POST-TRAINING EVALUATION FOR LEADERSHIP TRAINING LEVEL II IN INDONESIA

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

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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 Result1, 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.

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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:

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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
a. Able to cope changes as introduce in the
Skills
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

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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.

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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

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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

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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

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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

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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

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