatives are two major factors identified as its main causes.

When an employee chooses to leave his or her organization, some organizations engage with him or her for the last time through exit interview. An exit interview, according to Zima

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(1983) and to Goodale (1982) as stated in Robyn (2006), is an exchange of information between a representative of an organization and an employee who is leaving the organization. Exit interviewees usually done to employees who voluntarily quit instead of those who are fired or laid off (Meyer & Krug, 2007). In the cases of voluntary and involuntary turnover, exit interview gives both the organization and the employee the opportunity to explore and exchange information for mutual understanding of the terms, condition and any possible options. In some cases of involuntary departure, Cox and Dufault (1996) note that exit interview gives the employee an opportunity to learn the causes and reasons for the organizations decision and any possible implication for the future. The only time exit interview is not recommended to use, according to Shlosberg (2010), is when the terminations are heated.

In general, according to Giacalone, Knouse, and Pollard (1999), exit interviews may provide information for the organization for three distinct purposes: diagnosis and strategy (to ascertain the reasons for problems), for public relations (to provide separating personnel the opportunity to raise issues that are important to them), and for personal reasons (to provide an area for personnel to voice frustration). The first objective of exit interview, as elaborated by Cox and Dufault (1996), is to inform or confirm the decision to an employment relationship. The second objective is to explore and clarify the reasons and conditions, options and terms to reach the most satisfactory conclusion. This, according to Cox and Dufault (1996) includes what type of references the employee may expect to receive, any outplacement assistance or continuation of certain benefits, effective date, severance payment, remaining vacation

entitlement, transfer of insurance coverage or pension funds, et cetera.

Shlosberg (2010) argues, when conducted properly, exit interviews can serve as great tools for improving the organization. Simone (2010) notes that the information gleaned from an exit interview can be applied to solve problems that may exist within the practice. It is because exit interviews, according to Meyer and Krug (2007), offer an opportunity to find out information that otherwise might be more difficult or impossible to obtain. Exit interview can provide a good mechanism to take a hard look at how the organization is perceived, as explained Meyer and Krug (2007). Because the employee is leaving, Giacalone, Knouse, and Pollard (1999) argues that he or she should be particularly candid about presenting thoughts and impressions about the organization without the fear of repercussion that a continuing employee might feel when talking about the organization. This would make an employee to be more open and frank in their discussions about the company, according to Meyer and Krug (2007). This is considered a valuable piece of information because, according to Tyson and Schnell (2012), a current employee may be reluctant to provide such insights.

Exit interview, according to Simone (2010), also serves as an excellent retention tactic for future employees. Hence, Shlosberg (2010) argues, it should be implemented as a part of the overall human resources management process. Weber (2013) suggests that information obtained from exit interview can be entered into a database to help human resources leaders to identify trends, for example in compensation issues or whether employees are leaving in large numbers for particular competitors. Complaints about a particular

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colleague or manager, according to Weber (2013), can be used for the organization to provide feedback or coaching.

It should be noted that while some departing employees might use this opportunity to be completely honest with their employers others, however, according to Smith (2013), might be less candid. According to LaFarge (1994) in June (2009), circumstances play a role in determining how honest exiters are during their departure. As Duhon and Giacalone (1991) explain, quoted by June (2009), employee would be most reluctant to discuss topics that they feel most uncomfortable about, and more likely to openly discuss topics that they feel positively about.

Givens-Skeaton (2004) in June (2009) elaborates further that this depends on types of information with regard to the degree of sensitivity and degree of threat. In low sensitivity issues and low threat conditions, participants did not expect disclosure of information would result in harm to the departing employee. This research also concludes that participants perceptions of sensitivity and threat did impact their willingness to disclose during the exit interview process. The average participant in this study indicated a greater willingness to disclose non-sensitive or non-threatening topics such as job context issues. This study also indicates that departing employees are less likely to discuss personal or confidential information or topics that may get them into trouble.

In the article written by Smith (2013), it states that when it comes to exit interview, the general rule is if one does not have anything nice to say, then one should lie. According to Smith (2013), one should be honest but dont be too honest. Furthermore, Smith (2013)

suggests that one should stick to official business as much as possible, and if criticism must be provided, one should proceed with tact and caution. Smith (2013) elaborates this further it means letting the human resources department know the positives and negatives without hurting personal reputation or jeopardizing the chance of getting the company reference. Because of these points to ponder, it is no surprise that the exit interview, according to Zima (1983), is frequently a difficult one to conduct.

Fitz-enz (2010) concludes in his research that the validity of exit interview information is certainly questionable in many situations. It is uncommon for employees to be hesitant to tell the complete truth, for fear of burning bridges. Others just arent willing to spend the time to provide an understanding of why they are leaving. Moreover, the numbers of people who leave in a given area may be too small to provide more than a glimpse of what is happening in the department that is experiencing turnover.

If employee do not give accurate information in the exit interview, even if the information is fully utilized, attempts to reduce employee turnover based on the information will be somewhat ineffective, Robyn (2006) argues, as the decisions will be based on inaccurate and unreliable data that would ultimately lead to ineffective human resource practices. To encourage candor, Weber (2013) argues, one can assure departing employees that their answers are confidential and can help the company make positive change. Meyer and Krug (2007) suggest that the interview should be performed in a private area to ensure confidentiality. The interview should listen carefully, avoid making assumptions and avoid

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engaging the person in an argument. Redman and Wilkinson (2002) also suggest that exit interviews should not be carried out by the resignees immediate line manager, should not take place on the last day of work and should only proceed once assurances of confidentiality have been given and probably the best approach is to focus questions on ways in which the organizations management practices could be improved in the future.

From the above mentioned elaboration, it is clear that self-disclosure plays a part in determining whether one opens up during the exit interview. Self-disclosure is described by Chelune (1987) as the process of revealing personal information about oneself to another. Self-disclosure, according to Farber (2006), reflects decisions one made about the boundaries the private self and the outer world that revolves around a basic question: what elements of our private world will we express to the outer world? Farber (2006) furthermore suggests that self-disclosure involves negotiating an appropriate balance between the helpfulness of sharing a part of ourselves with another and the inappropriateness or even danger of overdoing it, perhaps sharing too much too soon. For self-disclosure to be successful, useful or even meaningful, according to Argyle, Furnham and Graham (1999), it must be carried out at the right time, in the right situation and to the right people.

In the work context, self-disclosure clearly occurs during employment interviews. It can be said that self-disclosure of personal revelations by interviewees are an integral part, and may reasonably be said, to be the primary focus of employment interviews (Tardy & Dindia, 2006). The standard script for employee interview includes a section where questions are

asked about the applicants personal, educational and work history. An in-depth look would reveal that what happens in employment interview as one starts to join the organization also takes place in exit interview as one is on his or her way leaving the organization.

Therefore, attempts to maximize the usefulness of exit interviews can be achieved by encouraging self-disclosure of the exiters. Feldmand and Klaas (1999) also show that individuals are more likely to self-disclose their reasons for departure when: (1) exit interview data are treated confidentially and fed back in aggregate form, (2) employees are protected from supervisor retaliation in the form of negative recommendations, and (3) organizations have previously fixed problems systematically raised in exit interviews.

Considering the above mentioned elaboration, research question for this writing is formulated as follow: When individuals are experiencing exit interview, how do they exercise self-disclosure in revealing personal information and feeling? This writing aims to explore and articulate the meanings and themes that emerge from the personal experience of the individuals when they disclose information about themselves in exit interviews. The writing hopes to contribute to the understanding of how employee opens up in self-disclosure during exit interview as they are leaving the organization, what information they decide to reveal or not to reveal and why, as well as factors they identify as accommodative to self-disclosure. Findings captured from this research are hoped to equip human resource personnel in organizations with sensitivity in implementing exit interview in order to gain maximum self-disclosure.

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Methods

To answer the above mentioned research question, this research adopts qualitative research design, specifically interpretative phenomenological analysis. Interpretative phenomenological analysis is a qualitative research approach committed to the examination of how people make sense of their major life experiences (Smith, Flowers & Larkin, 2009). Smith, Flowers, and Larkins (2009) furthermore explores that when people are engaged with an experience of something major in their lives, they begin to reflect on the significance of what is happening and IPA research aims to engage with these reflections. The aim of interpretative phenomenological analysis, according to Smith and Osborn (2008), is to explore in detail how participants are making sense of their personal and social world in a particular context by studying the meanings particular experiences, events or objects, perceptions and states held by the participants as they are exploring their personal experience.

Tools used for this purpose is semi-structured interview done with 4 research participants of male individuals working as staff-level in their prime adulthood stage (28-41 years old) who left the same organization due to low job satisfaction and/or the availability of job alternatives and underwent exit interviews as they were leaving the organization. As suggested by Smith and Osborn (2008), a reasonably homogenous pool of participants is identified through purposive sampling. Such small-sized participants are allowed in qualitative research design, especially in interpretative phenomenological analysis, as the

purpose is to capture the essential sense making of the participating subjects in details.

Face-to-face interviews are done throughout September 2013. At that time, participants are already disengaged from the organization for at least one month. Duration of the interviewees around 45-60 minute. The interviews are transcribed and analyzed. Themes explored in the interview comprises of: (1) Exit interview and reflection on how subjects felt and think when experiencing exit interview; (2) Information revealed and did not reveal during exit interview and factors influencing subjects decision to reveal or not to reveal information during exit interview, and (3) Reflection on the experience of exit interview, whether the subjects assess exit interview as useful to the organization and themselves.

In implementing interpretative phenomenological analysis, researcher follows the key stages of analysis as proposed by Storey (2007, in Pearce, Filep, & Ross, 2011): (1) Initial readings of the transcripts in order to find coherent meaning and themes, (2) Identifying and labeling themes, (3), Linking themes, (4) Producing a summary table of themes with illustrative quotation.

In order to do so, researcher first transcribed the interviews and analyzed individually in sequences by marking relevant items, identifying emerging themes and noting connections. Constant reflection and re-examination of the transcripts was utilized to ensure that themes and connections are related to each other. Researcher also takes out particular passages to highlight the themes identified from the text.

Results and Discussion

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Participants of this research are identified in the table below. Based on roles and responsibilities they carried out in the organization, all research participants experienced exit interview conducted by different representatives of the organization from managerial or human resources development-related positions. While details regarding time, venue and interviewer of the exit interviews including the manners of how interviews were done vary from one subject to another, the purpose remains similar. Subjects of this research are identified in the table below.

Table 1. Research Subject

No. Name Gender Duration of stay in the organization 1. Subject 1 Male 30 months 2. Subject 2 Male 24 months 3. Subject 3 Male 28 months 4. Subject 4 Male 16 months

Findings of this research are as follow.

Participants are asked about their exit interview experience and how they reflect on it. One first prominent theme that emerged is that exit interview is an emotional and personal moment. Subject 1 uses the word relieved to describe the sense of closure of the exit interview he experienced.

All participants are aware of the intense feeling arising from the process. The participants also find that affective tone of the exit interview experience is lasting, as indicated by vivid and detailed description, not only the chronology of the exit interview but also the emotional aspects of the process. While the feeling is expressed from the description offered by the participants, the emotions themselves are varied - from relieved to upset, from positive to negative emotions, depending on the reasons of leaving the organization.

In making sense of the experience, participants relate their emotional description of the exit interview process with the overall experience of being members of the organization. The impression captured is during the exit interview, whether it is positive or negative, is then generalized by participants to conclude their personal evaluation of the organization. In other words, for them, the final call of exit interview becomes the emotional embodiment of the whole working experience of the organizations.

For Subject 3, this is encapsulated in the statement below:

When I was informed that I was given the opportunity of exit interview, at first I was glad because I had a lot to say regarding organizational problems. Then I realized that this was all just formality. I felt this whole exit interview was just a joke Personally, the exit interview makes me glad I left because I just did not want to spend my time working for an organization that is essentially a joke. Regarding the information revealed in the

exit interview and why participants choose to open up about it, participants reflect the notion of leaving a legacy, making it the second theme emerging from the research findings. When deciding to make their inner feelings and thoughts known during exit interviews, participants choose to share information they view as important memento, something they leave behind that the organization must know and acknowledge, must pay attention to, must act on it and learn from it and must make future improvements based on it. The information varies from positive to negative, yet it represents something of high priorities according to the participants.

Subject 2 reflects such notion of urgencies captured in the following statement:

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In the exit interview, I clearly state what I believe as the core problems of the organization that led me to the decision to leave. I dont know whether the organization can do anything about the problems, but at least I put the problems on the record to make sure they are documented. I want to make sure that I put the evidence on paperSomeday, somehow, I am sure, they will emerge to the surface. The following statement is taken from

Subject 2 that illustrates how he makes sense of the exit interview as leaving a legacy.

I choose to be clear about the core organizational problem from my point of view because I feel I am bound by my moral obligation to tell them the truth and to put everything in writing. I feel that if I did not do that, then what is left from me as an individual? It is part of my dignity to take a stand and say everything as it is. In different words, Subject 4 explains how

he makes sense of the information he reveals during the exit interview in the statement below:

I work here for quite sometime and I take my part in building and nurturing this organization By opening up my insight about the organizational problems from my point of view, I hope I can still contribute to its improvement. On the other hand, participants also choose

not to reveal certain information during exit interviews. Things they opt not to disclose are issues they themselves are uncomfortable to talk about. Participants are aware of the importance as well as the urgency of the matters to the organization. They also understand that the purpose of the exit interview is for the organization to capture what needs to be fixed. However, they choose to maintain the sense of personal comfort over organizational interests. Moreover, the element of doubt also comes to play. This relates to the emotional aspect of exit

interview process to the participants, leading to their decision to pick and choose issues to talk about based on their level of comfortableness.

On why some issues are not revealed in the exit interview, Subject 1 offers his views on his sense-making insights of the process:

I am fully aware that I withheld some information regarding organizational problems. It is because I am not sure that it would be useful for me to reveal that particular information because I think it is either unlikely or impossible for the organization to address such concerns I am not sure that my information would be executable in the organizational context. Subject 1 elaborates further on the feeling of

doubt, uncertainty, being uncomfortable as well as inappropriateness in his sense-making process of the reflection, marking it as the third theme emerging from these research findings. Based on his exit interview experience, this is his personal account in the following words:

I cant help feeling uncomfortable to reveal such problems because somehow I dont want to hurt their feelings. It is because through the months I spent in the organization, I began to know them as fellow human beings and understood why they behaved the way they did and the context of their decisions On the other hand, I am also a person who is sensitive about employee-employer power relation and also, they are much older than I am. It was difficult for me to shake that feeling away. When they reflect on the exit interview they

undertook, even though Subject 2 sees it as too little too late, most participants view that it is important both for their own personal growth as individuals as well as for the development of the organization in the future. Exit interview, according to Subject 1, puts a human face onto the organization. On the other hand, in terms of personal growth, participants view the exit

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interview is a validation of who they are as professional individuals, a positive one to some participants and a negative validation to others.

Participants however, put emphasis on how the exit interview is done. In the words expressed by Subject 3, it would be much better to have no exit interview at all, rather than having poor one. Other participants confirm that the effectiveness of the exit interview is heavily dependent on the manner and approach taken in the exit interview. Subject 1 goes further by mentioning that the exit interview would be effective if it is done by a third party the subject is not familiar with.

Furthermore, even though they understand that exit interview can be useful for the organizational and personal interests, yet the temporalities of the immediate time and space context of the process impact to their comfort level outweigh their decision. This is related to the emotional nature of the process, the long-lasting perception of the legacy of information revealed during the exit interview and the importance of personal comfort on the last couple of days as members of the organization.

Subject 3 offers his insight as he makes sense of his exit interview process through his reflection described in the following words:

I think exit interview has all the potentials to give human resource personnel high-quality information that could not be obtained during the period of time when one is still employed by the organization. How can one be completely free in describing the existing organizational problems if one still has to work there everyday? Subject 2 also conveys similar message, by

highlighting the diagnostic purpose of exit interview:

If I were a human resource personnel, I would document all the information gathered during

the exit interview to address the problems of the organization. If certain information regarding certain individuals piles up from one exit interview to another, it indicates chronic problems in the organization. In addition, Subject 3 highlights how exit

interviews can be made effective, based on his reflection of taking one himself. Below is how he elaborates his arguments.

When documented and analyzed properly, results from exit interview can offer such rich data to work on. If I were a representative of the organization, I would conduct the interview in such a way so the person leaving the organization would feel at ease to tell me all about the problems in the organization. I would dig for more valuable information to find out what I can do to address the organizational problems. Going back to the research question of this

writing, it can be identified from the emerging themes captured in the finding that when individuals are experiencing exit interview, they exercise self-disclosure in revealing personal information and feeling by putting emphasis on the emotional nature of the process, the long-lasting legacy of personal information and feeling offered in the interview and their comfort level assess throughout the process all depending on how the exit interview is executed by representatives of the organization.

Conclusion

This research confirms that for self-

disclosure to be successful, useful or even meaningful, according to Argyle, Furnham, and Graham (1999), it must be carried out at the right time, in the right situation and to the right people. In the case of exit interview, employees leaving the organization are disclosing

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themselves to representatives of the organization, in the office setting and during work hours. The professional context of exit interview is in vis--vis relation with the personal nature of the information of thoughts and feelings to be revealed in the process. During the moments of departing from the organization, participants clearly perceived the professional-personal contrast nature that influence their decision to pick and choose things they open up as they go along the interview.

Due to the emotional nature of the process, the importance of maintaining certain level of comfortableness as they navigate this affect-toned moment and the awareness of the long-term legacy they left behind to the organization, participants make decisions as they go through the interview. It means that even though they have a lot to say, they may stick with the diplomatic clich if they judge the process as ineffective. On the other hand, they may have the intention not to disclose anything, yet if the exit interview process is done properly, participants may decide to open up themselves and offer valuable information to future improvement of the organization.

In his research, Fitz-enz (2010) concludes that the validity of exit interview information is certainly questionable in many situations. Based on findings captured from the description of the sense-making undertaken by the participants conveyed through their reflection of their lived experience of the process, this research argues that by bearing in mind the way participants self-disclose themselves during exit interview, the validity is very much determined by the way the exit interview is carried out by the representatives of the organization.

In other words, it is the representative of the

organization themselves who are key determining factors to ensure that exit interviews information for diagnosis and strategy, public relation purposes and for personal reasons by providing an area for personnel to voice frustration. To conclude, well-executed exit interview by representatives of the organization is key in capturing issues to be improved, which serves as feedback to the organization to improve employee relations for a better organizational climate.

References

Argyle, M., Furnham, A., & Graham, J. A.

(1999). Social situations. New York: The Press Syndicate of the University of Cambridge.

Cox, G., & Dufault, C. (1996). 25 Role plays for interview training. Aldershot: Gower.

Chelune, G. J. (1987). The neuropsychological perspective of interpersonal communication. In Derlega, V.J. & Berg, J.H. (Eds). Self-Disclosure: Theory, Research, and Therapy. New York: Plenum Press.

Farber, B. A. (2006). Self-disclosure in psychotherapy. New York: The Guildford Press.

Feldmand, D. C., & Klaas, B. S. (1999). The impact of exit questionnaire procedures on departing employees self-disclosure. Journal of Managerial Issues, 11(1).

Fitz-enz, J. (2010). The new HR analytics: predicting the economic value of your companys human capital investments. New York: American Management Association.

Giacalone, R. A., Knouse, S. B., & Pollard, H. G. (1999). Willingness to report unethical behavior in exit surveys. Teaching Business Ethics 3(4), 307-319.

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Meyer, R. C., & Krug, J. L. (2007). The hiring blueprint: Building success one person at a time. Massachusetts: HRD Press, Inc.

Mitchell, T. R., Brooks, C. H., & Lee, T. W. (2001). How to keep your best employees: developing an effective retention policy. The Academy of Management Executive 15 (4).

Pearce, P., Filep, S., & Ross, G. (2011). Tourists, tourism and the good life. New York: Routledge

Redman, T., & Wilkinson, A. (2002). The informed student guide to human resource management. London: Thomson Learning

Robyn, J. (2006). Exit interviews: Strategic tool or deceptive process? Sydney: University of Technology.

Simone, K. G. (2010) Hospitality Recruitment and Retention: Building a Hospital Medicine Program New Jersey Wiley-Blackwell.

Smith, J. (2013). You quit your job. Now they demand an exit interview. What do you say? Forbes. Accessed from http://www.forbes.com/sites/jacquelynsmith/2012/07/31/you-quit-your-job-now-they-demand-an-exit-interview-what-do-you-say/

Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage Publications.

Smith, J. A., & Osborn, M. (2008). Interpretative phenomenological analysis. In Smith, J. A. (Ed). Qualitative Psychology: A Practical Guide to Research Methods. London: Sage Publications.

Shlosberg, M. (2010). Letting people go: The people-centered approach to firing and laying off employees. New York: Business Expert Press.

Stovel, M., & Bontis, N. (2002). Voluntary turnover: Knowledge management friend or foe? Journal of Intellectual Capital 3(3), 303-322.

Tardy, C. H., & Dindia, K. (2006). Self-disclosure: Strategic revelation of information in personal and professional relationship. In Hargie, O. (Ed). The Handbook of Communication Skills (3rd ed.). New York: Routledge.

Tyson, E., & Schnell, J. (2012). Small business for dummies. New Jersey: John Wiley & Sons, Inc.

Weber, L. (2013) The one question to ask in an exit interview. The Wall Street Journal. Accessed from http://blogs.wsj.com/atwork/2013/02/21/the-one-question-to-ask-in-an-exit-interview/

Zima, J. P. (1983) Interviewing: Key to effective management. New York: Macmilan Publication.

COPING STRESS 109

Coping Stress among the Seafarers: How Does Emotional Intelligence Give Effects?

Rini Nurahaju & Nurul Sih Widanti

Hang Tuah University

The purpose of this study was to determine how the effect of Emotional Quotient (EQ) on Coping Stress among the seafarers - in this case the student/cadet cruise Diploma Program (PDP) that has been UHT sailing practice. This research is a quantitative correlation. Referred as the Emotional Quotient (EQ) is the degree of ability to know yourself and what other people feel, including the proper way to handle a problem that is owned by a sailor. While the definition of the Coping stress (CS) is an attempt by the sailors to deal with stress, which include management, adaptation, management actions, reactions, and certain strategies when carrying out the task of sailing. Results from this study is the correlation coefficient between the EQ and the CS of 0.842. The magnitude of the effect of variable EQ on CS was 71% while the remaining 29% is explained by other variables not examined by the authors. This explains that emotional intelligence has a significant effect on coping stress sailors during his sail.

Keywords: emotional quotient, coping stress, seafarers

The sea is the future of Indonesia. We must work hard to restore the glory as maritime nation. National development orientation that focuses on the maritime approach is absolutely necessary. Each year, maritime industry still requires a lot of manpower. Thus the field of shipping and seafarers becomes a strategic profession in Indonesia.

University of Hang Tuah as a private university that based on maritime as its vision has Maritime Diploma Program (PDP) that provides shipping education. PDP has three departments of Nautical, technical and commercial shipping management. In their last

semester, students majoring Nautical and technical must implement the sailing task for about 1 year as part of the curriculum that should be taken.

The sailing task is not a job that can be done by each student without any load, because each individual has a different psychological characteristic. However, a variety of conditions that can cause tension when doing the sailing task tends to be quite high that can become problems for certain individuals. The magnitude of the risk of a job can be trigger that caused stress for executing the work, including for students of PDP UHT when implementing their

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80 NURAHAJU & WIDANTI

sailing task. In this case, emotional intelligence has high influences on how a person acts, either on his own or when interacts with other people. Emotion also often inhibits a person in facing the challenges. Fears of what will happen, anxiety, and anger towards the changes that can hinder a person to confront pressures and changes. It related to the uncertainty situation on the sea, physically, personally and socially.

Ability to manage emotions is related to the ability to manage the relationship between the personal that is an important requirement for the success of a person in many aspects of his life. Emotion management ability is known as emotional intelligence or Emotional Quotient (EQ). Goleman (2000) described the emotional intelligence as the capacity for recognizing our own feelings and also others, the ability to motivate oneself and the ability to manage emotions well, and also in conjunction with others.

Definition of Coping Stress

Coping derived from the word cope means to obstruct, resist, or overcome (Mu'tadin, 2002). In other words, the process of coping with stress is an individual effort to handle and control the situation due to the stress of pressing issues at hand, by way of cognitive and behavioral changes in order to gain a sense of security in him. Terry and Haynes (in Kurniawati, 2006) gives a brief definition of coping is a strategy used by individuals with the ultimate aim of reducing the effects of stress. Haber and Runyon also added that coping is an effort adjustment, rather than a traumatic event or situation, but also the pressures that arise in everyday life. Stone and Neale (in Lazarus & Folkman et al., 1984) found a coping strategy in the face of a person's behavior or pressure

problems. Chaplin (2001) defines coping behavior as a behavior in which individuals interact with the surrounding environment with the aim of completing the task or problem. In addition, Cohen (in Lazarus & Folkman, 1984) adds that aim of coping behavior is to reduce the environmental conditions painful, adjust to events or negative realities, maintaining emotional balance, maintain a positive self image, as well as to continue the relationship satisfactory with others.

From the opinions above, it can be concluded that coping is an attempt to deal with stress; such efforts may include management, adaptability, management, actions, reactions, and certain strategies. Stress here also seen as something that requires or provides certain pressure for individuals who experience it. It can be concluded also that the definition of coping stress proposed by the experts vary widely. But at its core is a coping stress specific activities carried out by these individuals, which aims to eliminate or reduce the threats posed by internal and external problems and adapt to the negative realities, maintain emotional balance and positive self-image, as well as continue satisfactory relationships with others.

Forms of Coping Stress Strategies

Aldwin and Revenson developed the theory of Folkman and Lazarus then also split form of coping stress strategies into two, namely:

Problem Focused Coping (PFC). Problem Focused Coping (PFC) is a real effort to address the problem of individual behavior; pressure and challenges, with difficulties changing relationship with the environment may require adaptation or also referred to external changes (Lazarus & Folkman, 2005). This strategy had an impact on the individual, the individual

COPING STRESS 81

changes or gain knowledge about the problems he faced as the impacts of these issues, so that people know the problems and the consequences he faced. PFC is the main orientation of coping stress is to find and confront the subject matter by studying strategies or new skills in order to reduce the stressors faced and perceived. Individuals will tend to use the PFC when he was sure would be able to change the situation. According to Lazarus et al (1984) indicator which shows the orientation of the strategy are:

First, instrumental action (direct action). Individuals doing business and solving measures directed at solving problems directly and to develop action plans and implement them.

Second, cautiousness (prudence). Individual thinking, reviewing and considering several alternative solutions to problems, be careful in deciding the issue, ask the opinion of others and evaluate your strategy ever implemented further.

Third, negotiation. Individuals discuss and seek resolution with the other people involved in it in the hope the problem can be resolved.

Based on the theories above, it can be concluded that the aspect of coping that will support the PFC is: (1) Instrumental action or actions, (2) Cautiousness or prudence, and (3) Negotiation or negotiation. PFC aspects according Smet (1994), will be used as an indicator to describe the coping stress by sailors/students PDP while sailing.

Emotionally Focused Coping (EFC). Emotionally Focused Coping (EFC) is an attempt to seek and obtain a sense of comfort and reduce perceived stress, which aimed to

transform themselves factors in the way of looking at or interpreting environmental situation, which requires adaptation called also internal changes. EFC seeks to reduce, negate the pressure, to reduce the burden of the individual mind, but not on the actual difficulties (Lazarus et al, 1984). According to Lazarus, an indicator showing oriented strategy are: (1) Escapism (escape from problems), (2) Minimization (lighten the burden of the problem), (3) Self Blame (blaming yourself), and (4) Seeking Meaning (search for meaning).

Lazarus et al. (1984) said that when individuals feel less able to face the problem and deal with the situation then people would tend to use the EFC. Conversely, if an individual feels able to deal with the problem at hand then the individual is likely to use a PFC.

Emotional Intelligence. Goleman (2000) defined emotional intelligence as a self-awareness, self-confidence, self-control, commitment and integrity of the person, and the person's ability to communicate, influence, initiative and accept change. Goleman (2000) gave the definition of emotional intelligence refers to the capacity for recognizing our own feelings and the feelings of others, the ability to motivate oneself and the ability to manage emotions well in ourselves and in conjunction with others. Meanwhile, according to Anthony Dio Martin (2003), in the context of the work, emotional intelligence is the ability to know what we and others feel, including the proper way to handle problems. Based on those descriptions, emotional intelligence defined as the ability to manage emotions well in oneselves and in relation with others, including the proper way to handle the problems.

82 NURAHAJU & WIDANTI

Aspects of Emotional Intelligence. There are several important aspects that need to be considered to improve emotional intelligence in the workplace. Two experts of EQ, Salovey & Mayer (1990) - developer of the concept of EQ, long before Goleman - aggregating them into the following five aspects: (1) Self-consciousness (self-awareness), (2) Managing emotions, (3) Motivating oneself, (4) Empathy, and (5) Handling relationship. In his last published book, Goleman has simplified EQ competency framework as in Figure 1.

Definition of Seafarers

Seafarer is defined as person who is doing the seagoing jobs. While more broadly, seafarer can be interpreted as a person who is doing job sailing on the sea, or it could also be interpreted as a person who dives the boat, or assist in the operation, maintenance or service of a vessel. This includes all those who work on a ship.

(Ikatan Alumni STM-PL Cirebon, 2011). Definition of Sailing

According to Indonesian dictionary, sailing can be defined as activities across the sea, traveling by ship or boat. Sailing is also defined as something related to water transportation include navigation, ports, and shipping along with the security and safety aspects.

Methods

This research uses a quantitative approach

to the type of correlational research. This study uses two variables: emotional quotient as the independent variable (X) and coping with stress as the dependent variable (Y).

Populations or subjects of this study are the cadets of Maritime Programme (PDP) of Hang Tuah University who have completed the

2

3

2 3

Self awareness

Recognizing one emotion Self assessment Self Confidence

Social awareness

Empathy Service Orientation Organizational awareness

Self Management

Self Control Trust and be trusted Discipline and conscientiousness Adaptable Achivement drive Initiative

Social Skill

Supporting others Influence Communication Conflict management Leadership Change catalyst Relationship Teamwork and collaboration

Figure 1. Framework for EQ competencies Daniel Goleman Source: Martin, 2003

COPING STRESS 83

practice sailing as many as 21 people . To uncover the Stress and Coping Emotional Quotient on the subject of the research, a Likert scale was used which is based on the indicators of Coping stress and the Emotional Quotient. The higher the score obtained from the scale Coping Stress, Coping stress shows that the higher the individual, conversely the lower the score of the questionnaire, the lower Coping stress Coping stress individuals. So is the higher the scores obtained from the scale Emotional Quotient, Emotional Quotient indicate that the higher the individual, conversely the lower the score of the questionnaire Emotional Quotient Emotional Quotient, the lower the individual. Here is a Table 1 (blue print) to measure coping stress of the seafarers.

The data that has been collected will be

analyzed by using SPSS version 20 data processed once measurement approach (internal consistency). First, scale reliability will be

applied to analyze the validity of each items and Cronbachs alpha will be used to analyze the reliability of the scale. After that, the normality test will be performed to determine the distribution of the variables by using the One Sample Kolmogorov-Smirnov test. To determine the level of coping stress then use Z test, which compares the mean expectation (Mean Theoretical) with Empirical mean (Mean Empirical) variables studied.

Results

Numbers of subjects analyzed were 21

people or all the subjects who participated were analyzed without any lags (100 %). To state that a valid or invalid items used benchmark 0.2 and compared with the numbers in column in Corrected Item-Total Correlation. If the correlation figures contained in the column Corrected Item - Total Correlation is below 0.2

Table 1. Blue Print of Coping Stress

No Indicator Item Number Total Favorable Unfavorable

1 Cautiousness 1,4,7 10,13,16 6 2 Instrumental Action 11,14,17 2,5,8 6 3 Negotiation 3,6,9 12,15,18 6 Total all items 9 9 18

Source : Lazarus and Folkman, 2005

Table 2. Blue Print of Emotional Quotient

Indicator No. Valid items Total of valid items No Unvalid items Total of

unvalid itemsFav Unfav Fav Unfav Cautiousness 1, 7 16 3 4 10, 13 3 Instrumental

action 11, 17 2, 5, 8 5 14 - 1

Negotiation 3, 6, 9 12, 15, 18 6 - - - Total 7 7 14 2 2 4

Source: Goleman (2000)

84 NURAHAJU & WIDANTI

or a negative sign (-), shall be declared invalid. Conversely, if the correlation rate above 0.2, then it declared valid. 18 items of coping stress variable that have been organized, in the first round there are 2 items were failed (ie item CS10 ( r = 0.051 ) , CS14 ( r = 0.180 ) ) and 16 items were valid. While the value of reliability (Cronbachs alpha) indicates 0.813. Because there is still an item that is not valid then the item is removed, then the process is repeated for the analysis of valid items only (round 2). From the results it was found that the 2nd round of the 16 items, there are 2 items fall (i.e. CS4 items (r = 0.194) and CS13 (r = 0.108)). Value reliability (Cronbachs alpha) of the scale is 0.824. Because there are still items that are not valid then the items were not processed. The

process to re-analyzed was only for valid items only (round 3). After 3 times processed, all items have value above 0.2, it means that 14 items that analyzed all declared valid. The reliability value is increase from 0.813 to 0.824 and the latter being 0.843. Based on a benchmark reliability, then it can be stated all items reliable because the value is above 0.7 (0.843 > 0.7). The blue print is showed in Table 3.

While on the item emotional quotient, which is composed of 24 items, there are 7 items fall (i.e. item EQ2 (r = 0.140), EQ4 (r = 0.193), EQ9 (r = -0.056), EQ10 (r = 0.138), EQ13 (r = - 0.089), EQ20 (r = -0.271), EQ24 (r = -0.072)) and 17 items are valid. While the value of reliability (alpha Cronbach) indicates

Table 4. Emotional Quotient Scale

Indicators No.Valid Items Total of valid items No. unvalid items

Total of unvalid items Fav Unfav Fav Unfav

Self awareness 1 5, 17, 21 4 9, 13 - 2

Social awareness

6, 18, 22 14 4 - 2, 10 2

Self management

3, 15, 19, 23 7, 11 6 - - -

Social skill 8 12, 16 3 4, 24 20 3 Total 9 8 17 4 3 7

Table 3. Coping Stress Scale

Indicator

No. Valid items Total of valid

items

No Unvalid items Total of

unvalid items Fav Unfav

Fav Unfav

Cautiousness 1, 7 16 3 4 10, 13 3 Instrumental

action 11, 17 2, 5, 8 5 14 - 1

Negotiation 3, 6, 9 12, 15, 18 6 - - - Total 7 7 14 2 2 4

COPING STRESS 85

0.758. Due to an item that is not valid then the item is removed, then the process is repeated for the analysis of valid items only (round 2). From the results of 2nd process it was found that 17 items, all the value ones are above 0.2 means that 17 items that analyzed, all are valid. Reliability value increase from 0.758 to 0.852. Based on a benchmark reliability then state that all items are reliable because those items worth over 0.7. (0.852 > 0.7). The blue print is showed in Table 2.

While on the item emotional quotient, which is composed of 24 items, there are 7 items fall (ie item EQ2 (r = 0.140), EQ4 (r = 0.193), EQ9 (r = -0.056), EQ10 (r = 0.138), EQ13 (r = - 0.089), EQ20 (r = -0.271), EQ24 (r = -0.072)) and 17 items are valid. While the value of reliability (alpha Cronbach) indicates 0.758. Due to an item that is not valid then the item is removed, then the process is repeated for the analysis of valid items only (round 2). From the results of 2nd process it was found that 17 items, all the value ones are above 0.2 means that 17 items that analyzed, all are valid. Reliability value increase from 0.758 to 0.852. Based on a benchmark reliability then state that all items are reliable because those items worth over 0.7. (0.852 > 0.7). The blue print is showed in Table 4.

Having in mind that all items are valid and reliable, the next step is adding up all the items are valid to obtain the total value. The total value of valid items is what will be used for statistical data analysis. Analysis that will be used is multiple regression analysis. Before using this analysis to go through the test phase assumption.

Having in mind that all items are valid, the next step is to add up all the items that are valid to obtain the total value (total value of valid

items is what will be used for statistical data analysis). Analysis that will be used is regression analysis. Before using this analysis to go through the test phase assumption.

Normality Test. This test aims to determine

whether the distribution of a data obtained following or approaching standard normal distribution law of Gauss. Normality test can be done by observing the Normal Probability Plot graphs generated by SPSS calculations. In addition, data normality test can be done through the Kolmogorov Smirnov test. Tabel 5. Normality Testing Tests of Normality

Kolmogorov-Smirnov

a Shapiro-Wilk Statistic Df Sig. Statistic df Sig.

CS 21 seafarer 0.136 21 0.200

* 0.975 21 0.846

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction Table 5 above is the SPSS output for testing

the normality of the data. Based on that table it can be seen that the value of sig (p) EQ is 0.846 > 0.005. Researchers used the Shapiro Wilk test because the data is less than 50 (Sarjono & Julianita, 2011). Due to the significance values higher than 0.05. Then this indicates that the data follow a normal distribution pattern.

Linearity test Hypothetical Testing. To find out the effect

of Emotional Quotient (EQ) on the Coping stress happened to cadets of PDP UHT while doing the sailing task, then used linear regression analysis to analyze the data and the result is showed on Table 6 below.

86 NURAHAJU & WIDANTI

a. Dependent Variable: CS 21 seafarer From multiple linear regression equation

above obtained constant value of 3.942 (Table 7). It means, if the variable CS (Y) is not related to the independent variable (EQ), the magnitude of the average value of CS (Y) worth 3.942. Please also note the correlation coefficient between variables X and Y is equal to 0.842

which is seen from the beta. Regression coefficient for the independent variable X1 is positive, indicating the existence of a direct relationship between EQ (X1) with CS (Y). Regression coefficient of 0.768 implies X1 for every increase in EQ (X1) of one percent would lead to increase CS (Y) of 0.768 percent. Furthermore, the results of t-test to test the significance of the perception of constant and variable compensation for 6646 to obtain the results of the calculation, and sig (p) 0.000. Where p = 0.000 < 0.05. It can be said that there is a significant positive relationship between EQ with CS.

Coefficient of Determination. The amount

of influence Emotional Quotient (EQ) to Stres Coping with a coefficient of determination shown by the following Table 8.

That is, the variable Emotional Quotient (EQ) affecting Coping Stress by 71%. While the remaining 29% is explained by other variables not examined by the author.

To determine the level of research

conducted test variable Z, i.e. comparing the mean expectation (Mean Theoretical) with Empirical mean (Mean Empirical) variables studied. Coping stress scale was originally there were 18 items. Having tested the validity and reliability of the 15 items that exist, there are 3 items that fall and 15 items were valid. Total of coping stress variables derived from the sum of

Table 7. Coefficients

Model Unstandardized

Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B

B Std. Error Beta Lower Bound Upper Bound (Constant) 3.942 6345 0.621 0.543 -9.446 17.329 EQ 21 seafarer 0.768 0.119 0.842 6.446 0.000 0.516 1.019

Table 8. Coefficient of Determination Mod

el R R SquareAdjusted R Square

Std. Error of the

Estimate

Durbin-Watson

1 0.842a 0.710 0.693 2.82836 2.723a. Predictors: (Constant), EQ 21 seafarer b. Dependent Variable: CS 21 seafarer

Table 6. ANOVA Table Sum of Squares df Mean Square F Sig. CS 21 seafarer

* EQ 21 seafarer

Between Groups

(Combine) 403.921 12 33.660 3.131Linearity 332.427 1 332.427 30.923Deviation from Linearity 71.494 11 6.499 0.605

Within Groups

64.500 6 10.750

Total 468.421 18

COPING STRESS 87

15 valid items, while items that fall is item 10, 13 and 14 are not included.

Theoretical Mean coping stress variables PDP UHT Students found to be = 45. Empirical mean coping stress variables PDP Students UHT = 47.7619. This means ME > MT. Results of data analysis using descriptive statistics with five scales can be seen from UHT PDP 21 students studied, in detail it appears that 1 subject had a relatively low coping stress at all, 1 is low, 16 were moderate, and 2 people is high. Can be interpreted as a whole the average student UHT PDP has studied coping stress were moderate.

Based on the calculation of each indicator that determines student coping stress PDP UHT, obtained the following data: Calculation of the mean score = total score of each indicator each item valid indicator: the number of valid item.

1. Cautiousness (4 valid items):

= 25.694

66657472 2. Instrumental action (5 valid items) :

= 6.635

6862645572 3. Negotiation (6 valid items) :

= 67.676

657162706869 Total score for all indicators = 69.25 +63.6 +67.67 = 200.51667 Percentage counting:

Percentage = %100catorsforallindiTotalscore

rchindicatoScoreforea

Based on Table 9, it can be seen that the

indicator most widely affects coping stress consecutive starts is the first order of cautiousness, followed in second place is negotiation, third place is instrumental action.

Table 9. Percentage and Rank of the Indicators of Coping Stress among The Seafarers

No Indicators Percentage (%) Rank

1. Cautiousness 34.538 I 2. Instrumental

action 31.718 III

3. Negotiation 33.744 II Total 100 %

Discussion

According to Greenberg (in Nurahaju,

2011), in the scope of work stress can be caused by several factors such as when job holders had a lot to do with decision-making, monitoring equipment continuously, working in less favorable conditions or tasks that less structured then he tends to stress. A person may also experience conflict when dealing with problems related to the duties and problems that are not related to the task, such as the family, at the same time. This is consistent with the results of the study emphasize that the family can be a source of problems.

Coping is an attempt to deal with stress, such efforts may include management, adaptability, actions, reactions, and certain strategies. Stress here also seen as something that requires or provides certain pressure for individuals who experience it. Adlwin and Revenson developed the theory of Folkman and Lazarus then also divided form of coping stress strategies, such as Problem Focused Coping (PFC). PFC is a real effort to address the problem of individual behavior, pressure and challenges, with changing difficulties relationship with the environment that may require adaptation or also referred to external changes (Lazarus & Folkman). From the

88 NURAHAJU & WIDANTI

research. The indicator in this strategy is cautiousness (prudence) that shows the first rank, then Negotiation and the last one is Instrumental action (direct action). It indicates that the cadets of PDP UHT who did the sailing activity for the first time certainly cautious, thinking, reviewing and considering several alternative solutions to problems , being careful in deciding, ask the opinion of others and evaluate strategy that ever implemented further. After that with negotiation techniques, individuals discuss and seek resolution with the other people who involved in it with the hope that the problem can be resolved. The latter is an individual will do some attempts and steps directed in solving problems directly and to develop action plans and implement them .

Regression coefficient for the independent variable X is positive, indicating the existence of a direct relationship between Emotional Quotient (X) Coping with stress (Y). Regression coefficient of 0.823 implies that each increase of Emotional Quotient (X) by one percent would lead to increase coping stress (Y) of 0.823 percent. Furthermore, the results of t-test to test the significance of the constant and variable emotional quotient obtained the calculation of 6.623 and sig (p) = 0.000, so p < 0.05. Thus Ho is rejected and Ha is accepted. From the results above, indicate the existence of a positive relationship between EQ and CS. Thus it is concluded if the emotional quotient is good then the coping stress is also well. It is emotion that often inhibits a person to face the challenges. Fear about what will happen, anxiety, worry, and anger toward change. Changes that related to the duties of the working situation when sailing on the sea are uncertainty, both physically and personally and socially. Uncertain environmental situation, the

very limited social situation in the long term as well as personal factors that are likely to cause stress at the time of sailing. This is similar to what was written by Anthony Martin Dio in the context of employment, emotional intelligence at work satisfactorily is the ability to know what someone and others feel, including the proper way to handle the problem. Everyone else is meant here could include superiors, peers, subordinates or others on the ship itself. If someone does not have a high emotional intelligence then not only are unable to understand the feelings themselves, but also the feelings of others with whom he interacts. Consequently, misunderstandings and interpersonal conflicts are often happens.

Conclusion

The results of this study indicate coping

stress among the seafarers (the cadets of PDP UHT) is in the middle level. In addition of questionnaires that filled by respondents also obtained data on three main properties that need to be owned by sailors to support the success of his career, such as optimistic, willing to work and be responsible. While the main problems often faced by the cadets while doing the sailing task are the loss of commitment as a sailor, in matters f sexual frustration and conflict between family and work. The figures that most influence the respondents to choose sailor as their profession are father, followed by mother, brother (uncle, grandfather, brother) and neighbors. The factors which made the respondents most interested in choosing the profession, those are a great salary and desire to go around the world, followed by career factors, make their parents happy, hopes, peaceful feeling when working at sea than on land, the

COPING STRESS 89

desires to be different from others, and the bright future.

References

Aldwin, C. M., & Revenson, T. A. (1987). Does

coping help? A reexamination of the relation between coping and mental health. Journal of Personality and Social Psychology, 53(2), 337-48.

Chaplin, J. P. (2001). Kamus lengkap psikologi. Kartini Kartono (Trans.). Jakarta: Raja Grafindo Persada.

Goleman, D. (2000). Emotional intelligence. In Sadock, B. and Sadock, V. (Eds.). Comprehensive textbook of psychiatry (7th ed.). Philadelphia: Lippincott Williams & Wilkins.

Kurniawati. (2006). Coping stress pada orang penderita HIV AIDS. Skripsi (not being published). Surabaya: Psychology Faculty Airlangga University.

Lazarus, et al. (1984). Stress, appraisal, and coping. New York: Springer.

Lazarus, & Folkman. (2005). Staying sane in a crazy world. Linggawati Haryanto (Trans.). Jakarta: Bhuana Ilmu.

Martin, A. D. (2003). Emotional quality management: Refleksi dan revitalisasi hidup melalui kekuatan emosi. Jakarta: Arga.

Mutadin. (2002). Strategi coping. Retrieved from http//www.e-psikologi.com/ 220702.htm

Nurahaju, R., & Widanti, N. S. (2011). Perilaku organisasi. Surabaya: Hang Tuah University Press.

Smet, B. (1994). Psikologi kesehatan. Jakarta: PT. Gramedia Widiasarana Indonesia.

Ikatan Alumni STM-PL Cirebon. (2011). Definisi seafarer. Retrieved from

http://ikal.forum.st/t4-definisi-seafarer Salovey, P., & Mayer, J. D. (1990). Emotional

intelligence. Imagination, Cognition, and Personality, 9, 185-211.

Sarjono, H., & Julianita, W. (2011). SPSS vs Lisrel sebuah pengantar. Jakarta: Salemba Empat.

Relationship between Employees Attitude Towards Safety Talk and Intention to Apply Safety and Health

at Workplace

Nikmawati & Fitri Arlinkasari Faculty of Psychology, YARSI University

Applying safety and health behavior at workplace is one of the ways to minimize the risk of accident at work. One of the programs to improve the intention of employee for applying safety and health at workplace is by seeing employees attitude towards safety talk. The purpose of this research is to know the relationship between attitude of employee towards safety talk and intention to apply safety and health at workplace. The research used correlational design study. The participant in this study were 260 employees of PT. X. The sampling technique used was purposive sampling. The measurement in this research used safety talk scale with 22 items and scale of intention to apply safety and health with 25 items. The result of this research showed that the value of r = 0.436 and level of significant was 0.000, therefore the conclusion this research was employee attitude towards safety talk and intention to apply safety and health at workplace indicate significant relationship. Based on coefficient of determination r2x 100, showing the attitude variable had correlation with intention of employee for applying safety and health at workplace.

Keywords: safety talk, safety, and health

Nowadays there are many accidents happen at all point and it seems unavoidable. Like an accident in workplace which leads to negative effect for employees and company. There are some accident factors, one of those is human error. Sumamur (1981), stated that 85% of accident factor is human error. One of efforts to minimize the accident is by applying safety and health of working. Safety of working is a feature to prevent the accident. Safety of working intends to secure the employee for best employee productivity and their benefit (Sumamur, 1981). Health of working is a

feature to increase employees health, either labor, farmer, fisherman, civil servant or freelancer (Asikin, in Konradus, 2012). Safety and health of working are feature to assure the perfection of the employee, either materialism or spirituality (Mangkunegara, in Ramli, 2010). In conclusion, safety and health of working are effort to minimize the accident and increase employees materialism or spirituality health in achieving efficiency and productivity.

Applying safety and health of working is related to human factor. In psychology aspect, intention led the human to behave. Fishbein and

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90

RELATIONSHIP BETWEEN 91

Ajzen (1975, p. 288) interpreted the intention:

intention as a person location on a subjective probability dimension involving a relation between himself and some action. A behavioral intention, therefore, refers to a persons subjective probability that he will perform some behavior. Fisbhein and Ajzen (1988) mentioned, there

are three factors influence intention, as attitude toward behavior, subjective norm and perceived behavioral control. Attitude is an individual's positive or negative evaluation of self-performance of the particular behavior. Subjective Norm is the persons perception that most people who are important to him think he should or should not perform the behavior in question. Perceived Behavioral Control is defined as (Fishbein & Ajzen, 1988):

This factor refresh to the perceived ease or difficulty performs the behavior and it assume to reflect past experience as well as anticipates impediment and obstacles. Those three factors influence the intention

to apply safety and health of working. In fact, applying safety and health of working in company is still under procedure standard. From observation at PT. X, showed some employee didnt use safety wear, such as masker. Amalia, et al. (2013) stated conscious thought to apply safety and health of working in PT. X is still in standard level.

The phenomena above is interesting to be observed for more. One of PT. X commitment is to applying safety and health of working by safety talk. Safety talk is a program to inspire employee to apply safety and health of working as an important thing. They do this program everyday to socialize the importance of safety and health of working, announce about the potential dangerous, and explain the disease cause by work without using safety ware

properly. All employees have to join in this program, in the hope after joining this program they will apply safety and health at workplace.

Safety talk is an object that can be assessed through a person's attitude. Aronson, et al. (2010:210), attitude is evaluation of people, object, ideas. Social Psychology interpret attitude as important because it can influence behavior (Baron & Byrne, 2004). In conclusion, attitude is individual evaluation an object, it can be positive or negative in do the attitude. There are three components of attitude, as follow cognitively based attitude, affectively based attitude and behaviorally based attitude. Cognitively based attitude is an attitude based primarily on peoples beliefs about the properties of an attitude object. Affectively based attitude is an attitude based more on peoples feeling and values than on their beliefs about the nature of an attitude object. Behaviorally based attitude, is an attitude based on observations of how behaves toward an attitude object (Aronson et al., 2010: 211-213).

Assumed positive attitude to safety talk prone to apply safety and health of working, on the contrary negative attitude to safety talk prone to do otherwise. Susantis research (1999) corps management to safety talk of PT. AIC is 83.33% and irresponsive 16.67% mean that corps management well received the safety talk program. That will influence them to apply safety and health of working, so researcher want to see the relation between employee attitude and intention apply safety and health of working in PT. X.

Methods

Instrument

Instrument of employees attitude towards

92 NIKMAWATI & ARLINKASARI

safety talk comprised 22 items with 5 response options (strongly disagree, disagree, somewhat disagree, agree, strongly agree). The instruments made by the component according to Aronson et al. Intention instrument to implement safety and health comprised 25 items with 6 response options (strongly disagree, disagree, somewhat disagree, somewhat agree, agree, strongly agree). Modified from intention of measuring instrument Amalia (2008) based on TPB Questionnaire (Ajzen, 2006).

Validity

The purpose of validity is to determine whether the scale produces an accurate data with the aim of measuring (Azwar, 2012). In this study, researchers used validity of content. In addition to seeing the value corrected item-total correlation of each item.

In this study, scale of employee attitudes towards safety talk consists of 22 items and intention to implement health and safety behavior scale consists of 25 items.

Assessing Internal Reliability

According to Azwar (2012), reliability refers to the consistency of the results implies measuring how high a measurement. Technique used in this study is Cronbach's alpha coefficient. In this study, the reliability standard used is 0.8 (Kapplan & Saccuzzo, 2005). Scale test results of the analysis of employee attitudes towards safety talk obtained reliability coefficient of 0.868 and intentions applying safety and health at workplace scale obtained reliability coefficient of 0.836 (r > 0.8).

Participants

This research used sample of 260

employees at PT. X. This sample determining by total sample determining table from certain population. This researchs sample criteria using PT. X employees who have been working at least for 7 months and aged 20-40 years old.

Analysis Method

Method of data analysis used in this study is Spearman-rank correlation using SPSS for Windows 18.0.

Results

Descriptive Research Data Table 1. Attitude Variable Statistic Value Number of Sample

High Score

Low Score

Mean Score

Standard deviation

260 110 35 88.27 10.639 From the table, concluded that minimum

value is 35 whereas maximum value is 110. Average value from that variable is 88.27 and standard deviation is 10.639.

Table 2. Intention Variable Statistic Value Number of Sample

High Score

Low Score

Mean Score

Standard deviation

260 145 73 125.03 9.551 In conclusion, minimum value is 73

whereas maximum value is 145. Average value from that variable 125.03 and standard deviation is 9.551.

Descriptive Research Data Categorization

There are five categorization of employee attitude towards safety talk and intention to implement safety and health of working as very low, low, medium, high and very high.

There are 22 items and 5-answer choices employee attitude measurer to safety talk very

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disagree, disagree, rather disagree, agree, and very agree. Measure by measuring norm, upper score is 110 and lowest score is < 83. This calculation using employee attitude categorization to safety talk as follows:

Table 3. Categorization of employee attitude to safety talk

There are 25 items and 6 answer choices

employee attitude measurer to safety talk very disagree, disagree, rather disagree, rather agree, agree, very agree. Measuring by measurement norm, upper score is 145 and lowest score is < 120. This calculation using employee attitude categorization to safety talk as follows:

Table 4. Applying safety and health of working intention categorization

Hypotheses

Correlation testing result between employee attitude towards safety talk and intention to apply safety and health of working.

Based on correlation result Spearman-rank, obtained correlation score r = 0.436 by significant stadium 0.000. Table data show that significant 0.000 < 0.05, so there is significant correlation between employee attitude safety

talk and intention to apply safety and health behavior of working in PT. X. Based on coefficient of determination formula (Wallnau, 2007), the measurement showed 19% of attitude variable is correlated with intention variable.

Table 5. Correlation testing result between employee attitude towards safety talk and intention to apply safety and health of working

Variable Correlation Coefficient Sig (2 tailed)

Attitude toward safety talk

0.436 0.000

Intention to implement safety and health

0.436 0.000

Discussion

This research found positive and significant

correlation between employee attitude toward safety talk and intention to apply safety and health at workplace. The result of hypotheses test between employee attitude to safety talk and intention to apply safety and health of working, produces r = 0.436 and significant result 0.000. Table data showed that significant 0.000 < 0.05 which means there is significant correlation between employees attitude towards safety talk and intention to apply safety and health behavior of working in PT. X. It showed, when score of attitude on safety talk increase, the intention to apply safety and health of working will way up also.

Susanti (1999) approved that management corps attitude to safety talk in PT. AIC 83.33% and usual attitude 16.67% it means that safety program in management way received well so it will influence their self in safety and health of working applying appropriate this research hypotheses correlation between attitude

Stretches of value Categorization Total

< 83 Very Low 54 84-88 Low 54 89-92 Medium 59 93-96 High 47 97-110 Very high 46

Stretches of value Categorization Total

< 120 Very low 60 121-124 Low 50 125-128 Medium 50 129-132 High 55 133-145 Very high 45

94 NIKMAWATI & ARLINKASARI

employee on safety talk & intention to apply safety and health of working on PT. X. Additionally, Yule and Flin (2007), stated that there is a relationship between knowledge and training with the risk of accidents, it is associated with a safety talk activities that routinely provide knowledge in implementing safety and health at workplace.

This research also appeared relation between dimension in attitude variable and dimension in intention variable. Behavioral dimension in attitude variable has strong correlation with attitude dimension in intention variable (r = 0.378). In other words, to encourage employees to implementing safety and health, company can use behavioral approach in conducting safety talk program effectively.

Based on the categorization results, indicated that employee attitudes towards safety talk on PT. X in a category is in the amount of 59 people (22%), but not much different in the category of very low and low at around 54 people (21%). While in the high and very high categories is about 18%. In category of intention to apply safety and health at workplace, there are 60 employees (23%) who are at very low category, 19% in low and moderate category, 21% in high category and 18% in very high category. It can be concluded that employees attitudes toward safety talk on PT. X is still relatively moderate and intentions applying safety and health at work place is still very low.

Besides, researchers also looked at the role of cognitive, affective and behavioral in predicting attitudes. The results obtained by using the multiple regression method. Employees attitude towards safety talk is 58% explained by cognitive and 42% is explained by

other variables not controlled by the researcher. 79.8% is explained by affective remaining and 20.2% is explained by other variables and 74.7% is explained by behavioral remaining 25.3% is explained by other variables that cannot be controlled research. While the attitude, wiki norm predicting intentions together, 50.5% is explained by the attitude of the remaining 49.5% is explained by other variables. 54% subjective norm explained by the remaining 46% is explained by other variables. Meanwhile, PBC is predicting intention in about 56.1%, thus 43.9% is explained by other variables that cannot be controlled by the researcher.

Result also showed that age and education have a significant relationship with employees attitude towards safety talk. Age obtained sig 0.013 and education 0.000 (p < 0.05) while working lives have no relationship with employee attitudes towards safety talk where sig 0.572 (p > 0.05).

References

Ajzen, I. (1988). Attitudes, personality, and

behavior. England: Open University Press & Chicago, IL: Dorsey Press.

Ajzen, I. (2006). Constructing a TPB questionarre: Conceptual and methodological consideration. Accessed from http://www.unibielefeld.de/ikg/zick/ajzen%20construction%20a%20tpb%20questionnaire.pdf.

Aronson, W., Wilson, D. T., & Akert, M. R. (2010). Social psychology. Canada: Prentice Hall.

Azwar, S. (2012). Penyusunan skala psikologi. Yogyakarta: Pustaka Belajar.

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Amalia, K. (2008). Peranan sikap, norma

subyektif dan perceived behavioral control dalam memprediksi intensi mahasiswa untuk bersepeda di kampus UI. Jakarta: Program Pascasarjana Universitas Indonesia.

Amalia, M., Kireina, V. & Riri, F. B. (2013). Hubungan tingkat stres karyawan terhadap kepatuhan dalam menjalankan K3 pada PT. X.

Baron, R. A., & Byrne, D. (2004). Psikologi sosial. Jakarta: Erlangga

Fishbein, M., & Ajzen, I. (1975). Belief, intention, and behavior. Philippiness: Addison-Wesley Guilfford

Konradus, D. (2012). Keselamatan dan kesehatan kerja, membangun SDM pekerja yang sehat, produktif dan kompetitif. Jakarta: Bangka Adinata Mulia.

Kapplan, R. M., & Saccuzzo, D. P. (2005), Psychological testing-Principles, applications, and issues (6th ed.). Belmon: Wadsworth cengage

Ramli, S. (2010). Sistem manajemen keselamatan dan kesehatan kerja (OHSAS 18001), Seri Manajemen K3. Jakarta: Dian Rakyat.

Sumamur. (1981). Keselamatan kerja dan pencegahan kecelakaan. Jakarta: CV. Haji Masagung.

Susanti, L. (1999). Studi sikap manajemen terhadap rancangan system safety talk di PT. Apac Inti Corpora, Bawen.

Yule, S. & Flin, R. (2007). The role of management and safety climatein preventing risk-taking at work. Int. J. Risk Assessment and Management. Accesed from

http://www.abdn.ac.uk/iprc/documents/The_role_of_management_and_safety_climate_in_preventing_risktaking_at_work.pdf.

Wallnau, B. L., & Gravetter, J. F. (2007). Statistic For The Behavioral Science seventh edition. USA: Thomson Learning

The Correlation between Job Insecurity and Organizational Commitment of Outsourcing Employee

Wayan Pertiwi Artha Sari & Dewi Soerna Anggraeni

Faculty of Psychology, Sanata Dharma University

This research aimed to know the relationship between job insecurity and organizational commitment of outsourcing employee. In the previous research conducted on organization that experienced downsizing or merger. In facts, the need of outsourcing employee is increasing. On the other hand, there are many outsourcing employees who were done the demonstration to demand the change of status. The measuring devices used Job Insecurity Scale and Organizational Commitment Scale. Research sampling was conducted at PT. Angkasa Pura I Yogyakarta. The amount of subject were 95 outsourcing employees. The data was analyze using correlation Pearson product moment by SPSS version 16.0 for windows. The results indicated that correlation coefficient of -0.172 with a significance of 0.095. This results shown that there is no significant correlation between job insecurity and organizational commitment of outsourcing employee.

Keywords: job insecurity, organizational commitment, outsourcing employee

Organizational commitment is defined as loyalty to the company was associated with the acceptance of the organization's goals and values and willingness to exert effort for the organization (Porter, Steers, Mowday, & Boulian, in Riggio, 2007). The definition covers employees' attitudes and behaviors. Robbins and Judge (2009) defines organizational commitment as a condition where an employee puts the organization's goals and have the desire to remain a part of the organization.

Organizational commitment include those identifying themselves to the company where the employees work (Schultz & Schultz, 2010). According to Steers (1980), the components of

organizational commitment are: (a) an acceptance of organizations goals and values; (b) willingness to work hard for the organization; (c) having strong desire to stay affiliated with the organization. The employees who have strong organizational commitment will do necessary actions to achieve the companys goal.

A research that was conducted by Meyer et al. (1993) shows that an increase in terms of commitment leads to an increase in productivity. Other research that was conducted in Pakistan shows that organizational commitment has correlation with job performance. The result shows that there is a

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positive correlation between the two of them. Meanwhile, a research conducted by Samad (2011) also shows that the higher organizational commitment one has, the higher its job performance. Based on these two researches, it can be concluded that organizational commitment is crucial for the employees to have in order to achieve the companys goal.

Chughtai and Zafar (2006) investigated about Antecedents and Consequences of Organizational Commitment Among Pakistani University Teachers. The results shows that there is a positive correlation between personal characteristics and organizational commitment. In this research also shown that commitment has been positively related to personal characteristics such as age (Mathieu & Zajac, 1990), length of service in a particular organization (Luthans, McCaul, & Dodd, 1985), and marital status and negatively related to the employees level of education (Glisson & Durick, 1988). In addition, commitment has been found to be related to such job characteristics as task autonomy (Dunham, Grube, & Castaneda, 1994), feedback and job challenge (Meyer, Irving, & Allen, 1998) and certain work experiences such as job security (Yousef, 1998), promotion opportunities (Gaertner & Nollen, 1989), training and mentoring opportunities (Scandura, 1997), and supportive and considerate leadership (DeCotiis & Summers, 1987).

Job security belongs to job experience which becomes a major factor that affects organizational commitment. Job security is related to the status or types of employees. Contract-based workers tend to have higher level of job insecurity comparing to permanent employees (Naswall, De Witte, Sverke et al., in Hellgren et. Al, 2006).

Outsourcing employees can be classified as contract-based workers that involve third party vendors (Indrajit, & Djokopranoto, 2003). Outsourcing employees and its outsourcing vendor are bound in an agreement known as Temporary Appointment Work Agreement (PKWT). This kind of agreement is based on Indonesia Major Labor Laws act number 13 year 2003. It is stated that