Copyright ©2014 Noormaya Salleh & Liyushiana

Emotional Labor Training in Indonesia’s Vocational Schools

1. Dr. Noormaya Salleh, Dean of Business and Computing Faculty, Institut Teknologi Brunei, Brunei Darussalam

2. Liyushiana, PhD student of Institut Teknologi Brunei, Brunei Darussalam

Submission Type: Working Paper

Keywords: emotional labor, training, vocational education

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Abstract

In Indonesia, vocational education is expected to become a hero to combat youth unemployment. In fact,

today vocational education faces the blame of this unemployment issue, due to negligence of vocational

school in eliminating the gap between the needs of industry with competencies taught in school. Industry

requires prospective employees with emotion management skills. When customers are always right in the

industry, employees are requested to be humble, patient and dedicated to displaying a positive expression

(emotional labor). Therefore the vocational school should involve the significant role to educate their

graduates to possess the skills of emotional labor. This paper examined how emotional labor training fits

the current Indonesia’s curriculum for vocational school. Then this paper also aims to obtain the

appropriate methods and content to conduct training on emotional labor. This report was carried out by

the method of interviews with 9 qualified educators from various vocational schools. The results

demonstrate that training on emotional labor is consistent with the concept of affective skills which listed

in all curriculum of vocational school. The appropriate training method is a combination of lecturing, role

play, group projects, guest lecturing and video displays. While there is a demand of flexible content, but

the training must be lead to the conceptualization of emotional labor, how to deal with this issue, the

positive and negative impact of emotional labor and the role of emotional labor in the industry.

Introduction

Chen (2009) said that in Indonesia, attendance at vocational secondary school results in neither market

advantage nor disadvantage in terms of employment opportunities and/or earnings premium. Wijanarka

(2012) stated the reason because the majority of vocational education graduates do not have any ability to

adjust the changes/developments in new and update science and technology in a workplace. Even worse,

The Boston Consulting Group (in Kubo, 2013) released a report in May 2013 noting that Indonesian

companies would have trouble filling half of their entry-level positions by 2020. This is a reflection of

low enrollment rates in higher education and in secondary education, which stands at 13.28% and

51.35%, respectively – far lower than the Southeast Asian average of 27.4% and 65.2%.

One way to overcome the complexity of this problem is understanding what industry needs. Suarta (2011)

reported that one of the industry's expectations for graduates of vocational education is the prospective

workers who have employability skills, a skill that allows one to get a job or to be able to stay afloat for a

work. Having skills is not enough in the real industry, to achieve growth, skills must be put to productive

use (OECD, 2013). When customers are always right in the industry, employees are requested to be

humble, patient and committed to display a positive response to customers (Kim and Kizildag, 2011).

When the company set up in such a way to regulate displayed response and feelings while working, then

this is referred as emotional labor (Wharton, 2009).

Hwa (2012) aligned a conflict research about emotional labor between the positive impact (benefit the

organization, such as customer loyalty, repeat business transactions, customer satisfaction and

organizational productivity), and negative impact (low job satisfaction, workers’ well-being,

organizational commitment, emotional exhaustion, intention to quit, turnover, work family conflict and

so forth). In general, from the point of view of employees’ outcomes (health, psychological well-being

and work attitudes), emotional labor performance is not beneficial.

Tucker (2011) stated that the display rules (emotional labor) appropriate for most occupations, which

generally require employees to read the display of positive emotions (such as happiness or cheerfulness)

and to hide displays of negative emotions (such as anger or contempt). Due to many majors and programs

are offered in Indonesia’s vocational school, this paper will narrow the research in tourism and hospitality

majors that their graduates in general will work as service workers.

In her literature review, Tucker (2011) found that the difference application of strategies when

performing emotional labor depends not solely on the feelings or emotions of the workers, but on whether

they had the knowledge and training to regulate their verbal and nonverbal cues. But she also noted that

explicit display rules and training programs are lacking in many hospitality (include tourism) jobs.

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When no sufficient training from industry about emotional labor, when emotional labor becomes the

emmerge concept that could attack physical and mental of employees (include graduates from vocational

school), when the prospective employees have to have an emotive skill (such as emotional labor), then it

is clear that vocational school must take the role and responsibility to provide the training to result

emotional labor skills for their students.

This paper examines the training of emotional labor in vocational schools in Indonesia, both in the

secondary level and also in the tertiary level. It elaborated how emotional issue fits into the centralized

vocational curriculum in secondary education and fits into semi-flexible curriculum in tertiary education.

The research about a specific issue like special need skill to cultivate in a vocational school is very

limited, especially in Indonesia. Usually, both qualitative and quantitative research in vocational school

focused on the system and policies. The research to translate emotional labor into a specific training is

rare to find too. Because of that, this paper could contribute more to the literature of emotional labor

implication in a vocational school.

This paper first investigated the relevant literature in relation to the current condition of Indonesia’s

vocational schools, challenge of emotional labor issues to vocational school graduates and transformation

emotional labor issue in vocational school training. It then goes to report of the study, outlining its aims,

the methodology employed and the finding. It was concluded with a discussion of the implications for the

future.

Research Objective

This research was conducted with the main objective to create recommendations on best practices in

educating students to minimize, if not eliminate, the adverse consequences of emotional labor. The

findings of this study will have implication in the workforce concept of vocational school, especially with

regard to train the emotional labor skill for students.

Methodology

This research employed qualitative approach to investigate the model of effective teaching and learning

in emotional labor context. Data collected by means of 30-40 minutes individual interviews in virtual

way. The qualitative approach allows response to highlight personal stories through explanation emerges

because of the explanatory and descriptive nature of questions that were asked.

Samples were selected randomly by some criterias. The first one is having minimum 3 years experience

in teaching. Next, having national and/or international vocational curriculum training. For these criteria,

samples were choosen from CCFA (Community College for Faculty and Administrator) program and

P4TK-UNJ-STP Trisakti graduates. CCFA program is a two year program funded by the American

government to provide better understanding for Indonesian faculty and administrator about vocational

school in the United States. P4TK-UNJ-STP Trisakti graduates were students who received Indonesia

government scholarship to study about Tourism and Hospitality vocational skills (provided by STP

Trisakti,) teaching skills (provided by UNJ – Universitas Negeri Jakarta) and vocational management

skills (provided by P4TK) in their degree. This option is intended to obtain a quality interview and a

significant positive impact on the discussion of this theme. A total of 9 educators involved in this study

was derived from a variety of agencies, i.e., 22% of the institute, 33% of the polytechnics, 22% of

college/academy and 22% of the SMK (secondary level vocational school).

Literature

Indonesia’s vocational school nowadays

Wilson (2010) defined vocational education as a organized educational program offering a sequence of

courses directly related to the preparation of individuals in paid or unpaid employment, in current or

emmergent occupations. In Indonesia, vocational school takes place to provide specific job skill training

for students in order to prepare them as ready to work workers (Government Law No 29 Year 1990).

Formal centralized government regulation is a basic principle for vocational school operating in

Indonesia. According to the Law about national education system in 2003, the type of education in

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Indonesia includes general education, vocational, academic, professional, tertiary vocational level,

religious and special. Essentially, this law explains that vocational education devided in secondary

schools and in higher education. In secondary level, it is commonly called SMK and MAK, while in

tertiary level is academy, polytechnic, university and institute.

In some western states, such as France and Canada, vocational school is a second choice (Masdonati et

al., 2010), and the same opinion also perceived by Indonesians. In accordance to the Law No. 12 Year

2012, it is expected in the near future, the ratio of vocational schools than regular high schools are 50:50

by 2015 and 70:30 by 2025. The Indonesia government learns that on the international stage, vocational

education became a flagship to lead a workforce system.

Nowadays, Indonesia became the top rank for the rate of youth unemployment between 15-29 years

(19.9%) among Asia-Pacific countries (Bapenas, 2012). Wijanarka (2012) stated that unemployment in

Indonesia is an outcome of the mismatch competence of vocational education with required competencies

by industry, because school is less sensitive to response the change and development of science and

technology.

The Conceptualization of Emotional Labor for Indonesia’s Vocational Graduates

Th emotional labor concept has been variously defined in the literature. Wharton (2009) described

emotional labor as the process by which workers are expected to manage their feelings in accordance with

organizationally defined rules and guidelines. Typically, emotional labor has been defined as the

employees’ effort in adhering to organizational emotional display norms, implying limited individual

discretion in the emotion regulation process (Tucker, 2011). Taking this definition a little further,

Mastracci et al., (2011) proposed that this company’s regulation of emotional display requires workers to

suppress, exaggerate, or otherwise manipulate employees’ feeling in order to comply with work related

display rules. Its performance requires workers to suppress their private feelings, in order to show

‘desirable’ work related emotion.

Despite the various constructs of emotional labor, the two concepts that presented by Hochschild since

1983 (surface acting and deep acting) have been favored by researchers as the true components of

emotional labor. Whereas in deep acting, an employee try to align their internal feelings with their

expressions, in surface acting, the employee simply portrays the situationally appropriate emotion to

fulfill job requirements (Prati et al., 2009). These two contrasting strategies (surface acting and deep

acting) refer to how employees deal with their internal emotional responses and their external emotional

displays during the interactions between employees-customers (Tang et al., 2013). It means, when an

employee faced with institutional norms that require certain appropriate emotional responses, employees

will opt for one strategy or another in order to comply with the situations.

In Indonesia, generally vocational graduates are young adults with the age 17-19 years old for secondary

level and 20-24 for tertiary level. Consequently, they are categorized as young workers. Castro et al.,

(2006) argued that emotional labor may be uniquely stressful for young workers, because adolescents and

young adults are considered to be higher risk for work related injury and illness because they commonly

demonstrate immature judgment and risk assessment, pursue sensation-seeking behaviors, succumb to

peer pressure, process an incomplete self image, experience pressure to excel, need to prove

independence and maturity, desire to conform, and rebel against authority. The likelihood of young

workers to be employed in front line, interactive service work, in concert with their developmental

capacities, contributes to the potential negative risks associated with emotional labor.

.

Training on Emotion

Since ‘training’ refers to workplace knowledge transfer and ‘learning’ prefers to school knowledge

transfer, both of them have similar concept and goals, that is better knowledge, result in a new skill and

better behaviour. On the other hand, the term of ‘training’ is also familiar in Indonesia vocational school,

which refer to a learning process for specific topic and for short term. Therefore, the term training will be

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more useful for this study, due the ‘emotional labour’ topic is very specific and expected to result a skill

in a short time.

Training will help changing what employees (in this case-vocational school students) know, how they

work, or their attitudes toward their jobs, co workers, managers and customers that will lead to better

employee performance. In order to be competitive in the job market, entrants must possess the skills and

knowledge industry is demanding (Tanner, 2012). Vocational graduates who will be the prospective

workers soon in the real industry, probably think about what degree or skill set a particular job requires.

And they seldom consider (or sometimes even realize) the kind of emotional skills that they need in

various occupations. Dealing with the existence of emotional labor and its effect, past researches have

concluded that training on emotion would be a solution (Tang et al., 2013, Walsh and Bartikowski, 2013;

Jonker, 2012; Karatepe, 2011; Wharton, 2009).

As educators prepare their students to become practitioners in the professions of 21st century, attention to

people skills and service oriented is the key. Emotional labor skills are at the heart of service delivery, and

are integral to the performance of other types of jobs.

Learning or training activities require careful planning and continual revision. Berge (2008) said that

training is appropriate program when an individual’s performance would be improved with additional

skills and knowledge To narrow the performance gaps, training is a central activities, which equip new

and existing employees with the required knowledge, skills, and abilities needed to perform in accordance

with the organization’s standards and customers’ requirement (Tucker, 2011).

For developing an effective outcomes of learning, consider the strategy of teaching would be best start.

There is no teaching strategy that effective all the time for all learners, because teaching and learning are

complex processes that are influenced by many different factors (Killen, 2012). In emotional labor

training context, encourage students to realize their emotions in a workplace, or flash back their memory

when doing the internship and what emotions was involved could be an activity (Tucker, 2011).

Mastracci et al., (2011) stated that there are two main idea in teaching emotional labor, namely talking the

talk (contents) and walking the walk (methods).

Findings

Emotional Labor into Indonesia’s Vocational Curriculum

In the initial interview, only 22% respondents were familiar with the term of emotional labor. The

remaining 33% do not understand very well, and as many as 44% do not even know at all. Therefore, the

first step of this interview was elaborating emotional labor issues and providing some relevant examples.

In general, all respondents then understand this concept and even able to associate it with affective skills

and attitude. Indeed, they are able to explain their emotional labor experiences as the educators. It is

similar to Berry and Cassidy’s research on 2013, which found that educators reported significantly higher

levels of emotional labor than other occupations.

On the onset of interview, faculty who claimed having good understanding the concept of emotional labor

declared that their resources is marketing teaching materials and articles. In marketing teaching material,

there is a short explaination about emotion work, emotional labor and emotive skills. While the article

that includes the concept of emotional labor is an article derived from one of the online databases owned

by the school. Those educators who understand the emotional labor are coming from the tertiary level

school.

Researcher found at least there are two factors that cause educators have limited access to distinguish a

new issue in the industry (such as emotional labor), namely limited time and limited facilities. Kubo

(2013) said that Indonesian educators face a heavy class load, therefore they have no longer time for self

quality development. In addition, the referral source especially at the secondary level school is very

limited, where there is no proper library and access to online accredited journals database.

Therefore, about 10-15 minutes early interviews are used to explain the concept of emotional labor to all

respondents. And after the educators were able to grasp this concept, then they are asked to provide a

reflection on whether emotional labor can be taught or not. And all agree that this emotive skill is needed

by the students before they get to know the real world of industry .

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One respondent (Edu 03) said that "emotional labor training is urgently needed because learning quality

in vocational school promotes the suitability between perception and expectation of industry. Students

should understand that industry requires students to display specific display feeling as the product"

When answering the question about how the school curriculum will adopt training on emotional labor, a

total of 22% respondents suggested that English language courses could be a means of teaching these,

while the other 44% suggested that emotional labor skills could be taught in the core competence courses.

And the 44% respondents responded that the courses related to interpersonal skills such as

communication, character building, public relations, human resource management and quality

management service can be the bridges. This is similar to Mastracci et al.,’s concept (2010) which stated

that emotion work training fits comfortably into courses that focus on interpersonal relations.

Almost all interviewed educators agreed that emotional labor is a very specific skill and can be taught

within a relatively short time, so it does not need to create a new course. Some respondents proposed the

designation of 'hidden curriculum' when describing the process used this new concept to be taught to

students without creating a new course .

Current curriculum adopted by Indonesia 's vocational school in the secondary level curriculum is called

as 2013 curriculum, while tertiary level is still struggling on competency based curriculum. It consists of

3 types of courses: adaptive, normative and productive/core courses.

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Figure 1 : The 2013 Curriculum Structure of Secondary Vocational School

Source: kemendikbud.go.id

Implementation of the new curriculum of the secondary level vocational education in Indonesia as seen

from the picture above shows the classification of the subject of the lesson, which consists of affective

courses (Group A and B), cognitive courses (Group C1) and psychomotor courses (Group C2 and C3). In

the new curriculum, there is no student’s rank in order to reduce the orientation to the scores.

No rank system affects a lot of the assessment system. The assessment system in vocational learning

outcomes, uses a competency-based assessment model. Implementation progress and outcomes of the

competence-based learning is directed to appraise and evaluate the performance of learners

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Figure 2: An Example Evaluation Summary for Final Project at Vocational School

Source: kemdikbud.go.id

From the picture above, it can be seen that the components of the assessment of vocational secondary

school level involve attitude components. Although the composition is only 15%, it is enough to indicate

that the matter of emotional labor can go hand in hand with this new curriculum.

At the tertiary level, which applies a more flexible curriculum tailored to the needs of the industry and

stakeholders of the school, basically the concept of emotional labor in the form of a smile on guests,

show a friendly face, polite and friendly attitude is in the affective domain that corresponds to the basic

curriculum adopted. Tucker (2011) said that affective skills are of primary importance to the ability to

sense the emotional state of other person, to adjust one’s own response accordingly, and to react

empathetically.

Have a look some goals of vocational student’s courses below:

1. Bercakap-cakap dengan sopan dengan mitra kerja di tempat kerja

Wisely, having conversation in a workplace (course: Bahasa -Indonesian language-, SMK class

XI, 2nd semester, 2013 curriculum)

2. Mahasiswa kompeten menentukan tersedianya permintaan penempahan secara benar dan

memberitahukannya kepada pelanggan dengan sopan

Students are able to determine the avaibility of reservation properly and notify customers politely

(course: Airline Reservation, Diploma-3, 1st semester, Tours and Travel Management Study

Program, STP Bandung curriculum)

3. Mahasiswa kompeten mempergunakan keterampilan dan teknik berkomunikasi yang efektif dalam

hubungannya untuk membangun rasa percaya dan hormat

Students are able to use the skills and techniques of effective communication in order to build

trust and respect (in a workplace), (course: Tourism Business Knowledge, Planning and

Marketing Management Study Program, Akpar Medan curriculum)

Those all are the language of emotional labor and emotive skills. While the words “emotive skills” and

emotional labor” are not found in vocational school curriculum, this vocabulary is clearly fits to affective

skills, one of three component of the vocational curriculum in Indonesia.

If there is an agreement about emotional labor in emotional labor training. Now we move on the

operasionalization of the training. Faraday et al., (2011) said that achieving a high quality vocational

education system assumes high quality and effective vocational teaching and learning. In their research

found that the repertoire and flexibility of vocational pedagogy is often too narrow and that while the

setting and context may be engaging, the method used can be too passive and uninspiring. Learning can

only optimize when the relation between the ‘how’ and the ‘what’ is thoroughly investigated (Schaap et

al., 2011).

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Method of Training

Actually, there is no best method in teaching but there is a need of a creativity awareness in class to mix

two or more teaching methods. Below is the summary answers of respondents about suggested effective

training methods to convey emotional labor material:

1. Lecturing

100% interviewed educators agreed that lecturing is one of effective methods to carry out the training of

emotional labor. While lecturing widely criticized as an old and very conventional typical mode of

teaching, those educators have the same understanding with Penson (2012) that there is a strong argument

that the reason we still lecture is because lecturing is an excellent way to promote learning as part of an

overall strategy in education. Of all the interviews, all of educators stated that lecturing is not able to

stand alone in a learning process, there is a need to mix methods that will result effective learning.

Respondent (Edu 05) stated that “every classroom would likely have lecturing methods, because although

the educator in the student centered classroom, he is a class leader who will at least give clues to the

classroom course. When educators gave their oral instruction to students, then we call it lecturing. But

especially to teach skills such as emotional labor emotive, a creative educator should combine this

method for example by implementing team teacher lecturing which involving practitioners”.

2. Role Play

There are two interesting scenarios suggested using role play in order to teach emotional labor skill. The

first one came from respondent (Edu 07) who suggested that educators at the beginning of the class

suddenly scold a ‘victim’ students by some problems. Then this ‘victim’ student is asked to participate the

simulation, and incharge as a customer service officer. Other 4-10 students are pointed out to be the

customers. Educators need to provide the clear scenario for this simulation. Then, the ‘victim’ student will

be interviewed in front of the class about how he feels when he has bad feeling but need to serve

‘customer’ friendly with a smiley face.

Respondent (Edu 05) suggested to

ask a student act as a flight ticket reservation clerk, and 15-20 other students were designated as

customers. Those ‘customers’ will have the same questions and requests. Another student are asked to

observe the expression of the clerk when serve the first customer to the last one. At the end of role play,

the clerk is requested to reflect his feeling experience.

Both of those scenario will be a good intro in train emotional labor. Then the educators can also combine

the method with lecturing or other methods.

3. Group project

This learning method can be used if the training was designed more than one meeting, or the project

already announced in advance before emotional labor training held. According to the respondent (Edu

04), educators can create groups with 2-3 students to interview some people who work closely with

emotional labor issue. The criteria of jobs should be various and different in each group, such as: teacher,

tour guide, housekeeper, nurse, doctor, debt collectors, police, and so forth. In the training section, each

group is welcoming to present their papers in front of the class and educator should encourage the class to

deeper discuss about each topic.

4 . Guest Lecture

Tucker (2011) said that experienced employees who already demonstrate desirable interactions with

clients can be invited to talk. Guest lecturers will enhance students’ knowledge and perception about the

emotional labor from the first hand.

Respondent (Edu 01) said that in her experience brings a guest lecturer, sometimes he is a very clever

practitioner, but has a difficulty in translating it in academic sphere. Guest lecturing occasionally be

saturating learning. Here is a demand of an active role of educator as a companion of a guest lecturer.

Educator is expected to seek an attractive figure and submit an outline of the material that needs to be

delivered by the guest lecturer, so the classroom becomes more effective.

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5. Video

Video can be used to enrich the student 's ability to apply deep acting of emotional labor performance.

This technique has been carried out by some researchers by showing a video that can evoke a sense of

happiness and spirit of the students. A memory when they saw the video, can be a reference for them

when dealing with problems of personal feelings and emotional differences display rules.

Similar to the video idea, the respondent (Edu 01) also explained that in the emotional labor training, the

big purpose is cultivating student’s emphaty. So the video also could be replaced by humane messages

stories.

The Training Length

To determine training length, the ideas of the interviewed educators vary widely. However, the purposed

average length of time should be short, that is 1-2 meeting(s). Respondent (Edu 04) said that ‘if it implies

only 1 meeting training will be pretty. But educators need to remind students by recalling some relevant

issue related to emotional labor for next classes”

Respondent (Edu 08) stated that ‘if the training will be carried out only 1-2 meettings, it should be held

when the students will go for internship or when the students already completed all the courses’. Tucker

(2011) suggested that the training programs and courses in emotional labor regularly can be held in the

off - season, using lectures, computer simulations and/or role plays.

Educator’s characteristic

Talking about the characteristic of educator who fit to conduct an emotional labor training, in general, the

interviewed educators stated that all educators can deliver material on emotional labor, but preferably the

educators with a relevant experience in industry. In fact, recruitment of teachers in Indonesia, particularly

for teachers in vocational school is quite unique, based on Law No. 14 Year 2005, the main requirement

to be the teacher is the education level (minimun 4 years bachelor degree for secondary level and master

degree for tertiary level). Decentralized government in some cases promotes regional people's egos in

teacher recruitment also, they recruit teachers from local universities regardless the quality (Hendayana et

al., , 2011). Actually in vocational education, there is a demand of educators who have experience related

to the industry beside the degree qualification, because the educator can give a concrete example of the

industry to the students.

Content of Training

Related to teaching content in emotional labor training, the interviewed educators suggested some bound

materials that can be used for class activities as follows :

1. Conceptualization of emotional labor

Interviewed educators agreed that give the basic concepts of emotional labor is the main content to be

delivered. Even emotional labor is very challenging concept to be defined into a universally acceptable

definition, but it is not too difficult to be understanding.

Mastracci et al., (2010) suggested ‘artful affect’ as the useful term to explain the performance of

emotional labor. They said this term captures the artful sensing of another’s emotional state, while

crafting one’s own affective expressions so as to elicit a desired response. Practicing artful affect is

proactive (the worker is required to anticipate the emotional state of the other person, and act to mitigate

it) and reactive (the worker is required to respond to whatever emotional state the other person is at the

start of the interaction).

2. Emotional labor 's role in industry

The role of emotional labor in the industrial world is clear enough previously described in the literature

review. The emphasis of this material is to demonstrate that emotional labor fits to all jobs, not only

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product in the world tourism industry. In presenting this material, Hochschild’s categories of jobs

requiring emotional labor could be a reference.

3. How to deal with this emotional labor issue

How to cope with emotional labor is related to the strategies used in performing emotional labor, namely

deep and surface acting. In addition, Tucker (2011) who used training on emotion in her disertation,

gave some suggestions to overcome various problems associated with emotional labor, such as: positive

refocus, think from the customer’s perspective, allocate your attention to the problem and task, listen first

then identify the proble, kill them softly with diplomacy, and show empathy.

4. The impact of emotional labor

Interviewed educator advised to teach a balanced impact on emotional labor training, not only from the

employees’ point of view. Advantage in performing emotional labor also needs to be submitted so that the

students understand why they are required to display a certain feeling display. This will broaden the

students’ knowledge to obtain the whole concept of emotional labor .Tucker (2011) stated that the

training of emotional labor will direct students to feel positive feeling, and to be able to help students

enjoy their job, feel better at the end of their work day and they can spilover the skills to their non- work

life (because they can use emotional ther labor strategies in non-work life as well)

Conclusion

This study explores how the model of training that is suitable for vocational school students. The focus of

this research is to identify the appropriate method and content to train the students of emotional labor. For

method of training, this paper suggeseted to use mix methods of lecturing, role play, group project, guest

lecture and video. Content of teaching could be flexible but the bound materials were suggested to the

conceptualization of emotional labor, how to deal and the impact of emotional labor and the role of

emotional labor to the needs of industry. In addition, this paper proved that emotional labor training turns

out to coincide with vocational schools’ curriculum in Indonesia. Employing this approach of training

will help students to gain more understanding about their futures skills in a real workplace. This training

will give several clear advantages. First, it allows students to ventilate the negative emotions the caused

by their future jobs. Next, it assures students that the organization is aware of and acknowledges the

emotional contribution that the employees put into their jobs (Hwa, 2012).

There are some limits in this study. First the number of samples (9 educators) could be extended to more

people. 9 educators from 4 various institutions and similar programs could result the biases of

perspective. For example, interviewed educators who come from CCFA program, would favor to take

their American vocational idea that is not suitable to Indonesian culture of education. The second one, this

study is taking both of level of vocational school and result in weakness, in elaborating detailing each of

them, because the analysis come from general grounded theory. The third one, this study only giving the

outcomes of appropriate operationalization of emotional labor training, therefore next research hopefully

could be evaluated this proposed model.

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Appendix A

INTERVIEWEES’ PROFILES