Learning Organization

LEARNING ORGANIZATION A. Types of Education and Training 1. Leadership training Leadership training, hereinafter referred to as DIKLATPIM, is implemented to achieve the leadership competency requirements of government apparatus in accordance with the structural position level. Leadership training is training with the main target of improving careers in order to hold a certain functional position or rank gradually and to enrich or improve leadership management skills and the ability to create new work methods. Leadership training focuses on sharpening specific expertise both in the field of work and managerial fields. Among others, it includes Branch Manager Training, Middle Leadership Courses, and Main Leadership Courses. 2. Functional Training Functional training is training aimed at supporting the development of work expertise or skills and focuses on changes in work patterns, work methods and the use of the latest work methods. Functional training is implemented to achieve competency requirements in accordance with the type and level of functional positions. Each type and level of functional training for each functional position is determined by the relevant functional position development agency. 3. Technical Training Technical training is carried out to achieve the technical competency requirements needed to carry out the duties of employees or staff. Technical training can be carried out in stages. This training is carried out to provide knowledge and/or mastery of skills in the field of duties related to the employee's work so that they are able to carry out their duties and responsibilities professionally. The type and level of technical training for each position are determined by the relevant technical agency. B. Types of Development Types of development are grouped into informal development and formal development (Mangkunegara, 2007: 67). 1. Informal development, namely employees of their own desire and effort train and develop themselves by studying literature books related to their work or position. Informal development shows that the employee has a strong desire to advance by improving their work abilities. 2. Formal development, namely employees are assigned by the company to take education and training, both those carried out by the company and those carried out by educational and training institutions. C. Comparison of Training and Development Needs for New and Old Employees To determine the training and development needs for new and old employees, an analysis of the training and development needs is first carried out. The purpose of this analysis is so that the training organizers can find out the objectives and benefits of holding the training and development so that they can choose the right participants in the training. This activity is very complicated and difficult, because it is necessary to diagnose the current organizational competency and the competency needed according to changes in the environment and the future. Needs analysis is carried out through the following steps; 1. Organizational needs analysis Organizational needs analysis is identifying organizational strategies, current and future organizational environments to achieve goals. 2. Task needs analysis Task analysis is analyzing the tasks that must be performed in each position that can be learned from the behavior of the role. Job analysis information is job descriptions, job requirements and performance standards that are collected in the organization's human resource information. 3. Employee needs analysis Employee needs analysis is an analysis of whether there are employees who are lacking in task readiness or lack of abilities, skills and knowledge that can be identified from performance assessments, field observations, questionnaires. After conducting a training and development needs analysis, objectives can be determined. Training objectives must be formulated specifically, whether behavioral changes or changes in knowledge are to be achieved after the training is carried out. Based on these objectives, training materials are determined to achieve the objectives. Next, the selection of training and evaluation methods. Regarding new employee training, we quote from the journal Human Resource Development Strategy in Improving Employee Performance compiled by Miftahuddin, et al., an example of which is the Sinergi Foundation. The Sinergi Foundation is an independent public institution that encourages the development of creativity and social innovation in productive waqf-based development and ZIS (Zakat, Infaq, Sedekah). The Sinergi Foundation is committed to utilizing local resources and realizing a civil society (in Miftahuddin, et al. 2018, p. 6). In the journal, the Sinergi Foundation holds training for new employees for three months. This training has two characteristics, namely basic and ongoing. This basic training is specifically for new employees. The first basic training is called institutional internalization training which aims to enable new employees to adjust to their work and to instill institutional values and institutional culture in new employees. In addition, there is also ZIS 1 training (Zakat, Infaq, Sedekah) and Waqf 1 training. This training is a provision for new employees to learn more deeply about waqf, zakat, infaq, and sedekah. Furthermore, regarding advanced training, this program is carried out by each department according to its needs. The main program of the Sinergy Foundation is the Waqf and ZIS training program, which is a mandatory program for all employees, both new and old, with the aim of better understanding the basic concepts of ZIS, zakat calculations, and the rules governing ZIS. This program is a continuation program and is implemented in stages.