1.
Training and Development
Fakultas Psikologi Universitas Pancasila
Seta A. Wicaksana, M.Psi., Psikolog

2.
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.

3.
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.

4.
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

5.
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.

6.
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.

7.
“ 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

8.
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.
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.
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

11.
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.

12.
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

13.
Considerations in Training Design
• Designing a learning
environment
– Learning principles
– Trainee
characteristics
– Instructional
techniques

14.
Phases of Skill Acquisition
Acquiring
Declarative
Knowledge
Knowledge
Compilation
Procedural
Knowledge

15.
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

16.
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

17.
New Training Technologies
• Distance Learning
• CD-Rom and
Interactive
Multimedia
• Web-based
Instruction
• Intelligent Tutoring
Systems
• Virtual Reality
Training

18.
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

19.
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

20.
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

21.
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

22.
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

23.
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

24.
Experimental Designs
Experimental
Training
Posttest
Random
Assignment
Control Posttest
Group
Differences
Posttest-Only Control Group Design

25.
Experimental Designs
Pretest
Experimental
Training
Posttest
Pretest Control Posttest
Group
Differences
Group
Differences
Pre – Post with Control Group

26.
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

27.
Assessing Training Program “Validity”
• Training Validity
• Transfer Validity
• Intraorganizational Validity
• Interorganizational Validity

28.
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.

29.
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

30.
What’s Changed the Emphasis on Training?
• Globalization.
• Need for
leadership.
• Increased value of
human capital.
• Link to business
strategy.

31.
What’s Changed the Emphasis on Training?
• Attracting and retaining
talent.
• Customer service and
quality.
• Demographics and
workforce diversity.
• New technology.
• Economic change.

32.
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

33.
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

34.
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

35.
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

36.
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

37.
Belajar dan Berbagi untuk Indonesia
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