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1.
TRAINING & DEVELOPMENT ©
2011 Sigit. All rights reserved. 8–1
2.
Orienting Employees (Orientasi
Karyawan) Employee orientation (Orientasi Karyawan) – A procedure for providing new employees with basic background information about the firm. (Prosedur untuk menyediakan karyawan baru dengan informasi latar belakang dasar tentang perusahaan.) Orientation content (Isi Orientasi) – Information on employee benefits (Informasi tentang manfaat karyawan) – Personnel policies (Kebijakan Personal) – The daily routine (Rutinitas sehari-hari) – Company organization and operations (Organisasi dan operasi perusahaan) – Safety measures and regulations (Langkah-langkah keamanan dan peraturan) – Facilities tour (fasilitas tur) © 2011 Sigit. All rights reserved. 8–2
3.
Orienting Employees (cont’d)
(Orientasi Karyawan (Lanjutan)) A successful orientation should accomplish four things for new employees: (Orientasi sukses harus mencapai empat hal bagi karyawan baru:) – Make them feel welcome and at ease. (Membuat mereka merasa diterima dan nyaman) – Help them understand the organization in a broad sense. (Membantu mereka memahami organisasi dalam arti luas.) – Make clear to them what is expected in terms of work and behavior. (Menjelaskan kepada mereka apa yang diharapkan dalam hal pekerjaan dan perilaku.) – Help them begin the process of becoming socialized into the firm’s ways of acting and doing things. (Membantu mereka memulai proses menjadi disosialisasikan ke dalam cara perusahaan bertindak dan melakukan sesuatu.) © 2011 Sigit. All rights reserved. 8–3
4.
New Employee
Departmental Orientation Checklist (Orientasi Karyawan Baru Daftar Departemen) Source: UCSD Healthcare. Used with permission. Figure 8–1 © 2011 Sigit. All rights reserved. 8–4
5.
The Training Process
(Proses Pelatihan) Training (Pelatihan) – The process of teaching new employees the basic skills they need to perform their jobs. (Proses mengajar karyawan baru keterampilan dasar yang mereka butuhkan untuk melakukan pekerjaan mereka.) The strategic context of training (Konteks strategis pelatihan) – Performance management: the process employers use to make sure employees are working toward organizational goals. (Manajemen kinerja: para pengusaha menggunakan proses untuk membuat karyawan yakin adalah bekerja menuju tujuan organisasi.) • Web-based training (Pelatihan berbasis web) • Distance learning-based training (Pembelajaran jarak jauh berbasis pelatihan) • Cross-cultural diversity training (Keragaman Pelatihan Lintas-budaya ) © 2011 Sigit. All rights reserved. 8–5
6.
The Training and
Development Process (Proses Pelatihan dan Pengembangan) Needs analysis (analisis kebutuhan) – Identify job performance skills needed, assess prospective trainees skills, and develop objectives. (Mengidentifikasi keterampilan kinerja pekerjaan yang dibutuhkan, menilai keterampilan calon trainee, dan mengembangkan tujuan.) Instructional design (desain instruksional) – Produce the training program content, including workbooks, exercises, and activities. (Menghasilkan daftar isi program pelatihan, termasuk workbook, latihan, dan kegiatan.) Validation (Pengesahan) – Presenting (trying out) the training to a small representative audience. (Menyajikan (mencoba) pelatihan kepada khalayak perwakilan kecil.) Implement the program (Melaksanakan program) – Actually training the targeted employee group. (Sebenarnya pelatihan kelompok karyawan yang ditargetkan.) Evaluation (evaluasi) – Assesses the program’s successes or failures. (Menilai keberhasilan program atau kegagalan.) © 2011 Sigit. All rights reserved. 8–6
7.
Make the Learning
Meaningful (Membuat Belajar Bermakna) At the start of training, provide a bird’s-eye view of the material to be presented to facilitates learning. (Pada awal pelatihan, memberikan pemandangan luas-mata materi yang akan disajikan untuk memfasilitasi belajar.) Use a variety of familiar examples. (Gunakan berbagai contoh akrab.) Organize the information so you can present it logically, and in meaningful units. (Mengatur informasi sehingga Anda bisa menyajikan secara logis, dan dalam satuan bermakna.) Use terms and concepts that are already familiar to trainees. (Menggunakan istilah dan konsep yang sudah akrab bagi trainee.) Use as many visual aids as possible. (Gunakan sebagai alat bantu visual sebanyak mungkin.) © 2011 Sigit. All rights reserved. 8–7
8.
Make Skills Transfer
Easy (Keterampilan membuat Easy Transfer) Maximize the similarity between the training situation and the work situation. (Memaksimalkan kesamaan antara situasi pelatihan dan situasi kerja.) Provide adequate practice. (Menyediakan praktek yang memadai.) Label or identify each feature of the machine and/or step in the process. (Label atau mengidentifikasi setiap fitur dan mesin / atau langkah dalam proses.) Direct the trainees’ attention to important aspects of the job. (Mengarahkan perhatian peserta untuk aspek-aspek penting dari pekerjaan.) Provide “heads-up” preparatory information that lets trainees know they might happen back on the job. (Menyediakan informasi persiapan yang memungkinkan peserta tahu mereka mungkin terjadi kembali pada pekerjaan.) © 2011 Sigit. All rights reserved. 8–8
9.
Motivate the Learner
(Pembelajar yang Memotivasi) People learn best by doing so provide as much realistic practice as possible. (Orang belajar paling baik dengan melakukan sehingga memberikan sebagai praktek banyak serealistis mungkin.) Trainees learn best when the trainers immediately reinforce correct responses (Trainee belajar terbaik ketika para pelatih segera memperkuat jawaban yang benar) Trainees learn best at their own pace. (Trainee belajar terbaik dengan kecepatan mereka sendiri.) Create a perceived training need in the trainees’ minds. (Menciptakan kebutuhan pelatihan dirasakan dalam benak para trainee '.) The schedule is important too: The learning curve goes down late in the day, less than full day training is most effective. (Jadwal ini juga penting: Kurva belajar turun sore hari, kurang dari pelatihan sehari penuh yang paling efektif.) © 2011 Sigit. All rights reserved. 8–9
10.
Analyzing Training Needs
(Menganalisa Kebutuhan Pelatihan) Task analysis (tugas analisis) – A detailed study of a job to identify the specific skills required, especially for new employees. (Sebuah studi rinci tentang pekerjaan untuk mengidentifikasi keterampilan khusus yang diperlukan, terutama untuk karyawan baru.) Performance analysis (analisis kinerja) – Verifying that there is a performance deficiency and determining whether that deficiency should be corrected through training or through some other means (such as transferring the employee). (Memverifikasi bahwa ada kekurangan kinerja dan menentukan apakah kekurangan yang harus diperbaiki melalui pelatihan atau melalui beberapa cara lain (seperti mentransfer karyawan).) © 2011 Sigit. All rights reserved. 8–10
11.
Task
Analysis Record Form (Tugas Analisis Formulir Rekam) Table 8–1 © 2011 Sigit. All rights reserved. 8–11
12.
Training Methods
(Metode Training) On-the-job training (OJT) (Pelatiahan Kerja) – Having a person learn a job by actually doing the job. (Setelah seseorang mempelajari pekerjaan dengan benar-benar melakukan pekerjaan.) OJT methods (Metode Pelatihan Kerja) – Coaching or understudy (Pelatihan atau pengganti pelaku) – Job rotation (rotasi pekerjaan) – Special assignments (khusus tugas) Advantages (keuntungan) – Inexpensive (murah) – Immediate feedback (umpan balik segera) © 2011 Sigit. All rights reserved. 8–12
13.
Steps in OJT
(langkah dalam Pelatihan Kerja) Step 1: Prepare the learner (Langkah 1: Siapkan pelajar) – Put the learner at ease—relieve the tension. (Masukan pelajar nyaman-meredakan ketegangan.) – Explain why he or she is being taught. (Jelaskan mengapa ia sedang diajarkan.) – Create interest, encourage questions, find out what the learner already knows about this or other jobs. (Buat bunga, mendorong pertanyaan, mencari tahu apa pelajar sudah tahu tentang ini atau pekerjaan lain.) – Explain the whole job and relate it to some job the worker already knows. (Jelaskan seluruh pekerjaan dan menghubungkannya dengan beberapa pekerjaan pekerja sudah tahu.) – Place the learner as close to the normal working position as possible. (Tempatkan pembelajar sebagai dekat dengan posisi kerja normal mungkin.) – Familiarize the worker with equipment, materials, tools, and trade terms. (Biasakan pekerja dengan peralatan, bahan, peralatan, dan istilah perdagangan.) © 2011 Sigit. All rights reserved. 8–13
14.
Steps in OJT
(cont’d) (langkah dalam Pelatihan Kerja (Lanjutan)) Step 2: Present the operation (Langkah 2: Hadir operasi) – Explain quantity and quality requirements. (Jelaskan persyaratan kuantitas dan kualitas.) – Go through the job at the normal work pace. (Pergi melalui pekerjaan pada kecepatan kerja normal.) – Go through the job at a slow pace several times, explaining each step. Between operations, explain the difficult parts, or those in which errors are likely to be made. (Pergi melalui pekerjaan dengan lambat beberapa kali, menjelaskan setiap langkah. Antara operasi, menjelaskan bagian-bagian yang sulit, atau mereka di mana kesalahan yang mungkin dibuat.) – Again go through the job at a slow pace several times; explain the key points. (Sekali lagi pergi melalui pekerjaan dengan kecepatan lambat beberapa kali menjelaskan poin kunci.) – Have the learner explain the steps as you go through the job at a slow pace. (Apakah pelajar menjelaskan langkah-langkah saat Anda pergi melalui pekerjaan pada kecepatan lambat.) © 2011 Sigit. All rights reserved. 8–14
15.
Steps in OJT
(cont’d) (langkah dalam Pelatihan Kerja (Lanjutan)) Step 3: Do a tryout (Langkah 3: Lakukan mencoba) – Have the learner go through the job several times, slowly, explaining each step to you. (Apakah pelajar pergi melalui beberapa kali pekerjaan, perlahan-lahan, menjelaskan setiap langkah untuk Anda.) – Correct mistakes and, if necessary, do some of the complicated steps the first few times. (Kesalahan yang benar dan, jika perlu, melakukan beberapa langkah-langkah yang rumit beberapa kali.) – Run the job at the normal pace. (Jalankan pekerjaan di kecepatan normal.) – Have the learner do the job, gradually building up skill and speed. (Apakah pelajar melakukan pekerjaan itu, secara bertahap membangun keterampilan dan kecepatan.) – As soon as the learner demonstrates ability to do the job, let the work begin, but don’t abandon him or her. (Begitu pelajar menunjukkan kemampuan untuk melakukan pekerjaan itu, biarkan pekerjaan dimulai, tapi jangan meninggalkan dia.) © 2011 Sigit. All rights reserved. 8–15
16.
Steps in OJT
(cont’d) (langkah dalam Pelatihan Kerja (Lanjutan)) Step 4: Follow up (Langkah 4: Tindak lanjut) – Designate to whom the learner should go for help. (Tentukan kepada siapa pelajar harus pergi untuk membantu.) – Gradually decrease supervision, checking work from time to time against quality and quantity standards. (Secara bertahap penurunan pengawasan, memeriksa pekerjaan dari waktu ke waktu terhadap kualitas dan standar kuantitas.) – Correct faulty work patterns before they become a habit. Show why the learned method is superior. (Benar pola kerja yang salah sebelum mereka menjadi kebiasaan. Tampilkan mengapa metode belajar lebih unggul.) – Compliment good work; encourage the worker until he or she is able to meet the quality and quantity standards. (Pujian yang baik bekerja; mendorong pekerja sampai ia mampu memenuhi standar kualitas dan kuantitas.) © 2011 Sigit. All rights reserved. 8–16
17.
Training Methods (cont’d)
(Metode Pelatihan (lanjutan)) Apprenticeship training (magang pelatihan) – A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training. (Sebuah proses terstruktur dimana orang menjadi pekerja terampil melalui kombinasi instruksi kelas dan on-the-job training.) Informal learning (belajar Informal) – The majority of what employees learn on the job they learn through informal means of performing their jobs on a daily basis. (Sebagian dari apa yang karyawan belajar pada pekerjaan mereka belajar melalui cara informal melakukan pekerjaan mereka sehari-hari.) Job instruction training (JIT) (Instruksi Training Pekerjaan) – Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees. (Daftar tugas pokok masing-masing pekerjaan, bersama dengan poin kunci, dalam rangka memberikan langkah-demi-langkah pelatihan bagi karyawan.) © 2011 Sigit. All rights reserved. 8–17
18.
The 25 Most
Popular Apprenticeships According to the U.S. Department of Labor apprenticeship database, the occupations listed below had the highest numbers of apprentices in 2001. These findings are approximate because the database includes only about 70% of registered apprenticeship programs—and none of the unregistered ones. • Boilermaker • Machinist • Bricklayer (construction) • Maintenance mechanic (any industry) • Carpenter • Millwright • Construction craft laborer • Operating engineer • Cook (any industry) • Painter (construction) • Cook (hotel and restaurant) • Pipefitter (construction) • Correction officer • Plumber • Electrician • Power plant operator • Electrician (aircraft) • Roofer • Electrician (maintenance) • Sheet-metal worker • Electronics mechanic • Structural-steel worker • Firefighter • Telecommunications technician • Tool and die maker Figure 8–2 Source: Olivia Crosby, “Apprenticeships,” Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p. 5. © 2011 Sigit. All rights reserved. 8–18
19.
Training Methods (cont’d)
(Metode Pelatihan (lanjutan)) Effective lectures (Kuliah efektif) – Use signals to help listeners follow your ideas. (Gunakan sinyal untuk membantu pendengar mengikuti ide-ide Anda.) – Don’t start out on the wrong foot. (Jangan memulai pada kaki yang salah.) – Keep your conclusions short. (Jauhkan kesimpulan Anda pendek.) – Be alert to your audience. (Jadilah waspada terhadap audiens Anda.) – Maintain eye contact with the trainees. (Menjaga kontak mata dengan trainee.) – Make sure everyone in the room can hear. (Memastikan semua orang di ruangan itu bisa mendengar.) – Control your hands. (Kontrol tangan Anda.) – Talk from notes rather than from a script. (Bicara dari catatan bukan dari script.) – Break a long talk into a series of five-minute talks. (Break berbicara panjang menjadi serangkaian lima menit pembicaraan.) © 2011 Sigit. All rights reserved. 8–19
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Programmed Learning
(Program Belajar) Programmed instruction (PI) (Program Instruksi) – A systematic method for teaching job skills involving: (Sebuah metode sistematis untuk mengajarkan keterampilan kerja yang melibatkan) • Presenting questions or facts (Menyajikan pertanyaan atau fakta) • Allowing the person to respond (Membiarkan orang untuk merespon) • Giving the learner immediate feedback on the accuracy of his or her answers (Memberikan umpan balik langsung pada pembelajar keakuratan jawaban nya) Advantages (Keuntungan) – Reduced training time (Mengurangi waktu pelatihan) – Self-paced learning (Pribadi - belajar serba) – Immediate feedback (Umpan Balik Segera) – Reduced risk of error for learner (Mengurangi risiko kesalahan untuk pelajar) © 2011 Sigit. All rights reserved. 8–20
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Training Methods (cont’d)
(Metode Pelatihan (lanjutan)) Literacy training techniques (Teknik Literasi pelatihan) – Responses to functional illiteracy (Tanggapan terhadap Fungsi kebutahurufan) • Testing job candidates’ basic skills. (Pengujian keterampilan dasar pekerjaan calon '.) • Setting up basic skills and literacy programs. (Menyiapkan keterampilan dasar dan program keaksaraan.) Audiovisual-based training (pelatihan berbasis Audiovisual) – To illustrate following a sequence over time. (Untuk menggambarkan berikut urutan dari waktu ke waktu.) – To expose trainees to events not easily demonstrable in live lectures. (Untuk mengekspos peserta untuk peristiwa tidak mudah dibuktikan dalam kuliah hidup.) – To meet the need for organizationwide training and it is too costly to move the trainers from place to place. (Untuk memenuhi kebutuhan untuk pelatihan organizationwide dan terlalu mahal untuk memindahkan pelatih dari satu tempat ke tempat.) © 2011 Sigit. All rights reserved. 8–21
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Training Methods (cont’d)
(Metode Pelatihan (lanjutan)) Simulated training (occasionally called vestibule training) (Simulasi pelatihan (pelatihan kadang-kadang disebut ruang depan)) – Training employees on special off-the-job equipment so training costs and hazards can be reduced. (Pelatihan karyawan pada peralatan off-the-job khusus sehingga biaya pelatihan dan bahaya dapat dikurangi.) – Computer-based training (CBT) (Pelatihan berbasis komputer (CBT)) – Electronic performance support systems (EPSS) (Elektronik mendukung sistem kinerja (EPSS)) – Learning portals (belajar portal) © 2011 Sigit. All rights reserved. 8–22
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Computer-based Training (CBT)
(Pelatihan berbasis komputer) Advantages (keuntungan) – Reduced learning time (Mengurangi waktu belajar) – Cost-effectiveness (Efektivitas biaya) – Instructional consistency (instruksional konsistensi) Types of CBT (Jenis Pelatihan berbasis komputer) – Intelligent Tutoring systems (Sistem Bimbingan Belajar Cerdas) – Interactive multimedia training (Pelatihan multimedia interaktif) – Virtual reality training (Virtual realitas pelatihan) © 2011 Sigit. All rights reserved. 8–23
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Distance and Internet-Based
Training (Jarak dan Pelatihan Berbasis Internet) Teletraining – A trainer in a central location teaches groups of employees at remote locations via TV hookups. (Seorang pelatih di lokasi pusat mengajarkan kelompok karyawan di lokasi remote melalui hookups TV.) Videoconferencing (video konferensi) – Interactively training employees who are geographically separated from each other—or from the trainer—via a combination of audio and visual equipment. (Interaktif pelatihan karyawan yang secara geografis terpisah dari satu sama lain-atau dari pelatih-melalui kombinasi dari peralatan audio dan visual.) Training via the Internet (Pelatihan melalui Internet) – Using the Internet or proprietary internal intranets to facilitate computer-based training. (Menggunakan Internet atau intranet internal yang eksklusif untuk memfasilitasi pelatihan berbasis komputer.) © 2011 Sigit. All rights reserved. 8–24
25.
What Is Management
Development? (Apakah Pengembangan Manajemen?) Management development (manajemen pembangunan) – Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills. (Setiap usaha untuk meningkatkan kinerja manajemen saat ini atau masa depan dengan menanamkan pengetahuan, mengubah sikap, atau meningkatkan keterampilan.) Succession planning (perencanaan sukses) – A process through which senior-level openings are planned for and eventually filled. (Sebuah proses melalui mana tingkat senior bukaan yang direncanakan untuk dan akhirnya diisi.) • Anticipate management needs (Mengantisipasi kebutuhan manajemen) • Review firm’s management skills inventory (Tinjauan perusahaan keterampilan manajemen persediaan) • Create replacement charts (Buat grafik pengganti) • Begin management development (Mulailah pengembangan manajemen) © 2011 Sigit. All rights reserved. 8–25
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Managerial on-the-Job Training
(Manajerial Training Kerja) Job rotation (Rotasi Pekerjaan) – Moving a trainee from department to department to broaden his or her experience and identify strong and weak points. (Pindah trainee dari departemen ke departemen untuk memperluas pengalaman nya dan mengidentifikasi titik-titik kuat dan lemah.) Coaching/Understudy approach (Pelatihan / pemain pengganti pendekatan) – The trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching. (Para peserta pelatihan bekerja secara langsung dengan manajer senior atau dengan orang yang ia atau dia adalah untuk mengganti, yang terakhir bertanggung jawab untuk pembinaan peserta pelatihan.) Action learning (aksi belajar) – Management trainees are allowed to work full-time analyzing and solving problems in other departments. (Manajemen trainee diperbolehkan untuk bekerja penuh waktu menganalisis dan memecahkan masalah di departemen lain.) © 2011 Sigit. All rights reserved. 8–26
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Off-the-Job Management Training
and Development Techniques (Manajemen Pelatihan dan Pengembangan Teknik) Case study method (Metode Studi Kasus) – Managers are presented with a description of an organizational problem to diagnose and solve. (Manajer disajikan dengan deskripsi masalah organisasi untuk mendiagnosa dan memecahkan.) Management game (permainan manajemen) – Teams of managers compete by making computerized decisions regarding realistic but simulated situations. (Tim manajer bersaing dengan membuat keputusan mengenai komputerisasi situasi realistis tapi simulasi.) Outside seminars (seminar Diluar) – Many companies and universities offer Web-based and traditional management development seminars and conferences. (Banyak perusahaan dan universitas menawarkan seminar pengembangan manajemen berbasis Web dan tradisional dan konferensi.) © 2011 Sigit. All rights reserved. 8–27
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Off-the-Job Management Training
and Development Techniques (cont’d) (Manajemen Pelatihan dan Pengembangan Teknik (Lanjutan)) Role playing (aturan bermain) – Creating a realistic situation in which trainees assume the roles of persons in that situation. (Menciptakan situasi yang realistis di mana trainee mengasumsikan peran orang dalam situasi itu.) Behavior modeling (perilaku pemodelan) – Modeling: showing trainees the right (or ―model‖) way of doing something. (Modeling: menampilkan trainee kanan (atau "model") cara untuk melakukan sesuatu.) – Role playing: having trainees practice that way (Aturan Bermain: memiliki trainee praktek seperti itu) – Social reinforcement: giving feedback on the trainees’ performance. (Penguatan sosial: memberikan umpan balik pada kinerja trainer) – Transfer of learning: Encouraging trainees apply their skills on the job. (Transfer belajar: Mendorong peserta menerapkan keterampilan mereka pada pekerjaan.) © 2011 Sigit. All rights reserved. 8–28
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Off-the-Job Management Training
and Development Techniques (cont’d) (Manajemen Pelatihan dan Pengembangan Teknik (Lanjutan)) Corporate universities (perusahaan universitas) – Provides a means for conveniently coordinating all the company’s training efforts and delivering Web-based modules that cover topics from strategic management to mentoring. (Menyediakan sarana untuk mudah mengkoordinasikan semua upaya pelatihan perusahaan dan memberikan modul berbasis web yang mencakup topik dari manajemen strategis untuk mentoring.) In-house development centers (Pusat Pengembangan diperusahaan (internal) – A company-based method for exposing prospective managers to realistic exercises to develop improved management skills. (Sebuah perusahaan berbasis metode untuk mengekspos calon manajer untuk latihan yang realistis untuk mengembangkan keterampilan manajemen ditingkatkan.) © 2011 Sigit. All rights reserved. 8–29
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Off-the-Job Management Training
and Development Techniques (cont’d) (Manajemen Pelatihan dan Pengembangan Teknik (Lanjutan)) Executive coaches (pelatihan Eksecutive) – An outside consultant who questions the executive’s boss, peers, subordinates, and (sometimes) family in order to identify the executive’s strengths and weaknesses. (Seorang konsultan dari luar yang pertanyaan bos eksekutif, rekan kerja, bawahan, dan (kadang) keluarga untuk mengidentifikasi kekuatan dan kelemahan eksekutif.) – Counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses. (Nasihat eksekutif sehingga ia dapat memanfaatkan kekuatan-kekuatan dan mengatasi kelemahan.) © 2011 Sigit. All rights reserved. 8–30
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Managing Organizational Change
and Development (Mengelola Perubahan dan Pengembangan Organisasi) What to change? (Apa yang harus berubah?) – Strategy: mission and vision (Strategi: misi dan visi) – Culture: new corporate values (Budaya: nilai-nilai perusahaan baru) – Structure: departmental structure, coordination, span of control, reporting relationships, tasks, decision-making procedures (Struktur: struktur departemen, koordinasi, rentang kendali, hubungan pelaporan, tugas, prosedur pengambilan keputusan) – Technologies: new systems and methods (Teknologi: sistem baru dan metode) – Employees: changes in employee attitudes and skills (Karyawan: perubahan dalam sikap karyawan dan keterampilan) © 2011 Sigit. All rights reserved. 8–31
32.
Overcoming Resistance to
Change (Mengatasi Resistensi terhadap Perubahan) What causes resistance? (Apa yang menyebabkan resistensi?) – All behavior in organizations is a product of two kinds of forces—those striving to maintain the status quo and those pushing for change. (Semua perilaku dalam organisasi adalah produk dari dua jenis kekuatan-mereka yang berjuang untuk mempertahankan status quo dan mendorong mereka untuk perubahan.) Lewin’s Change Process (Proses Perubahan) – Unfreezing: reducing the forces striving to maintain the status quo. (Unfreezing: mengurangi kekuatan berjuang untuk mempertahankan status quo.) – Moving: developing new behaviors, values, and attitudes, sometimes through structural changes. (Pindah: mengembangkan perilaku baru, nilai-nilai, dan sikap, kadang-kadang melalui perubahan struktural.) – Refreezing: reinforcing the changes. (Refreezing: memperkuat perubahan. – ) © 2011 Sigit. All rights reserved. 8–32
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Overcoming Resistance to
Change (Mengatasi Resistensi terhadap Perubahan) Change initiatives (perubahan inisiatif) – Political campaign: creating a coalition strong enough to support and guide the initiative. (Kampanye politik: menciptakan sebuah koalisi cukup kuat untuk mendukung dan membimbing inisiatif.) – Marketing campaign: tapping into employees’ thoughts and feelings and also effectively communicating messages about the prospective program’s theme and benefits. (Kampanye pemasaran: memasuki pikiran karyawan dan perasaan dan juga secara efektif mengkomunikasikan pesan tentang tema program calon dan manfaat.) – Military campaign: Deploying executives’ scarce resources of attention and time to actually carry out the change. (Kampanye militer: Menyebarkan sumber daya yang langka eksekutif perhatian dan waktu untuk benar-benar melakukan perubahan.) © 2011 Sigit. All rights reserved. 8–33
34.
How to Lead
the Change (in 10 Steps) (Bagaimana Memimpin Perubahan (10 Langkah)) 1. Establish a sense of urgency. (Membangun rasa urgensi.) 2. Mobilize commitment through joint diagnosis of problems. (Memobilisasi komitmen bersama melalui diagnosa masalah.) 3. Create a guiding coalition. (Buat koalisi pemandu.) 4. Develop a shared vision. (Mengembangkan visi bersama.) 5. Communicate the vision. (Komunikasikan visi.) 6. Help employees to make the change. (Membantu karyawan untuk membuat perubahan.) 7. Generate short-term wins. (Hasilkan kemenangan jangka pendek.) 8. Consolidate gains and produce more change. (Konsolidasi keuntungan dan menghasilkan lebih banyak perubahan.) 9. Anchor the new ways of doing things in the company’s culture. (Jangkar cara-cara baru dalam melakukan sesuatu dalam budaya perusahaan.) 10. Monitor progress and adjust the vision as required. (Memantau kemajuan dan menyesuaikan visi seperti yang diperlukan.) © 2011 Sigit. All rights reserved. 8–34
35.
Using Organizational Development
(Menggunakan Pengembangan Organisasi ) Organizational development (OD) (Pengembangan organisasi) – A special approach to organizational change in which employees themselves formulate and implement the change that’s required. (Sebuah pendekatan khusus untuk perubahan organisasi di mana karyawan sendiri merumuskan dan melaksanakan perubahan yang diperlukan.) • Usually involves action research. (Biasanya melibatkan penelitian tindakan.) • Applies behavioral science knowledge. (Menerapkan pengetahuan ilmu perilaku.) • Changes the attitudes, values, and beliefs of employees. (Perubahan sikap, nilai, dan keyakinan karyawan.) • Changes the organization in a particular direction. (Perubahan organisasi dalam arah tertentu.) © 2011 Sigit. All rights reserved. 8–35
36.
Examples of OD
Interventions (Contoh Intervensi Pengembangan Organisasi) Human Process (Proses manusia) Human Resource Management T-groups (T-kelompok) (Manajemen Sumber Daya Manusia) Process consultation (proses konsultasi) Goal setting (tujuan pengaturan) Third-party intervention (Intervensi pihak Performance appraisal (penilaian kinerja) ketiga) Reward systems (sistem penghargaan) Team building (team building) Career planning and development Organizational confrontation meeting (Perencanaan dan pengembangan karir) (Organisasi konfrontasi pertemuan) Managing workforce diversity Intergroup relations (hubungan antar) (Mengelola keragaman di tempat kerja) Employee wellness (Kesehatan karyawan) Technostructural (Technostructural) Formal structural change (Perubahan Strategic (Strategi) struktural formal) Integrated strategic management Differentiation and integration (Diferensiasi (Manajemen strategi terpadu) dan integrasi) Culture change (perubahan budaya) Cooperative union–management projects Strategic change (perubahan strategis) (Koperasi serikat-manajemen proyek) Self-designing organizations (Self- Quality circles (kualitas lingkaran) merancang organisasi) Total quality management (Jumlah manajemen mutu) Work design (pekerjaan desain) Table 8–3 © 2011 Sigit. All rights reserved. 8–36
37.
HR Scorecard
for Hotel Paris International Corporati (HR Scorecard untuk Hotel Paris International Corporation on*) Note: *(An abbreviated example showing selected HR practices and outcomes aimed at implementing the competitive strategy, “To use superior guest services to differentiate the Hotel Paris properties and thus increase the length of stays and the return rate of guests and thus boost revenues and profitability”) Figure 8–4 © 2011 Sigit. All rights reserved. 8–37
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Evaluating the Training
Effort (Mengevaluasi Pelatihan Usaha) Designing the study (Merancang penelitian) – Time series design (Desain Waktu Berkelanjutan) – Controlled experimentation (Kontrol Eksperimen) Training effects to measure (Pelatihan efek untuk mengukur) – Reaction of trainees to the program (Reaksi peserta untuk program) – Learning that actually took place (Belajar yang benar-benar terjadi) – Behavior that changed on the job (Perilaku yang berubah pada pekerjaan) – Results that were achieved as a result of the training (Hasil yang dicapai sebagai hasil dari pelatihan) © 2011 Sigit. All rights reserved. 8–38
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Time Series Training
Evaluation Design Figure 8–5 © 2011 Sigit. All rights reserved. 8–39
40.
A Sample
Training Evaluation Form Source: www.opm.gov/wrkfam/. Figure 8–6 © 2011 Sigit. All rights reserved. 8–40
41.
Key Terms
employee orientation management development training succession planning performance management job rotation negligent training action learning task analysis case study method performance analysis management game on-the-job training role playing apprenticeship training behavior modeling job instruction training (JIT) in-house development center programmed learning outsourced learning simulated training organizational development job aid controlled experimentation electronic performance support systems (EPSS) © 2011 Sigit. All rights reserved. 8–41
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