KEMAMPUAN :
•
•
•
•
•
•
•
Kecerdasan
Pengetahuan
Keahlian
Pergaulan
Dapat dipercaya
dsb
dsb
PERUSAHAAN
LEMBAGA
deliver what you’ve promised
Employee service time in the company
Doing the job
Performance
Agreement  Review  DEVELOPMENT
Planning
(Should be or is)
Continuous Progress Review
Company
goals
PERUSAHAAN
LEMBAGA
Satu perusahaan.
Satu visi ?
Satu tujuan ?
Intrik ? Klik ?
Bersatu ?
HYPERCOMPETITION
Rencana Strategik
Organisasi
SDM
IMPLEMENTASI
Culture
SDM-nya: Core Value
Performance
Capital
Drivers Competence
Strategic HR Development
• Performance Appraisal
• Competency HRM
• etc
HR Enablers
• Sistem keseluruhan ( dari
seleksi ke pengembangan dan
reward )
• Employment
• HRIS
• Etc
PERFORMANCE RELATIONSHIP MAP
KEBUTUHAN
ORGANISASI
TARGET
KERJA
KEBUT PERI-LAKU
KERJA
Kontribusi
Manusia
KEINGINAN
Kontribusi
Manusia
K-S-A
(Perilaku seharusnya)
GAP
KENYATAAN
(AKTUAL)
KEBUTUHAN
BELAJAR
GAP
KENYATAAN
(Perilaku Nyata)
LINGKUNGAN KERJA
YANG BERDAMPAK
THDP MUNCULNYA GAP
Faktor Lingkungan Eksternal
Pilihan Intervensi
(development design)
• Coaching
• Compensation
• Culture change
• Job/work design
• Leadership /
supervision
• Performance support
• Team building
• Mentoring–Coaching
• Counseling
• Training / Education
Faktor Lingkungan Internal
Membuat lebih paham
Menambah Ilmu
/
Membuat ilmu bertambah
BELAJAR
proses perubahan perilaku berdasarkan pengalaman / kondisi tertentu.
PELATIHAN :
Peningkatan pengetahuan, ketrampilan,
perilaku (KSA), agar dapat berprestasi
secara bermutu tinggi
 pengembangan karyawan.
TRAINING :
should change human behavior –
behavior is activity which can be seen,
pictured, described or measured
MUST KNOW
SHOULD KNOW
NICE TO KNOW
Ada berbagai gaya
belajar
VISUAL
AUDITORI
KINESTETIK
Optimal dengan melihat
visual aid,
reading material,
membaca instruksi ,
melihat ilustrasi
melihat contoh
Optimal dgn mendengar
diskusi
tanya jawab,
pemberitahuan lisan
Optimal dgn melakukan
bergerak,
melakukan sesuatu,
menulis, role play
Gunakakan berbagai metode yang
mengakomodir berbagai gaya belajar
Steps in Training Process
Program
content
Training &
development
objectives
Training
needs
analysis
ACTUAL
PROGRAM
Delivery
methods
Knowledge
Skill
Attitudes
of
Employees
Evaluation
Training Outcomes: 1.
2.
3.
4.
Reactions by trainees
Knowledge
Changes in behavior
Measurable results/improvements
Proses pengumpulan data dan
analisisnya
untuk mengidentifikasi kinerja yang
ditargetkan
melalui performance individu/unit
yang seharusnya, serta
melakukan analisis GAP yang muncul
1. Tiga Tipe Training Needs Analysis
• Organizational-based Need Analysis
• Job Competency-based Need Analysis
• Person Competency-based Need Analysis
2. Metode dan Tahapan dalam Melakukan:
• Organizational-based NA
• Job Competency-based NA
• Person Competency-based NA
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
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
Training Matriks untuk Posisi Manajer
Position
Competency
Requirements
Competency Description
•
Managers
•
Customer
Satisfaction
•
•
Problem Solving
& Decision
Making
•
•
•
Teamwork
•
•
•
•
Relevant Training
Modules
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)
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)
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)
V
Teamwork
V
Achievement Orientation
V
Customer Focus
V
Job Functional Skills
Communication Skills
Leadership
V
V
V
Teamwork
Manager
V
Achievement Orientation
Customer Focus
V
V
Strategic Thinking
Problem Solving & Decision Making
Job Functional Skills
Professional
Seminar Series
Building Productive
Teamwork
Strategic
Management
Creative Problem
Solving
V
Leadership
Supervisor
Achievement
Motivation Training
V
Service Excellence
for Customer
Position
On Becoming
Effective Leader 2
Communication Skills
Training Title
On Becoming
Effective Leader 1
Managerial Competency
Productive
Communication
Series
Training Matriks untuk Tiap Posisi
V
V
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
Competency
Gap
Training and
Development
Program
Contoh : Competency Requirements
untuk Training Manager
Managerial Competencies
Level Kompetensi
yang Dipersyaratkan
Collaboration
4
Problem Solving
4
Leadership
3
Planning and Organizing
3
Functional Competency
Training Need Analysis Skills
4
Training Material Development
4
Training Delivery Skills
4
Training Evaluation Skills
4
1 – basic
2 – intermediate
3 – advance
4 – expert
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
Developme
nt
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 independently. Provides logic
answers to questions
related to the topics
Coaches others in de-livering
training - pro-vides
constructive feed-back and
improvement
Training
Delivery
Skills
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
Kuesioner Asesmen Kompetensi
Competency Assessment Form
1 = basic; 2 = intermediate; 3 = advance; 4 = expert
Functional Competencies
Training Need Analysis Skills
An ability to conduct a proper training need analysis and create a
comprehensive training plan based on the results of need analysis
Training Material Development
An ability to formulate training objectives and training outline; and then
create a complete training material/manual based on the stated
objectives
Training Delivery Skills
An ability to deliver training programs and create an effective learning
process for participants
Training Evaluation Skills
An ability to conduct training evaluation to understand the impact of
training program on participants' performance; and to formulate
improvement recommendation based on the evaluation results
1
2
3
4
Kuesioner Asesmen Kompetensi
Managerial Competencies
Hasil
Asesmen
Collaboration
4
Problem Solving
4
Leadership
3
Planning & Organizing
2
Functional Competencies
Training Need Analysis Skills
3
Training Material Development
3
Training Delivery Skills
4
Training Evaluation Skills
4
Competency Gap for Training Manager
Managerial Competencies
DiperAktual
syaratkan Level
GAP
Collaboration
4
4
0
Problem Solving
4
4
0
Leadership
4
3
-1
Planning & Organizing
3
2
-1
Training Need Analysis Skills
4
3
-1
Training Material Development
4
3
-1
Training Delivery Skills
4
4
0
Functional Competency
Training
and
Development
Program
• KARAKTERISTIK: usia, gender,pendidikan, pengalaman
• TINGKAT PEMAHAMAN terhadap materi
• METODE PEMBELAJARAN yang cocok dan efektif
• HARAPAN trainees terhadap pelatihan
• MINAT trainees untuk belajar
• Manfaat yang didapatkan organisasi
• Peran pelatihan dalam peningkatan kinerja
• Biaya yang harus dikeluarkan untuk pelatihan
• Manfaat pelatihan melampaui biaya
• Menyesuaikan materi dengan tuntutan kerja
•
•
•
•
Metode pembelajaran yang paling tepat
Penyusunan sistematika pelatihan
Pengemasan dan penyampaian materi
Informasi yang diperlukan untuk proses penerapan
• Sesuaikan training dengan permasalahan kerja
• Apa yang dapat kita lakukan melalui pelatihan
untuk menjembatani kesenjangan antara
tuntutan kerja dengan kinerja yang aktual?
Metode yang paling sesuai dengan
kebutuhan informasi yang diperlukan
• Reviu Dokumen kepersonaliaan
• Survei
• Wawancara (individu/kelompok)
• Observasi
• Tes / kwesioner
CHECKLIST
PESERTA
- Siapa / jumlah - Datang sendiri / perusahaan
- Pendidikan
- Harapan
WAKTU
- Kapan
- Agenda
- Durasi
LOKASI / PERALATAN
- Di mana
- Fasilitas
SASARAN
- Peralatan / alat bantu
- Ketrampilan / tingkat kompetensi diharapkan
- Materi pelatihan
- Metode yang dipakai
AIMS
LEARNING OBJECTIVES
CONTENTS
Knowledge
Skill
Methods
Attitudes
PLANNING
Resources
Design
DELIVERING
Presenting
Reinforcing
EVALUATION AND FEEDBACK
Course
Self
TERMINAL GOALS
The systematic approach
to the development of a
course
SASARAN
OUTLINE
PELATIHAN
TOPIK-TOPIK
(MATERI Pelatihan)
- Menentukan sequence pengajaran
- Sesuai sequence pengajaran
- Berapa banyak bahan dapat diserap
(sesuai tingkat pemahaman peserta)
- Penekanan hal2 penting dalam presentasi
o
KELAS
o
Kelas - Kerangka
o
TEATER / AUDITORIUM
o
U-SHAPE
o
SETENGAH LINGKARAN
o
TABLE
o
ROUND TABLE
o
ROUND TABLES / GROUP
CONSULTANT
DESIGNER
TRAINER
help Client solve
human performance
problems
design programs &
lesson plans: how adult
people learn & change
their job performance
“Delivery Agent“ of
learning system; manage
the critical dynamic process : 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 implement 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
?
Apakah perbedaan dalam hal belajar
antara orang dewasa dengan cara belajar
anak-anak ?
Anak2
Ketergantungan besar
> materi ditentukan
> perlu support eksternal
Orang
Ketergantungan
kecil
Dewasa
> tahu yang dibutuhkan
> motivasi internal
Belajar unt manfaat di ms depan
Belajar unt diaplikasikan lgsung
Pengalaman sedikit
Pengalaman banyak
> sedikit opini
> mudah menerima hal baru


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
PEDAGOGI dan ANDRAGOGI
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.
Kirkpatrick
Jack J Philips
JENIS EVALUASI
• 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
EVALUASI 4 TINGKAT
Trainees
THE JOB/
ORGANITrained ZATION
Persons
TRAINING
COURSE
I
X
II
Results / Job
Performance
II
I
X
I
V
•
•
•
•
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
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
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
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)
Case Study – A Company
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
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
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
Case Study – A Company -
Implementation
Enhancing Performance (EP) - 1-day program
Business - increase productivity, increase diversity, improve
job satisfaction
Performance – effective communication (appropriate comment/behavior), “Model for Success – An Employee Life
Cycle (attract, recruit, retain, develop, managing diversity in work place)
1254 employees (Managers, Supervisors, Executives), 84 sess
Level 1 – Reaction Result
•
•
•
•
•
•
Satisfied with course
Achieved stated objectives
Content directly applied to job
Able to apply learning on job
Linkage of content to needs
Recommend course
4.37
4.45
4.43
4.41
4.26
4.43
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
React to & dissolve diversity-related issues, work-place
4.34
4.45
4.43
4.41
4.26
4.43
Level 3 – Application Result
Change in Behavior
Managers
• Exhibiting responsibility
86%
• Appropriate address
81%
• Encouraging staff
78%
• 79% managers reported success
in implementing action plan
Employees
• Exhibiting responsibility
65%
• Appropriate address
63%
• Encouraging colleagues
60%
• Also noted: need to change - no
problem
Case Study – A Company -
Implementation
Level 4 – Business Result
Retention Improvement Results
Factor
• EP Course
• Courses Prior
• Courses After
• Organizational Changes
• Interactions
• Economy
Percentage
9.77
8.95
5.81
11.48
11.28
20.87
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
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 backgrounds, 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
Case Study – A Company -
Implementation
Barriers to Implementation
• Time constraints
60%
• Other priorities
35%
• Find activities to build team 24%
• Following through
• Upper mgt support
• Team to change resistence
12%
63%
8%
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, emails
• Continued management support
ROI
1. Isolasi pengaruh pelatihan – 3 strategi
- Isolasi pengaruh pelatihan – bdk kelompok Peserta - Bukan
- Bandingkan sebelum – sesudah pelatihan
- Estimasi Peserta thd pengaruh pelatihan – 70% kinerja akibat 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.
Trainer – Influence - Participants
Trainer
Influence
Communication
TRUST
Participants
do what we train them to
COHESIVENESS, PERFORMANCE NORM
& PRODUCTIVITY
High
H
i
g
h
L
o
w
High
productivity
Low
productivity
Low
Moderate
productivity
Moderate
to Low
productivity
Harold P Robbins, 2005
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
don’t move across units
The Comp owns talent; people
move easily around company
Only poor performers have the
development needs
Everyone has development needs
& receive coaching
A few lucky people find mentors
Mentors are assigned to every
high potential persons
Ed Michaels cs, 2001- War for the Talents