KEMAMPUAN :

• Kecerdasan iri nal

h d
• Pengetahuan eru ba rofesio
s i – m i p
• Keahlian a p ta n dir
Ad mbang a
• Pergaulan Peng
e
• Dapat dipercaya
• dsb
• dsb
PERUSAHAAN
LEMBAGA
 Empl oyee deliver what you’ve promised

Hiring Decision
w
Realistic
Job Previe

t r act
l c on st
g ica e be
h olo e th
sy c h i ev
P ac
to

Employee service time in the company

Doing the job
Performance Com-
Agreement  Review  DEVELOPMENT pany
Planning goals

(Should be or is) Continuous Progress Review

 a h d i ri
e ru b i o nal
PERUSAHAAN p ta si –m  pr of e s
Ada d i ri
m angan
b
LEMBAGA Penge

Satu perusahaan.
Satu visi ?
Satu tujuan ?
Intrik ? Klik ?
Bersatu ?
 HYPERCOMPETITION

Rencana Strategik
Organisasi SDM

IMPLEMENTASI

Culture SDM-nya: Core Value HR Enablers

Performance • Sistem keseluruhan ( dari
Capital Drivers Competence seleksi ke pengembangan dan
reward )
• Employment
Strategic HR Development • HRIS
• Performance Appraisal • Etc
• Competency HRM
• etc
 PERFORMANCE RELATIONSHIP MAP

KEBUTUHAN KEBUT PERI-LAKU KEBUTUHAN

ORGANISASI KERJA BELAJAR
Kontribusi KEINGINAN K-S-A Pilihan Intervensi
TARGET Manusia (Perilaku seharusnya) (development design)
KERJA
• Coaching
GAP GAP • Compensation
• Culture change
• Job/work design
• Leadership /
Kontribus KENYATAAN supervision
KENYATAAN
i (Perilaku Nyata) • Performance support
(AKTUAL)
Manusia • Team building
• Mentoring–Coaching
LINGKUNGAN KERJA • Counseling
YANG BERDAMPAK • Training / Education
THDP MUNCULNYA GAP
Faktor Lingkung- Faktor Lingkung-
an Eksternal an Internal
 Membuat lebih paham

Menambah Ilmu
/

Membuat ilmu bertambah

 BELAJAR
proses perubahan perilaku berdasar-kan
pengalaman / kondisi tertentu.

PELATIHAN :

jen Peningkatan pengetahuan, ketrampilan, perilaku

is t KSA (KSA), agar dapat berprestasi secara bermutu
rai
nin tinggi
gp
ula
 pengembangan karyawan.

TRAINING : MUST KNOW

should change human behavior – SHOULD KNOW
behavior is activity which can be seen,
pictured, described or measured NICE TO KNOW
 Ada berbagai gaya
belajar

visual aid,
reading material,
VISUAL Optimal dengan melihat membaca instruksi ,
VISUAL melihat ilustrasi
melihat contoh

diskusi
AUDITORI Optimal dgn mendengar tanya jawab,
AUDITORI pemberitahuan lisan

bergerak,
KINESTETIK Optimal dgn melakukan melakukan sesuatu,
KINESTETIK menulis, role play

Gunakakan berbagai metode yang

mengakomodir berbagai gaya belajar
Steps in Training Process

Program
content
Knowledge
Training & Training Skill
ACTUAL
development needs Attitudes
PROGRAM
objectives analysis of
Delivery Employees
methods

Evaluation

Training Outcomes: 1. Reactions by trainees

2. Knowledge
3. Changes in behavior
4. 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
untuk menyelesaikan masalahnya.
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 Memilih Modul

Kebutuhan Training yang
Kompetensi Tiap Relevan sesuai
Jabatan dengan Kebutuhan
Kompetensi
Competency Identification Process

Clarify
Competency Validate,
Organizational
Identification Refine and
Strategy and
Process Implement
Context

• Analyze Work Role and Process

• Gather Data via Behavior Event
Interview and Focus Group
• Conduct Benchmark Study
Training Matriks untuk Posisi Manajer
Position Competency Relevant Training
Competency Description
Requirements Modules
Managers • Seeks information about the real, underlying Strategies to Create
needs and expectations of the customer Customer Satisfaction I
• Translates customer expectations into action (cover all description
Customer steps items)
Satisfaction • Proposes actions to meet or exceed
customer satisfaction
• Looks for long-term benefits for the customer
and initiates action plans
Problem Solving • Analyzes and examines data needed to Creative Problem
& Decision define problems or identify solutions Solving and Decision
Making • Seeks additional information outside of Making I (cover all
immediate environment to make decisions description items)
• Makes decisions that impact his/her own
work
Teamwork • Takes risks in trusting others by sharing Building Productive
responsibility, getting involvement and Teamwork I (cover all
cooperation from multiple parties description items)
• 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
 Training Matriks untuk Tiap Posisi

Service Excellence

Building Productive
Motivation Training
Effective Leader 1

Effective Leader 2

Creative Problem
Communication

Seminar Series
On Becoming
On Becoming

Achievement
for Customer

Management

Professional
Training Title

Productive

Teamwork
Strategic
Solving
Series
Position Managerial Competency

Communication Skills V

Leadership V

Teamwork V
Supervisor
Achievement Orientation V

Customer Focus V
Job Functional Skills V

Communication Skills V

Leadership V

Teamwork V

Achievement Orientation V
Manager
Customer Focus V

Strategic Thinking V
Problem Solving & Decision Making V
Job Functional Skills V
 Person Competencies-based Need Analysis
• Didasarkan pada gap antara level kompetensi yang
dipersyaratkan dengan level aktual karyawan

Competency Assessment

Current Required
competency competency
level of the level for certain
employee position

Competency Training and

Gap Development
Program
Contoh : Competency Requirements
untuk Training Manager
Level Kompetensi
Managerial Competencies yang Dipersyaratkan

Collaboration 4

Problem Solving 4

Leadership 3

Planning and Organizing 3

Functional Competency  

Training Need Analysis Skills 4

Training Material Development 4 1 – basic

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

Diper- Aktual
Managerial Competencies syaratkan Level GAP

Collaboration 4 4 0

Problem Solving 4 4 0

Leadership 4 3 -1 Training
and
Planning & Organizing 3 2 -1 Development
Program
Functional Competency      

Training Need Analysis Skills 4 3 -1

Training Material Development 4 3 -1

Training Delivery Skills 4 4 0

 a l y s i s
e e s A n
 Tra i n l y s i s
r k A n a
 W o y s i s
t A n a l
n te x s
 Co A n a ly s i
n t e n t s
 Co A n a l y s i
t ab i l it y s i s
n g S u i A n a ly
r a i ni e n e f i t
 T s t - B
 Co
• KARAKTERISTIK: usia, gender,pendidikan, pengalaman
• TINGKAT PEMAHAMAN terhadap materi
• METODE PEMBELAJARAN yang cocok dan efektif
• HARAPAN trainees terhadap pelatihan
• MINAT trainees untuk belajar

a n j ab a t an t ra inees
R AK T ER pe k erjaan d
• KA
J A y a n g dih a ra pkan
• HASIL KER rj a an t sb
a gi p e k e
PIL AN & P ENGE TAHUAN b
• KETR AM
u k m e nil ai h a sil nya
• UKURAN unt
 - d a m p a k n ya
er n a h d il a k ukan
ng p
• Pelatihan ya g an b ud a y a o r g a n i s as i
g s es ua i d e n
• Metode yan rh a s il a n p e latihan
e n g u k u r kebe
r it e r ia u n t u k m
t if d i o r g an is as i
• K p a r a e kseku
p e mi mp i na n
• Ka r a k t e r k e d i o r g a n is a si
b u n g a n kerj a
u n ikasi & h u a w ah an
P o l a k om l a j a r a n b
•
h d p r o s e s p embe
o m it m e n at asan t
• K

• 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 - Durasi
- Agenda
LOKASI / PERALATAN
- Di mana - Peralatan / alat bantu
- Fasilitas
SASARAN
- Ketrampilan / tingkat kompetensi diharapkan
- Materi pelatihan
- Metode yang dipakai
 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
 SASARAN

OUTLINE - Menentukan sequence pengajaran

PELATIHAN

TOPIK-TOPIK - Sesuai sequence pengajaran

(MATERI Pe-
- Berapa banyak bahan dapat diserap
latihan)
(sesuai tingkat pemahaman peserta)
- Penekanan hal2 penting dalam presen-
tasi
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 design programs & “Delivery Agent“ of
human performance lesson plans: how adult learning system; manage
problems people learn & change the critical dynamic pro-
their job performance cess : new behaviors
* Analyzes the TNA * Selects Methods * Delivers Learning
* Recommend Solutions: * Selects Media Design
* Synthesizes * Analyzes & responds
- Training Methods & Media into to Learner Needs
- Education Integrated Program * Adapts Design to meet
- Development * Provides outlines &
- Feedback System materials to imple- Learner Needs
- Contingency Mgmt ment Program * Provides On Going
- Job Engineering * Evaluates Try-out Feed-back & Evaluation
- Organiz Developmt * Redesign Programs to Facilitate Learning
* Establishes Program as evaluation result * Counsels Learner
Goals (with the Client) * Feedback to Designer
* Evaluation Programs Resource : Approaches To Training & Development, Dugan Laird, 1978
* Counsels Designers
 ?
Apakah perbedaan dalam hal belajar
antara orang dewasa dengan cara belajar
anak-anak ?
 Anak2 Orang Dewasa
Ketergantungan besar Ketergantungan kecil
> materi ditentukan > tahu yang dibutuhkan
> perlu support eksternal > motivasi internal

Belajar unt manfaat di ms depan Belajar unt diaplikasikan lgsung

Pengalaman sedikit Pengalaman banyak

> sedikit opini  punya opini
> mudah menerima hal baru  sulit menerima hal baru terutama yang
bertentangan dgn kepercayaan lama

Merasa berhasil bila ada pengakuan Keberhasilan dirasakan dalam

eksternal (nilai, pujian) internal diri (perasaan berprestasi,
harga diri)

Sedikit bisa berperan sebagai sumber Berperan besar sebagai sumber

pengetahuan bagi pengajar dan teman 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
JENIS EVALUASI 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
 EVALUASI 4 TINGKAT

THE JOB/
TRAINING
ORGANI-
Trainees COURSE Trained ZATION Results / Job
Persons Performance

I II
X II I
I
X 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 • Indicators
Data • 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

o n • amount of new information
t i • importance of information
ua
al • relevance to job
v
E •
ss intention to use skills / knowledge
la • effectiveness of facilitator(s)
-c
In • 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
val ua tion
In-c lass E

Level 3 – Follow-up Application

• the importance of skills/knowledge in
work (after applied on the job)
• the frequency of use of new skills/
s u rv ey knowledge (on the job)
o nl i n e
- cl a ss • the effectiveness of the skills/
Post knowledge (as applied on the job)
Case Study – A Company
Post-class on
line 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
li n e s u rvey
t -c las s o n Level 5 – R O I
Pos
• Benefit / Cost Ratio = Program Benefits / Program Costs
• R O I = Net Program Benefits / Program Costs

Intangible Benefits Post-cla

ss
• List of intangible benefits (top 10) online su
• How intangibles were captured
rvey
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 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 4.43
Case Study – A Company - Implementation

Level 2 – Learning Result

• Identify & list value of differences of each individual 4.34
• Recognize/address in appropriate behavior/comment 4.45
• Teach staff to be more aware of differences 4.43
• Explain individual responsibility for supporting EP 4.41
• 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 86% • Exhibiting responsibility 65%
• Appropriate address 81% • Appropriate address 63%
• Encouraging staff 78% • Encouraging colleagues 60%
• 79% managers reported success • Also noted: need to change - no
in implementing action plan problem
Case Study – A Company - Implementation
Level 4 – Business Result
Retention Improvement Results
Factor Percentage
• EP Course 9.77
• Courses Prior 8.95
• Courses After 5.81
• Organizational Changes 11.48
• Interactions 11.28
• Economy 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 back-
grounds, personal styles, and ideas among its employees.”

Additional Intangible Benefits

Managers Employees
• Improved relationship with direct • Improved relationship with managers
reports • Increased communication among
• Increase communication among team members
staff • Increased cooperation
• Increase cooperation • Increased teamwork
• Increase diversity
Case Study – A Company - Implementation

Barriers to Implementation
• Time constraints 60% • Following through 12%
• Other priorities 35% • Upper mgt support 63%
• Find activities to build team 24% • Team to change resistence 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 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.
 Trainer – Influence - Participants
Trainer

Influence TRUST

Communication Participants
do what we train them to
COHESIVENESS, PERFORMANCE NORM
& PRODUCTIVITY
High Low

High
H productivity
i Moderate
g productivity
h

L Moderate
o Low to Low
w productivity 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 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
Ed potential
Michaels persons
cs, 2001- War for the Talents