POST-TRAINING EVALUATION FOR LEADERSHIP TRAINING LEVEL II IN INDONESIA Submitted by: Erna Irawati

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1 POST-TRAINING EVALUATION FOR LEADERSHIP TRAINING LEVEL II IN INDONESIA Submitted by: Erna Irawati Introduction The concept of competency-based human resources has become a new technique and a common practice in managing government employee in Indonesia. Today, almost every government organization uses some form of competency-based human resource management. The adoption of this concept has raised issues on the effectivenss and efficiency of the Leadership Training in Indonesia, especially the training for Level II/Echelon II. Indonesia has an obligatory training for Public Leadership. Under this scheme, public servant has obtained a Leadership Certificate if they are in a structural position or to be in a structural position in government institution. There are four types of Leadership Training with regard to levels of structural position in Indonesian system of Public Sector Management. The tittle for the Leadership Training is Leadership Training Level I for the highest level (Deputy), Level II (Director), Level III (Head of Division), and Level IV (Head of Sub-Division). With regard to obligatory or mandatory system of training, the Training Need Analysis (TNA) is not needed in this scheme because whether it is needed or not by a public servant they have to attend the leadership training program. A theory of performance is the basis for the concept of competency. This theory argues that a maximum performance is believed to occur when the person s capability or talent is consistent with the needs of the job demands and the organizational environment (Boyatzis, 1982). Under this concept, training should only conducted when there is a competency gap, when an employee has difficulties and unable to perform in thier jobs. In the obligatory scheme, people have to do the training regardless their competencies. With a long periods of training (10 weeks) which lead to expensive program and in some

2 point the training content does not fit with participant and organization s expectation, the leadership training is debatable due to its effectiveness and efficiency. This research tries to explore and evaluate the benefits and impacts of the training for the organizatials point of view, especially the Leadership Training Level II. The training has three major content that is Paradigm, Policy Management and Strategic Management. So the main question of the research is whether the Leadership Training Level II contributes to the better performance for the participant and their organization. Using Kirkpatrick s Training evaluation (1994) level: Behaviour and Result 1, the research search for the ability of alumni (of Leadership Training) to aplly the training content in a workplace (behaviour) and the impact of the training to the organizational performance (result). This research is a summative evaluation, with descriptive explorative explanation to present and analyze data. With population alumni Year 2001 until 2005, ramdom sampling is used to choose the respondent in locus (Yogyakarta, Bali, Nusa Tenggara Timur, Central Government Agency, Kalimantan Timur, Sumatera Barat dan Jawa Barat). Research Finding Behaviour Level The basic competency being achieved in the leadership training II (LT2) is partisipant s understanding and ability to implement the training content. In a workplace this competency is translated into a behavioural change in performing jobs (task skills). The research tries to investigate this skill through parameters: explaining the training content to others and perform their jobs better. After questioning alumni s superior, subordinate and colleque, analyze and interprete data and information from locus, the study founds that in term of individual competency, the Leadership Training II (LT-II) has contribute to better understanding of specific skills 1 Kirkpatrick s Training Evaluation Model consist of 4 level: Reaction, Learning, Behaviour and Result. Reaction and Learning is used during the training program, while behaviour and result is developed to evaluate post training program.

3 like Leadership, Values in Public Sector, Public Policy and Strategic Management. Hence, these skilled alumni could work and perform better in a workplace. Under this finding, we can say that the LT-II has effectively contributed to better behaviour of the alumni, especially in term of task management skill. Suggestions given to alumni to perform better in a workplace come from their superior, subordinate and colleque in this study that is the willingness of the alumni to implement after the leadership training, because they found that empowerment has given to the alumni but they are sometimes reluctant to inovate and re-engeneer their workplace. While based on interview with alumni and data analysis, this study also found that some alumni argue that much of the training content are not well designed which result in difficulties in implementing it in the workplace. The training content is more theory in nature rather than aplicable skills, lack of relevant case studies, the irrelevant example or cases studies to Indonesia s context, and also the training approach which is teacher centre rather than participant centre. Other finding from alumni perspectives that in implementing the training content, alumni has difficulties to deal with organizational culture such as: leadership style which is sometimes not conducive for inovation and inventing new idea ; and the uncooperative colleque and staff to inovate workplace. However, overall, this study found that the training is still relevant to be conducted. Result Level In this study, result level is translated into organizational performance change which is analyze through componen task management skill, contigency management skills, job/role environment skill dan transfer skill. Parameters being used are:

4 Skill Level, Skill Component and Parameters Level Skill Components Parameters Result Task Management Skills a. Able to create system as learn in the training. b. Able to increase performance in their oeganization. Contigency Management Skills a. Able to cope changes as introduce in the training. b. Able to deal with specific and complex problems in their organization. Job/Role Environment a. Able to interact positively with senior Skills manager, clients/customers, and staff. b. Able to enhance organizational performance as learnt in the training. Transfer Skills a. able to transfer the knowledge, skills and better attitute from the training to others in the workplace. Since the training is dedicated to create a Competent Leader, that means the training has be able to create a leader that competent to lead, manage, control, influence and also has a vision to their respective organization, this studi shows that the result of the training to create a competen leader is still remain weak. More specifically, this studi find that component of behaviour parameters such as contigency management and job/role environment skill could not be increased under the training. As a result, this studi states that the alumni are weak in innovation for better performance of their respective organization. There is finding that the content and delivery method of the training are

5 contribute to this weakness. The un-innovative facilitator in delivering the training and the un-flexible content has not stimulated the participant creativity. Furthermore, the training is more knowledge input than practical and skilled competency, meaning that this training is more conceptual. The lack of training need analysis and weak control of selection has also created frustration and dismotivation alumni. There are many alumni that are not promoted in the higher level and are not used properly in the organization. The competent alumni have not managed accordingly in their respective organization, as if the alumny has no new competencies.

6 Figure 1 Alumni s Superior and Subordinate Responses for Behaviour and Result Changes (In term of Paradigm Training Content ) Behaviour Result DI Yogyakarta Kalimantan Timur Bali Sumatera Barat

7 Figure 2 Alumni Responses for Behaviour and Result Changes (In term of Paradigm Training Content ) Behaviour Result DI Yogyakarta Bali Sumatera Barat NTT Jawa Barat Pusat

8 Figure 3 Alumni s Superior and Subordinate Responses for Behaviour and Result Changes (In term of Policy Manajament Content ) Behaviour Result DI Yogyakarta Kalimantan Timur Bali Sumatera Barat

9 Figure 4 Alumni Responses for Behaviour and Result Changes (In term of Policy Manajament Content ) Behaviour Result DI Yogyakarta Bali Sumatera Barat NTT Jawa Barat Pusat

10 Figure 5 Alumni s Superior and Subordinate Responses for Behaviour and Result Changes (In term of Strategic Management Content ) Behaviour Result DI Yogyakarta Kalimantan Timur Bali Sumatera Barat

11 Figure 6 Alumni Responses for Behaviour and Result Changes (In term of Strategic Management Content ) Behaviour Result DI Yogyakarta Bali Sumatera Barat NTT Jawa Barat Pusat

12 Conclusion As conlusion, the studi shows that in an obligatory system of training, the effective training needs at least 3 important actors: participant, respective organization, and training provider. A well motivated participant would contribute to the active environment of learning; a responsible respective organization would consider and control the participant selection for LT-II, and a competent training provider would deliver a LT-II professionally. The study conclude that the obligatory training program is still needed, despite this agreement this study also find that the three actors are still also face problems which lead, in some point, to the unrelated training program with organization and individu s expectation. Bibliography Evaluasi Pendidikan dan Pelatihan Kepemimpinan (Diklatpim Tingkat II), Pusat Diklat SPIMNAS, Jakarta, Peran Diklat Sebagai Salah Satu Pendorong Perubahan, Pusat Kajian Kinerja, SDA, Jakarta, Laporan Penyelenggaraan Diklatpim Tk.I Angkatan VI, Pusdiklat SPIMNAS Bidang Kepemimpinan, Jakarta, Evaluasi Kinerja Alumni Diklat Kepemimpinan Tingkat III, PKP2A I, Bandung, 2005.