Training and Development

Fakultas Psikologi Universitas Pancasila

Seta A. Wicaksana, M.Psi., Psikolog

Capaian Pembelajaran

Akhir capaian pembelajaran dari modul ini adalah : • Mahasiswa dapat memahami

konsep Pelatihan dan Pengembangan, isu-isu yang berkembang yang mengharuskan sebuah pelatihan harus dilakukan, Analisis kebutuhan pelatihan hingga evaluasi pelatihan.

• Mahasiswa dapat menampilkan ketrampilan dan keahliannya dalam mendisain dan melaksanakan program pelatihan dengan efektif sesuai dengan kebutuhan organisasi dan individu di masa yang akan datang.

Pengantar

• Telkomsel, Garuda Indonesia, PT KAI, Pertamina, Bank Mandiri, merupakan beberapa perusahaan yang menggunakan pelatihan dan pengembangannya untuk mendukung organisasi dalam menciptakan daya saing unggul.

• Keunggulan/Competitiveness – merujuk pada kemampuan perusahaan dapat mengelola dan mendapatkan market share dalam sebuah industri.

Pengantar

• Meskipun dari berbagai industri yang berbeda, penggunaan pelatihan dan pengembangan secara terencana, tepat dan berkelanjutan dapat membuahkan hasil daya saing tinggi di pasar.

• Beberapa topik dan bahasan utama dalam kegiatan pelatihan mereka adalah : – customer service – employee retention and growth – doing more with less – quality and productivity

Pengantar

• Dampak yang ditimbulkan dari aktifitas pelatihan dan pengembangan mereka adalah : – Meningkatnya bisnis, dan – Peningkatan kualitas

pelayanan, dengan – Membekali individu

dengan pengetahuan, ketrampilan dan sikap kerja yang dibutuhkan dalam mendukung keberhasilan kerja mereka.

Tradisional Vs Modern

• Pandangan tradisional memiliki keyakinan bahwa kepemimpinan dilahirkan sehingga tidak perlu menggunakan pelatihan dan pengembangan karena dianggap akan menghabiskan banyak investasi.

• Pandangan Modern memiliki pendekatan bahwak kepemimpinan harus dibuat atau diciptakan, salah satunya melalui media pelatihan dan pengembangan, berinvestasi pada pengembangan SDM adalah keharusan dalam menciptakan daya saing unggul di pasar saat ini.

“ In future, the success of enterprises will depend upon the revolutionary training and development system in human resource management.” - Ajit Kulkarni GM – HR fidelity India

“As we live and work in the world of knowledge and skill, every human activity need up-to-date knowledge and required skills to perform it.” - Rohit Bajaj- Head Corporate Affairs – Max New York Life

Pelatihan dan Pengembangan

• Pelatihan: – Merupakan sebuah upaya terencana dari organisasi dalam

memfasilitasi kebutuhan belajar para karyawannya yang terkait dengan peningkatan kompetensi kerjanya.

– Tujuan dari sebuah pelatihan adalah terkuasainya pengetahuan, yang dapat digunakan secara trampil dalam bekerja dan memiliki sikap kerja yang dibutuhkan oleh pekerjaannya. Sehingga dapat tercermin dalam perilaku kerja di setiap harinya.

• Pengembangan: – Pendidikan formal, pengalaman kerja, hubungan dan hasil penilaian

potensi (kepribadian dan kemampuan) yang dapat mendukung individu dalam menghadapi tantangan masa yang akan datang.

Noe, R. A. (2008). Employee Training & Development, 4th ed., New York: McGraw-Hill Irwin.

9 Tahapan dalam Proses Training

1. Assessing training needs 2. Preparing training plan 3. Specifying training

objectives 4. Designing the training

program(s) 5. Selecting the instructional

methods 6. Completing the training

plan 7. Implementing the training

program 8. Evaluating the training 9. Planning future training

10

Model of the Training Process*

Assessment Stage Training Stage Evaluation Stage

Organizational

Needs Assessment

Task Need Assessment

Development of

Training Objectives

Design & Select

Procedures

Measure Training

Results

Development of

Criteria for Training

Evaluation

Train

Compare Results to

Criteria

Feedback

*Goldstein, I. (2002) Training in Organizations 4th Ed.

Training Validity

Interorganizational

Validity

Intraorganizational

Validity

Transfer Validity

Training Needs Assessment

• Organizational Analysis – Melakukan pengecekan secara menyeluruh terhadap sistem

organisasi dan lingkungannya untuk mendapatkan pemahaman secara menyeluruh baik organisasi dan industrinya.

• Person Analysis – Siapa (Who) yang membuthkan dan Pelatihan (What) Apa yang

dibutuhkan

• Task Analysis – Memastikan kebutuhan dalam pekerjaan dengan tujuan pelatihan

yang diberikan dapat memenuhi gap ketrampilan dengan standar kebutuhan sebuah pekerjaan.

Training Objectives • Sebuah gambaran deskripsi yang

diharapkan bagi peserta pelatihan untuk dapat pengetahuan, ketrampilan dan sikap setelah mengikuti pelatihan.

• Objectives – Berisi tujuan pelatihan – Gambaran besar program pengembangan yang dikaitkan

dengan training yang dilakukan. – Menyertakan ujian-ujian apa saja yang dapat mengukur

kegiatan pelatihan dan setelah pelatihan untuk memastikan perkembangan dan ketercapaian peserta pelatihan

• Characteristics of effective objectives – Pernyataan menggambarkan kemampuan, ketrampilan

dan sikap peserta – Memberikan gambaran perilaku yang diharapkan setelah

mengikuti pelatihan – Tentukan kriteria-kriteria keberhasilan setelah mengikuti

pelatihan tersebut

Considerations in Training Design

• Designing a learning environment

– Learning principles

– Trainee characteristics

– Instructional techniques

Phases of Skill Acquisition

Acquiring

Declarative

Knowledge

Knowledge

Compilation

Procedural

Knowledge

Important Trainee Characteristics

• Trainee readiness – Trainability tests

• Adanya peta gap (KSA) peserta dengan ekspektasi pekerjaan saat ini.

• Kesiapan peserta (potensi) dalam mengikuti kegiatan pelatihan

• Trainee motivation – Arousal, persistence, and direction – Factors related to high motivation

• Self-efficacy • Locus of Control • Commitment to Career

Instructional Techniques

• Traditional Approaches – Classroom Instruction

• Lecture and Discussion

• Case Study

• Role Playing

– Self-Directed Learning

• Readings, Workbooks, Correspondence Courses

• Programmed Instruction

– Simulated/Real Work Settings

• Vestibule training

• Apprentice training

• On-the-job training

• Job Rotation/Cross Training

New Training Technologies

• Distance Learning • CD-Rom and

Interactive Multimedia

• Web-based Instruction

• Intelligent Tutoring Systems

• Virtual Reality Training

Kirkpatrick’s Evaluation Criteria

• Level 1 – Reaction – Did trainees like the training

and feel it was useful • Level 2 – Learning

– Did trainees learn material stated in the objectives

• Level 3 – Behavioral – Are trainees using what was

learned back on the job • Level 4 – Results

– Are benefits greater than costs

Assessing Training Outcomes

• Goal is to identify training as “cause” of changes in on-the-job behavior or organizational results.

• Experimental designs help researchers to link training to results

• There are a number of reasons (threats) why it is difficult to determine impact of training on results – The Wisdom Pill

Experimental Design

• Controlling potential confounds – Goal of experiment is to “rule out” alternate

explanations of what affected dependent variable • Confounds are threats to internal validity • Can be controlled through appropriate experimental design

and procedures

Internal Validity

• Confounds Controlled by Experimental Design 1. History 2. Maturation 3. Testing 4. Instrumentation 5. Statistical Regression 6. Selection 7. Mortality 8. Selection-Maturation

• Confounds NOT controlled by Experimental Design

1. Diffusion of Treatment 2. Compensatory Equalization 3. Compensatory Rivalry

Pre-experimental Designs

• Disadvantages

– Controls none of the threats to internal or external validity

– Basically worthless

• Advantages

– Can potentially provide information for speculation about training effectiveness

Training Posttest

Post with no Control Group

Pre-experimental Designs

• Cannot rule out any threats to internal or external validity

– Except possibly mortality

• Advantages

– Can determine if change occurred

– May be able to understand mortality

Pretest Training Posttest

Pre – Post with no Control Group

Experimental Designs

Experimental

Training Posttest

Random

Assignment

Control Posttest

Group

Differences

Posttest-Only Control Group Design

Experimental Designs

Pretest Experimental

Training Posttest

Pretest Control Posttest

Group

Differences

Group

Differences

Pre – Post with Control Group

Experimental Designs

Group 1 Training Posttest

Group 2 No Training Posttest

Group 3 Training Posttest

Group 4 No Training Posttest

Pretest

Pretest

Solomon Four Group Design

Assessing Training Program “Validity”

• Training Validity

• Transfer Validity

• Intraorganizational Validity

• Interorganizational Validity

Planning Future Training

Last step in the training process • After taking all evaluated comments, trainers

should modify the programs to keep good things and make suggested improvements – Remember, even with the same topic for different

trainees, trainers should address many parts of the training process again and consider new approaches.

A Training Lesson Plan

• Topic • Summary of Key Points • Training Objectives • Duration of Each Activity in

Each Session • Training Contents • Training Methods / Activities • Break(s) • Exercise to Warm Up • Questions to test

Understanding • Conclusion

What’s Changed the Emphasis on Training?

• Globalization.

• Need for leadership.

• Increased value of human capital.

• Link to business strategy.

What’s Changed the Emphasis on Training?

• Attracting and retaining talent.

• Customer service and quality.

• Demographics and workforce diversity.

• New technology.

• Economic change.

High-Leverage Training

• Linked to strategic goals and objectives

• Uses an instructional design process to ensure that training is effective

• Compares or benchmarks the company’s training programs against training programs in other companies

• Creates working conditions that encourage continuous learning

Continuous Learning (1 of 2)

• Continuous Learning – requires employees to understand the entire work system including the relationships among: – their jobs

– their work units

– the entire company

Continuous Learning (2 of 2)

• Employees are expected to: – acquire new skills and

knowledge – apply them on the job – share this information with

other employees

• Managers take an active

role: – in identifying training needs – helping to ensure that

employees use training in their work

Training and Performance

• Emphasis on high-leverage training has been accompanied by a movement to link training to performance improvement

• Training is used to improve employee performance

• This leads to improved business results

References

• Anthony W.P., Kacmar, K.M., Perrewé, P.L. (2002) Human resource management: a strategic approach, 4th ed. Fort Worth : Harcourt College Publishers.HF5549 .A866 2002

• Goldstein, I. L., Ford J.K. (2002) Training in organizations : needs assessment, development, and evaluation, 4th ed. Belmont, CA . HF5549.5.T7 G543 2002

• Greer, C.R. (1995) Strategy and human resources – a general managerial perspective, Prentice Hall.

• Noe, R. A. (2005). Employee Training & Development, 3th ed., New York: McGraw-Hill Irwin

• Noe, R. A. (2008). Employee Training & Development, 4th ed., New York: McGraw-Hill Irwin

• Noe, R. A. (2010). Employee Training & Development, 5th ed., New York: McGraw-Hill Irwin

• Riley, Michael, (1996) Human resource management in the hospitality and tourism industry, 2nd ed. Oxford ; Boston : Butterworth-Heinemann. TX911.3.P4 R55 1996

• United States General Accounting Office. (2004). Human Capital: A Guide for Assessing Strategic Training and Development Efforts in the Federal Government. GAO-04-546G

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