Mahasiswa Magister Profesi Universitas Gadjah Mada

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1 Mahasiswa Magister Profesi Universitas Gadjah Mada
Training Sharing Profesional Mahasiswa Magister Profesi Fak. Psikologi Universitas Gadjah Mada Widyarto Adi Ps. Yogjakarta Kompas T & D Kompas-Gramedia L & D 15 Mei 2009

2 Tindakan: SELEKSI Punya sasaran/target KEMAMPUAN :
Kecerdasan Pengetahuan Keahlian Pergaulan Dapat dipercaya dsb Tindakan: Adaptasi – merubah diri Pengembangan diri  profesional SELEKSI PERUSAHAAN LEMBAGA Punya sasaran/target

3 Psychological contract
deliver what you’ve promised Employee P E R F O R M A N C E Realistic Job Preview Psychological Hiring Decision Psychological contract to achieve the best condition Corporate / Job Employee service time in the company culture Doing the job Performance Agreement  Review  DEVELOPMENT Planning Com- pany goals (Should be or is) Continuous Progress Review

4 Great Company Corporate / Job Result Culture Performance Psychological Productivity condition

5 Kita tidak hanya bicara 1-2 tahun ke depan.
Adaptasi – merubah diri Pengembangan diri  profesional PERUSAHAAN LEMBAGA Lingkungan Bisnis Satu perusahaan. Satu visi ? Satu tujuan ? Intrik ? Klik ? Bersatu ? Hasil ? Kita tidak hanya bicara 1-2 tahun ke depan. Kita bicara tentang banyak tahun .....

6 H Y P E R C O M P E T I T I O N SDM IMPLEMENTASI HR Enablers
Rencana Strategik Organisasi SDM IMPLEMENTASI Culture Core Value SDM-nya: Performance Drivers HR Enablers Sistem keseluruhan ( dari seleksi ke pengembangan dan reward ) Employment HRIS Etc Capital Competence Strategic HR Development Performance Appraisal Competency HRM etc

7 PERFORMANCE RELATIONSHIP MAP
KEBUTUHAN ORGANISASI KEBUT PERI-LAKU KERJA KEBUTUHAN BELAJAR Kontribusi Manusia KEINGINAN (Perilaku seharusnya) K-S-A Pilihan Intervensi (development design) Coaching Compensation Culture change Job/work design Leadership / supervision Performance support Team building Mentoring–Coaching Counseling Training / Education TARGET KERJA GAP GAP Kontribusi Manusia KENYATAAN (AKTUAL) KENYATAAN (Perilaku Nyata) LINGKUNGAN KERJA YANG BERDAMPAK THDP MUNCULNYA GAP Faktor Lingkung-an Eksternal Faktor Lingkung-an Internal

8 Membuat ilmu bertambah
Membuat lebih paham Menambah Ilmu / Membuat ilmu bertambah

9 BELAJAR proses perubahan perilaku berdasar-kan pengalaman / kondisi tertentu. PELATIHAN : Peningkatan pengetahuan, ketrampilan, perilaku (KSA), agar dapat berprestasi secara bermutu tinggi  pengembangan karyawan. jenis training pula KSA TRAINING : should change human behavior – behavior is activity which can be seen, pictured, described or measured MUST KNOW SHOULD KNOW NICE TO KNOW

10 Ada berbagai gaya belajar Optimal dengan melihat
visual aid, reading material, membaca instruksi , melihat ilustrasi melihat contoh VISUAL Optimal dgn mendengar diskusi tanya jawab, pemberitahuan lisan AUDITORI Optimal dgn melakukan bergerak, melakukan sesuatu, menulis, role play KINESTETIK Gunakakan berbagai metode yang mengakomodir berbagai gaya belajar

11 PRODUCTIVITY Steps in Training Process
Program content Knowledge Skill Attitudes of Employees Training & development objectives Training needs analysis ACTUAL PROGRAM Delivery methods PRODUCTIVITY Evaluation Training Outcomes: 1. Reactions by trainees 2. Knowledge 3. Changes in behavior 4. Measurable results/improvements

12 Training Needs Analysis
Proses pengumpulan data dan analisisnya untuk mengidentifikasi kinerja yang ditargetkan melalui performance individu/unit yang seharusnya, serta melakukan analisis GAP yang muncul untuk menyelesaikan masalahnya.

13 Training Needs Analysis
Tiga Tipe Training Needs Analysis Organizational-based Need Analysis Job Competency-based Need Analysis Person Competency-based Need Analysis Metode dan Tahapan dalam Melakukan: Organizational-based NA Job Competency-based NA Person Competency-based NA

14 Job Competencies-based Need Analysis
Job Competencies-based Need Analysis adalah analisa kebutuhan pelatihan yang didasarkan pada profil kompetensi yang dipersyaratkan untuk setiap posisi/jabatan Identifikasi Profil Kebutuhan Kompetensi Tiap Jabatan Memilih Modul Training yang Relevan sesuai dengan Kebutuhan Kompetensi

15 Competency Identification Process
Clarify Organizational Strategy and Context Competency Identification Process Validate, Refine and Implement Analyze Work Role and Process Gather Data via Behavior Event Interview and Focus Group Conduct Benchmark Study

16 Competency Description Relevant Training Modules
Training Matriks untuk Posisi Manajer Position Competency Requirements Competency Description Relevant Training Modules Managers Customer Satisfaction Seeks information about the real, underlying needs and expectations of the customer Translates customer expectations into action steps Proposes actions to meet or exceed customer satisfaction Looks for long-term benefits for the customer and initiates action plans Strategies to Create Customer Satisfaction I (cover all description items) Problem Solving & Decision Making Analyzes and examines data needed to define problems or identify solutions Seeks additional information outside of immediate environment to make decisions Makes decisions that impact his/her own work Creative Problem Solving and Decision Making I (cover all description items) Teamwork Takes risks in trusting others by sharing responsibility, getting involvement and cooperation from multiple parties Values and respects individual differences and provides opportunities for all to contribute Participates in team’s goal setting and problem solving Involves others in the process to make them a part of the team and assists other team members in completing their assignments Building Productive Teamwork I (cover all description items)

17 Training Matriks untuk Tiap Posisi
Training Title

18 Competency Assessment Training and Development Program
Person Competencies-based Need Analysis Didasarkan pada gap antara level kompetensi yang dipersyaratkan dengan level aktual karyawan Competency Assessment Current competency level of the employee Required competency level for certain position Training and Development Program Competency Gap

19 Level Kompetensi yang Dipersyaratkan
Contoh : Competency Requirements untuk Training Manager Managerial Competencies Level Kompetensi yang Dipersyaratkan Collaboration 4 Problem Solving Leadership 3 Planning and Organizing Functional Competency Training Need Analysis Skills Training Material Development Training Delivery Skills Training Evaluation Skills 1 – basic 2 – intermediate 3 – advance 4 – expert

20 Training Skills Understanding of the learning process principal and ability to analyze training needs, develop training materials and curriculums and deliver training effectively 1/Basic 2/Intermediate 3/Advance 4/Expert Understands training needs analysis and training requirement analysis process Identifies training needs based on competency profile and functions in PT. XYZ Examines current training needs and proposes revisions if any Develops training curriculum for functions in PT. XYZ Training Needs Analysis Skills Collects relevant data/information in developing training materials/modules Develops training materials/modules along with training instructions and provides technical guidance in design and development Examines current training materials/modules in order to ensure achievement of training objectives Revises and provides inputs for improvement towards training materi-als/modules. Coaches and teaches others in developing training materials/ modules Training Materials/ Modules Development Identifies various training media and techniques Understands advantages/ disadvantages when applicable Differentiates media and techniques training which are suitable for particular audience/ situation/ condition Examines the media and techniques which are suitable for particular customer, which will results in achievement of objective, high level of comprehension and satisfaction Develops creative training media and techniques for different types of training Actively coaches others (“Training for Trainers”) on training media and techniques Training Delivery Skills Observes characteris-tics of effective training delivery Delivers training with supervision Delivers training inde-pendently. Provides logic answers to questions related to the topics Coaches others in de-livering training - pro-vides constructive feed-back and improvement Identifies strengths and weaknesses of a training session Monitors how learning is taking place Determines ways to measure changes in behavior and interprets on bottom-line results Training Evaluation

21 Kuesioner Asesmen Kompetensi

22 Kuesioner Asesmen Kompetensi
Managerial Competencies Hasil Asesmen Collaboration 4 Problem Solving Leadership 3 Planning & Organizing 2 Functional Competencies Training Need Analysis Skills Training Material Development Training Delivery Skills Training Evaluation Skills

23 Competency Gap for Training Manager
Managerial Competencies Diper- syaratkan Aktual Level GAP Collaboration 4 Problem Solving Leadership 3 - 1 Planning & Organizing 2 Functional Competency Training Need Analysis Skills Training Material Development Training Delivery Skills Training and Development Program

24 Training Needs Analysis
Metode Training Needs Analysis Trainees Analysis Work Analysis Context Analysis Content Analysis Training Suitability Analysis Cost-Benefit Analysis

25 UKURAN untuk menilai hasilnya
Trainees Analysis KARAKTERISTIK: usia, gender,pendidikan, pengalaman TINGKAT PEMAHAMAN terhadap materi METODE PEMBELAJARAN yang cocok dan efektif HARAPAN trainees terhadap pelatihan MINAT trainees untuk belajar Work Analysis KARAKTER pekerjaan dan jabatan trainees HASIL KERJA yang diharapkan KETRAMPILAN & PENGETAHUAN bagi pekerjaan tsb UKURAN untuk menilai hasilnya

26 Cost-Benefit Analysis
Context Analysis Pelatihan yang pernah dilakukan - dampaknya Metode yang sesuai dengan budaya organisasi Kriteria untuk mengukur keberhasilan pelatihan Karakter kepemimpinan para eksekutif di organisasi Pola komunikasi & hubungan kerja di organisasi Komitmen atasan thd proses pembelajaran bawahan Cost-Benefit Analysis Manfaat yang didapatkan organisasi Peran pelatihan dalam peningkatan kinerja Biaya yang harus dikeluarkan untuk pelatihan Manfaat pelatihan melampaui biaya

27 Training Suitability Analysis
Content Analysis Menyesuaikan materi dengan tuntutan kerja Metode pembelajaran yang paling tepat Penyusunan sistematika pelatihan Pengemasan dan penyampaian materi Informasi yang diperlukan untuk proses penerapan Training Suitability Analysis Sesuaikan training dengan permasalahan kerja Apa yang dapat kita lakukan melalui pelatihan untuk menjembatani kesenjangan antara tuntutan kerja dengan kinerja yang aktual?

28 Tools Pengumpulan Data
Metode yang paling sesuai dengan kebutuhan informasi yang diperlukan Reviu Dokumen kepersonaliaan Survei Wawancara (individu/kelompok) Observasi Tes / kwesioner

29 C H E C K L I S T PESERTA WAKTU LOKASI / PERALATAN SASARAN
Siapa / jumlah Datang sendiri / perusahaan Pendidikan Harapan WAKTU Kapan Durasi Agenda LOKASI / PERALATAN Di mana Peralatan / alat bantu Fasilitas SASARAN Ketrampilan / tingkat kompetensi diharapkan Materi pelatihan Metode yang dipakai

30 EVALUATION AND FEEDBACK The systematic approach
AIMS LEARNING OBJECTIVES CONTENTS Skill Knowledge Attitudes PLANNING Methods Resources Design DELIVERING Presenting Reinforcing EVALUATION AND FEEDBACK Course Self TERMINAL GOALS The systematic approach to the development of a course

31 SASARAN OUTLINE PELATIHAN TOPIK-TOPIK (MATERI Pe- latihan) - Menentukan sequence pengajaran Sesuai sequence pengajaran Berapa banyak bahan dapat diserap (sesuai tingkat pemahaman peserta) Penekanan hal2 penting dalam presen- tasi

32 Penataan Ruang o KELAS o Kelas - Kerangka o TEATER / AUDITORIUM
o U-SHAPE o SETENGAH LINGKARAN o TABLE o ROUND TABLE o ROUND TABLES / GROUP

33 help Client solve human performance problems
CONSULTANT help Client solve human performance problems DESIGNER design programs & lesson plans: how adult people learn & change their job performance TRAINER “Delivery Agent“ of learning system; manage the critical dynamic pro-cess : new behaviors * Analyzes the TNA * Recommend Solutions: Training Education Development - Feedback System Contingency Mgmt Job Engineering Organiz Developmt * Establishes Program Goals (with the Client) * Evaluation Programs * Counsels Designers * Selects Methods * Selects Media * Synthesizes Methods & Media into Integrated Program * Provides outlines & materials to imple-ment Program * Evaluates Try-out * Redesign Programs as evaluation result * Delivers Learning Design * Analyzes & responds to Learner Needs * Adapts Design to meet Learner Needs * Provides On Going Feed-back & Evaluation to Facilitate Learning * Counsels Learner * Feedback to Designer Resource : Approaches To Training & Development, Dugan Laird, 1978 PRODUCTIVITY

34 ? Apakah perbedaan dalam hal belajar antara orang dewasa dengan cara belajar anak-anak ?

35 Anak2 Orang Dewasa Ketergantungan besar > materi ditentukan
> perlu support eksternal Ketergantungan kecil > tahu yang dibutuhkan > motivasi internal Belajar unt manfaat di ms depan Belajar unt diaplikasikan lgsung Pengalaman sedikit > sedikit opini > mudah menerima hal baru Pengalaman banyak punya opini sulit menerima hal baru terutama yang bertentangan dgn kepercayaan lama Merasa berhasil bila ada pengakuan eksternal (nilai, pujian) Keberhasilan dirasakan dalam internal diri (perasaan berprestasi, harga diri) Sedikit bisa berperan sebagai sumber pengetahuan bagi pengajar dan teman Berperan besar sebagai sumber pengetahuan bagi fasilitator dan rekan lain

36 Pedagogi - kurikulum 100% ditentukan guru
- kontrol perilaku peserta sangat ketat - proses pacing pembelajaran ditentukan guru - hukuman merupakan bagian proses mengajar. Andragogi - peserta: orang yang mempunyai dignity, komit- men, kompetensi dan mempunyai kemauan sendiri (self-directed) - materi disesuaikan dengan kebutuhan peserta - harus diikut-sertakan proses pembelajaran partisipatif - mungkin “saling menggunakan” satu sama lain sebagai resources pembelajaran - ingin tahu progress selama pembelajaran.

37 JENIS EVALUASI Kirkpatrick Jack J Philips
REAKSI PESERTA – and Planned Action Puas, senang, antusias ? PENGETAHUAN / KETRAMPILAN tahu, paham, terampil, analisis, penerapan ? PERILAKU Application berubah (banding sebelum vs sesudah) KINERJA Business Impact ada peningkatan ? - BIAYA ROI - ROTI

38 THE JOB/ ORGANI-ZATION
EVALUASI 4 TINGKAT THE JOB/ ORGANI-ZATION TRAINING COURSE Trainees Trained Results / Job Persons Performance I III X II X IV

39 Case Study - A Company provides macro-level perspective of success
shows connection of training – bizz objectives integrates various types of data programs – strategic objectives – operating goals alignment 7 Categories of Data Indicators Level 1 – Reaction & Planned Action Level 2 – Learning Level 3 – Application Level 4 – Business Impact Level 5 – ROI Intangibles

40 Indicators Level 1 – Reaction Data number of employees involved
Case Study – A Company Indicators number of employees involved total hours of involvement hours per employee training investment as a percent of payroll cost per participant Level 1 – Reaction Data amount of new information importance of information relevance to job intention to use skills / knowledge effectiveness of facilitator(s) effectiveness of delivery system recommendation to others In-class Evaluation

41 Level 3 – Follow-up Application
Case Study – A Company Level 2 – Learning Self Assessment & Pre-Post Tests understanding of the skills/knowledge ability to use the skills/knowledge confidence in the use of the skills/knowledge In-class Evaluation Level 3 – Follow-up Application the importance of skills/knowledge in work (after applied on the job) the frequency of use of new skills/ knowledge (on the job) the effectiveness of the skills/ knowledge (as applied on the job) Post-class online survey

42 Level 5 – R O I Level 4 – Linking to Business Measures
Case Study – A Company Post-class online survey Level 4 – Linking to Business Measures Indicate the extent this program has influenced each of these measures in work unit, department or business unit : - productivity cost control quality employee satisfaction customer response time - customer satisfaction, etc Post-class online survey Level 5 – R O I Benefit / Cost Ratio = Program Benefits / Program Costs R O I = Net Program Benefits / Program Costs Intangible Benefits List of intangible benefits (top 10) How intangibles were captured Post-class online survey

43 performance/result – productivity, speedness, profit
Case Study – A Company - Implementation Intangible Benefits Qualitative, subjective, non-financial business results: habits – presence climate/condition – commitment, cooperations satisfaction – employee, customer initiative – strategic planning (Tangible Benefits) Quantitative, objective, financial business results: performance/result – productivity, speedness, profit quality – deviation, complaints, accident cost time – efficiency

44 Level 1 – Reaction Result
Case Study – A Company - Implementation Enhancing Performance (EP) - 1-day program Business - increase productivity, increase diversity, improve job satisfaction Performance – effective communication (appropriate com- ment/behavior), “Model for Success – An Employee Life Cycle (attract, recruit, retain, develop, managing di- versity in work place) 1254 employees (Managers, Supervisors, Executives), 84 sess Level 1 – Reaction Result Satisfied with course 4.37 Achieved stated objectives 4.45 Content directly applied to job 4.43 Able to apply learning on job 4.41 Linkage of content to needs 4.26 Recommend course

45 Level 3 – Application Result
Case Study – A Company - Implementation Level 2 – Learning Result Identify & list value of differences of each individual Recognize/address in appropriate behavior/comment Teach staff to be more aware of differences Explain individual responsibility for supporting EP Design initiatives that contribute to employee life cycle 4.26 React to & dissolve diversity-related issues, work-place 4.43 Level 3 – Application Result Change in Behavior Managers Employees Exhibiting responsibility % Appropriate address % Encouraging staff % 79% managers reported success in implementing action plan Exhibiting responsibility % Appropriate address % Encouraging colleagues % Also noted: need to change - no problem

46 Level 4 – Business Result
Case Study – A Company - Implementation Level 4 – Business Result Retention Improvement Results Factor Percentage EP Course Courses Prior Courses After Organizational Changes Interactions Economy Retention Improvement & Value Decrease in 2002 turnover : 2.22% 2.2% = 371 people 9.77% (% of reduced turnover attributed to EP) 371 x 9.77% = 36 people $ 89,000 (average / person t.o cost – 1999 Saratoga Inst Study 36 x $ 89,000 = 3,204,000 annually

47 Case Study – A Company - Implementation
Level 5 – R O I Result Benefits: $ 3,204,000 annually Costs: $ 1,216,836 (fully loaded) Benefit-to-Cost-Ratio: 2,6 : 1 Return-on-Investment: 163% Intangible Benefits – Employee Satisfaction Survey “…does a good job of valuing diversity of cultural back-grounds, personal styles, and ideas among its employees.” Additional Intangible Benefits Managers Improved relationship with direct reports Increase communication among staff Increase cooperation Increase diversity Employees Improved relationship with managers Increased communication among team members Increased cooperation Increased teamwork

48 Additional Suggestions for Building Inclusiveness
Case Study – A Company - Implementation Barriers to Implementation Time constraints % Other priorities % Find activities to build team 24% Following through % Upper mgt support % Team to change resistence % Additional Suggestions for Building Inclusiveness Ideas, budgets, management support for teambuilding activities Ongoing EP training for new employees, and refreshing training for all employees Top management/Senior leadership to set the tone Reminders of key skills & knowledge via posters, re-training, s Continued management support

49 R O I Isolasi pengaruh pelatihan – 3 strategi
- Isolasi pengaruh pelatihan – bdk kelompok Peserta - Bukan - Bandingkan sebelum – sesudah pelatihan - Estimasi Peserta thd pengaruh pelatihan – 70% kinerja aki- bat pengaruhnya, 30% karena lain: belajar sendiri, feedback 2. Ubah hasil bisnis  nilai Finansial Mis proyek dikerjakan spt kalau dgn Konsultan $ 15 juta – Laporan estimasi: pengaruh diklat 70%  hasil bisnis $ 10,5 3. Hitung biaya terkait pelatihan TNA, desain-pengembangan, penyelenggaraan, overhead dll. 4. ROI – dengan rumus yang ada.

50 Trainer – Influence - Participants
Communication TRUST Participants do what we train them to

51 COHESIVENESS, PERFORMANCE NORM
& PRODUCTIVITY Cohesiveness High productivity H i g h Moderate productivity Performance Norms Moderate to Low productivity L o w Low productivity Harold P Robbins, 2005

52 TREND IN EMPLOYEE DEVELOPMENT
Old Approach to Development New Approach to Development Development just happens Development is woven into fabric of the organization Development = training (only) Development primary means, too, challenging, experiences, coaching, feedback& mentoring The unit owns the talent; people The Comp owns talent; people don’t move across units move easily around company Only poor performers have the Everyone has development needs development needs & receive coaching A few lucky people find mentors Mentors are assigned to every high potential persons Ed Michaels cs, War for the Talents