PSIKOLOGI INDUSTRI

TRAININ
G
 SEKUMPULAN
ORANG

ORGANISASI
PEMBAGIAN
TUGAS & WEWENANG
DALAM JOB

SISTEM EVALUASI ANALISIS JABATAN PERENCANAAN

PEMBERIAN • URAIAN JABATAN SUMBER DAYA
JABATAN
IMBALAN • PERSYARATAN MANUSIA
JABATAN

PENILAIAN REKRUTMEN,
KINERJA SELEKSI,
PENEMPATAN

PERENCANAAN
PEMUTUSAN KARIR ORIENTASI,
HUBUNGAN • PROMOSI PENDIDIKAN
• MUTASI
KERJA & PELATIHAN
• DEMOSI
 TRAINING
Training adalah suatu proses yang sistematik
untuk mengubah tingkah laku dan/atau sikap
karyawan, dengan tujuan
meningkatkan pencapaian tujuan organisasi.

memberikan kesempatan kepada karyawan

untuk memiliki pengetahuan, keterampilan &
sikap yang diperlukan untuk menunjang
pekerjaan
 TRAINING
Training is the systematic acquisition of
skills, concepts, or attitudes that results in
improved performance in another
environment.

The basic foundation for training programs is

LEARNING
(a relatively permanent change in behavior and
human capabilities that is produced by experience
and practice).
 TRAINING

Training adalah proses belajar.

Any relatively permanent change

in behavior produced by
experience
 TRAINING
Learning outcomes can be organized into 3 broad
categories :
COGNITIVE
Declarative knowledge : knowledge of rules, facts, and
principles.
SKILL-BASED
Procedural knowledge : concern the development of motor or
technical skills
AFFECTIVE
Includes attitudes or beliefs that predispose a person to
behave in a certain way,
 TRAINING

Sasaran dari program training

• Knowledge Building: presentation mode

• Skills Training: practice mode
• Attitude Development: participative mode
 TRAINING, LEARNING,
PERFORMANCE

TRAINING is a planned experience intended to

lead to learning, which may occur through
informal experiences as well.
How much is learned in learning, is influenced by several
factors (e.g.characteristics of trainees and training design)
LEARNING is expected to improve performance on
the job.
Learning can not be observed.
PERFORMANCE, is something that people actually
do, and in many cases performance can be
directly observed.
 TRAINING, LEARNING,
PERFORMANCE

Training Learning
A planned experience Expected to increase the probability
intended to lead to increase of better performance.
the probability of Learning Can not be observed.

Performance
Something that people actually
do and can be directly
observed
 TRAINING, LEARNING,
PERFORMANCE

TRAINING increases the probability of

LEARNING,
and learning increases the probability of
better
JOB PERFORMANCE.
 TRAINING
Prinsip belajar dalam training:

Motivasi :

• manusia  goal oriented, ada alasan untuk

belajar & berkaitan dengan kebutuhan manusia
(needs).

• Dalam hal upaya peningkatan motivasi belajar ini,

peran reward & punishment sangat besar.
 TRAINING

Feedback:

• Umpan balik, berupa pengetahuan tentang

keberhasilan yang dicapai seseorang dalam
program training, juga
• besar pengaruh terhadap motivasi mengikuti
training
 TRAINING
Learning by doing :

• Semakin banyak indera yang terlibat dalam proses

belajar, akan semakin baik.
• Arti: lebih banyak indera yang terlibat akan lebih
cepat proses belajar tersebut terjadi.
• Metoda praktikum, studi kasus, permainan peran,
diskusi dalam program training.
Learning – relatively permanent change
in behavior

Learning Retention
• 83 % - See • 10% - Read
• 11% - Hear • 20% - Hear
• 3% - Smell • 30% - See
• 2% - Touch • 50% - See/Hear
• 1% - Taste • 70% - Discuss
• 80% - See/Hear/Do
 The Learning Process in Training

15
Characteristics that Affect Learning and Transfer Outcomes (Baldwin and Ford, 1988)
 The Learning Process in Training

The learning process and training outcomes are affected by:

Trainee characteristics
Training design characteristics

 Trainee characteristics:
1. Trainee readiness
• Whether employees have the personal
characteristics to acquire knowledge and
apply it to the job.
• General mental ability (g) is predictive
of performance in training.
• g can be used to group trainees
 The Learning Process in Training
Trainee characteristics:
2. Goal orientation

Performance orientation vs. Mastery orientation

Performance orientation Mastery orientation
• direct the energy toward • concerned with increasing
performing well on competence for the task
training/tasks • view errors/mistakes as part of
• often sensitive to feedback learning process
• reduce efforts & goals in • more motivated to learn,
challenging situations actively engaged in the training
task, more prepared to acquire
new skills, effective at
transferring skills to job.
 The Learning Process in Training
Trainee characteristics:
3. Experience level
Inexperienced: longer & more structured training
program
Experienced: shorter, less structured training program

4. Trainee motivation
The extent to which trainees are interested to attend
training, learning from training, and transferring the
skills and knowledge to the job.
 Expectancy framework: employees’ expectations
about the relationship between effort they expend and
how well they perform.
 Training and Development and
Other HRM Functions

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 Reinforcement Theory

Skinner (1954) proposed that learning results from the

association between behavior and rewards.

Behavior Reward

increasing the probability that the

behavior will be repeated

Most effective when it occurs immediately; can range

from praise to career opportunities  must identify what
rewards the learner finds most positive.
Cognitive & Social Learning Theories

Cognitive theories:
Humans do not always learn by performing a task
themselves and receiving direct reinforcement
Social Learning is a cognitive theory, which proposes
that humans can learn indirectly by observing others.
• Behavior modeling: observing actual workers (or
videos) that demonstrate positive behaviors,
rehearsing the behavior (role-playing), receiving
feedback, trying out the behavior on the job.
Important things in learning: self-efficacy, goal setting,
feedback.
 Principles of Learning

Practice and Overlearning (automaticity)

• Active practice
• Overlearning  results in automaticity (performing
the task with limited attention); important for task
seldom to be performed but there is no room for
error.

Fidelity
• The extent to which the task trained is similar to the
task required on the job  physical & psychological
(KSAOs)
 Principles of Learning
Whole vs. Part Learning
• Whole: entire task is practiced at once. More
effective when a complex task has relatively high
organization.
• Part: subtasks are practiced separately & later
combined

Masses vs. Distributed Practice

• Massed: practice a task continuously without rest
• Distributed: rest intervals between practice
sessions, which are spaced over a longer period of
time  more efficient learning and retention.
 The Scope of Training
Training
• Effort initiated by an organization to foster
learning among its members.
• Tends to be narrowly focused and oriented
toward short-term performance concerns.
Development
• Effort that is oriented more toward
broadening an individual’s skills for the
future responsibilities.
 TRAINING

Training is learning related to present

job.

Tujuannya:
Improved performance on the present
job of the individual.
 EDUCATION

Education is learning to prepare the

individual for a different but identified
job.

Tujuannya:
Preparation of an individual for an
identified job in the not-too-distant
future.
 DEVELOPMENT

Development is learning for growth of

the
individual but not related to a specific
present or future job.

Tujuannya:
General growth not related to any
specific job.
 TRAINING
MANFAAT bagi Perusahaan :

• meningkatkan kuantitas & kualitas output

• menurunkan ongkos waste
• menurunkan ongkos maintenance
• menurunkan tingkat & ongkos kecelakaan kerja
• menurunkan tingkat absensi & tingkat turnover
• memenuhi kebutuhan akan tenaga kerja yang
terampil
 TRAINING

MANFAAT bagi Individu Pekerja :

• meningkatkan kemampuan (keterampilan) tenaga

kerja  meningkatkan market value dari tenaga
kerja tersebut.
• meningkatkan kepuasan kerja.
 TRAINING
JENIS TRAINING
1. On the Job Training
A. Job Instruction Training
B. Job Rotation
C. Apprenticeship
2. Off the Job Training
A. Lecture & Video Presentation E. Simulation
B. Vestibule Training F. Self Study
C. Role Playing G. Laboratory Training
D. Case Study (Sensitivity Training)
 Training Methods
Four basic principles of most effective training methods:
1. Present relevant information and content to be
learned.
2. Demonstrate KSAOs to be learned.
3. Create opportunities for trainees to practice the
skills.
4. Provide feedback during and after practice.

On-Site Training Methods

• Assigning trainees to jobs and encouraging them to
observe and learn from more experienced employees.
Off-Site Training Methods
 On-Site
Apprenticeship
• Formal program to teach a skilled trade.
• The skills are very specific, not always adaptable to other
jobs.

Job Rotation
• Moving employees to various departments, or to various
jobs in a single department  develop a wider range of
skills.
• May be used to determine where new graduates would be
most effective in the organization.
• Interpersonal level: develop important network of contacts.
• Promotes the development of decision-making and problem-
solving skills.
 Off-Site
Classroom lectures
• Large amount of information for a large number of trainees.
• Goal: trainees obtain knowledge.
(+) Relatively inexpensive
(-) Does not work well where skill acquisition is critical
Programmed instruction (self-paced approach)
• Trainees are given instructional materials.
• Feedback is given for both correct & incorrect responses.
• Can be either linear or branching programming.
Simulators
• Reproduce the critical characteristics of the real world.
• Very useful for developing motor skills, management and
decision-making skills.
 TRAINING
Harapan pelatihan:

Karyawan menyalurkan hasil pelatihan dalam

pekerjaan (transfer of training).
 Transfer of Training
Transfer of training: the degree to which trainees
apply the knowledge, skills, and attitudes gained in
training to jobs.
• Horizontal transfer
• Vertical transfer

Transfer of training climate: inhibit vs. facilitate the

transfer.
• Positive climate: provides opportunities for using
skills learned in training, and positive
reinforcement for doing so.
 TRAINING
 Hardware :
• Fasilitas fisik, seperti bangunan, kelas, laboratorium
• Alat penunjang: peralatan laboratorium, in-fokus, slide,
proyektor, kamera video, televisi
 Software :
• Kurikulum & silabi
• Materi & metoda training
 Humanware (Brainware) :
• Tenaga Administrasi
• Tenaga Pengembang
• Tenaga Pengajar (Trainer/Instruktur)
• Trainees
Measures of Training Success
 TRAINING
Faktor yang berpengaruh pada transfer of training :

 Karakteristik peserta: Kemampuan, sikap & motivasi

 Desain pelatihan:
• Umpan Balik: peserta diuji & dapat ajukan pertanyaan
• Prinsip dasar: mengapa hal tersebut perlu dilakukan
• Elemen identik: respons dalam pelatihan identik
dengan situasi kerja
• Overlearning: praktek materi
• Sequencing: pembagian sesi / hari & durasi
 Lingkungan kerja:
• Pelatihan dilakukan dalam konteks yang sesuai dengan
lingkungan kerja
 TRAINING
METODA PELATIHAN
METODE KEUNTUNGAN
Instruksi audiovisual Dapat melatih banyak orang sekaligus
Autoinstruction Memberi umpan balik yang cepat pada peserta ;
kecepatan pelatihan yang individual
Konferensi Memungkinkan umpan balik pada peserta; tingkat
tinggi dalam keterlibatan peserta
Kuliah Ekonomis ; metode pemberian informasi yang baik
Modeling Level tinggi dalam umpan balik; praktek dari
kemampuan baru
On-the-job training Pendekatan kerja aktual ; level tinggi dalam transfer
Role playing Level tinggi dalam umpan balik; praktek dari
kemampuan baru
Simulasi Level tinggi dalam transfer ; praktek dari kemampuan
baru
 Training Methods
Classroom
Instruction
Action Audiovisual
Learning Training

Computer-
Team
Based
Training
Training

Training
Methods

Experientia On-the-Job
l Programs Training

Behavior
Modeling Simulations
Business
Games &
Case Studies
 TRAINING
TAHAP-TAHAP PELATIHAN

PENILAIAN
MENETAPKAN MERANCANG MELAKUKAN MENGEVALUASI
KEBUTUHAN
TUJUAN PELATIHAN PELATIHAN PELATIHAN
PELATIHAN
 TRAINING
Training Need Analysis

 Melihat kesenjangan antara harapan &

kenyataan pada tingkat organisasi, operasional

& individu.
 Training Needs Analysis
Training needs analysis  Training objectives
Benefits:
• Information for trainer and trainee about what is
to be learned
• Help to motivate trainee by providing clear goals
• Necessary to evaluate a training program properly
 Training Needs Analysis
 Where training is needed  ORGANIZATIONAL analysis
 Organizational analysis examines organizational goals, available resources,
and the organizational environment to determine the training’s direction.

 What needs to be trained  TASK analysis

 Task analysis examines what employees must do to perform the job
properly  using job analysis. Can consist of : task statements, task
clusters, identifying required KSAOs (knowledge, skills, abilities, other
characteristics)

 Who will be trained  PERSON analysis

 Person analysis identifies which individuals should receive training.
 e.g. KSAOs can be assessed from performance evaluation
 Accidents data may also be used as part of the analysis
 TRAINING
EVALUASI PELATIHAN

P emilihan
desain
A nalisisdan
P engembangan P engumpulan
inter pr etasi
kr iter ia data
data

P emilihan
P engukur an
 TRAINING
Kriteria dapat diuji dengan:

 Pretest-posttest :
• Mendapatkan informasi tentang seberapa banyak hasil
yang didapat peserta

Pretest Posttest
Penyampaian
Assessment Assessment
Pelatihan
Criteria Criteria
 TRAINING
Control Group:
• Membandingkan karyawan yang sudah mendapat
pelatihan & yang belum.

Menyampaikan
Penilaian
Pelatihan pada
kriteria
grup
Penugasan
Acak dari Orang
(Grup)

Tidak
Penilaian
menyampaikan
kriteria
pelatihan
 TRAINING
Kriteria Evaluasi:

• Cost / benefit analysis

• result vs objectives
• lainnya:
 performance/sikap/perilaku trainer
 performance/sikap/perilaku trainee
 validitas metoda yang digunakan
 kecepatan/tingkat learning yang dicapai
 isi training itu sendiri (applicability of content)
 TRAINING

Kelompok kriteria evaluasi:

 Kriteria internal: langsung berhubungan dengan

isi program training.

 Kriteria eksternal: hasil akhir yang ingin dicapai

dalam training, misalnya: peningkatan volume
penjualan, penurunan tingkat turnover.
 TRAINING

Beberapa Kriteria Evaluasi lain :

• Reaksi partisipan: kesan partisipan tentang

training
• Biasanya dipakai multiple criteria untuk
mengevaluasi training tersebut yaitu kombinasi
dari : Participant's Reaction + Learning + Changes
in job Behavior + Effect upon Organizational
Dimension
 TRAINING
Metoda / Alat Evaluasi yang digunakan :
• Company Record
• Interview Observasi
• Rating, Questionnaires
• Test Experiment

Sumber Informasi untuk Evaluasi

• Trainee yang bersangkutan
• Atasan, bawahan, rekan kerja