Training and Development Quality Management

Training and Development Quality Management A. Definition of Training and Development Quality Management The definition of "Quality" is a value contained in a process to produce a product. In this context, quality can be interpreted as the ability of training and development programs to provide services in order to achieve predetermined goals. Integrated quality management/Total Quality Control is an effective system for integrating efforts to develop quality, maintain quality and improve quality or quality from various groups in an organization, thereby increasing productivity and service to the most economical level that results in satisfaction of all customers (Hasibuan, 2010:222). Training and development are all efforts made to improve professionalism in accordance with the expected competencies. Training is more related to improving the abilities or skills of employees who already hold a certain job or task (Notoatmodjo, 2009:7&17). While development is a process of planning education, training and management of the workforce to achieve optimal results (Notoatmodjo, 2009:17). In organizing training and development, quality is the process of developing and controlling input-output from design, process, marketing to output service. This means that quality management covers all activities starting from planning including candidate selection, education and training processes, graduate marketing, and graduate coaching services in order to provide satisfaction to customers who use the output of the relevant training institution. B. Scientific Principles In his description, Nawawi (2005: 47) explains that integrated quality management is basically a model for organizing and managing an institution or organization with a focus on work culture and work quality of all elements/individuals in the organization. The involvement and attachment of all elements of the organization in the management process that leads to the creation of a work culture and quality culture are the main prerequisites in the implementation of integrated quality management. Quality improvement can be achieved by improving activities and the implementation process of activities. Therefore, the focus is on the human aspect, therefore integrated quality management in its implementation uses scientific principles, namely: a) Empirical data is the basis for every decision making, determining priorities and changes in the organization. Without accurate and valid data, the decisions taken will not have an impact on improving the quality of the activity process and its results; b) Making predictions, as an anticipatory effort to further improve products in the future. In this way, the products and quality produced will always be up to date and in accordance with the needs of the community and will always be superior compared to other competitors; c) Focus on customer satisfaction. This means that all activities and services must always be continuously improved in order to obtain customer satisfaction. In organizing employee training programs, the satisfaction of trainers (widyaiswara), staff, and participants (participants) as internal customers is an important thing that must be the main concern of every leader of an institution or organization. The higher the customer satisfaction, the more it will contribute to improving the quality of the process of activities they carry out; d) Emphasize the cycle approach in improving the organization. This concept assumes that organizational improvement and change cannot be done like turning the palm of the hand, but requires sufficient time to continue. For this reason, organizational improvement and change are carried out through a certain cycle or using stages of improvement. C. Juran Trilogy Concept The method or technical implementation of quality in training and development can refer to the "Juran Trilogy" which in Tjiptono (2000, 55) includes Quality Planning, Quality Control, and Quality Improvement. a) Quality Planning is carried out through mastery of: • Determining who our customers are; • Identifying customer needs; • Develop products/services with features that can meet customer needs; • Develop systems and processes that enable the organization to produce these features. • Distribute the plan to the operational level. b) Quality Control includes: • Assess the quality of actual performance; • Compare performance with objectives; • Act on differences in performance and objectives. c) Quality Improvement is carried out continuously (on-going process) and includes: • Develop the infrastructure needed for quality improvement every year; • Identify parts that need improvement and make improvements; • Form the team needed for the above improvements; • Provide facilities, including financial support, adequate so that the team is able to find the root cause of the problem, solutions, and controls to achieve the expected product/service quality. D. Prerequisites for the Occurrence of Quality Management of Training and Development The implementation of quality-oriented training and development programs requires thorough preparation, especially in the readiness of fundamental organizational changes and fundamental changes in the orientation of human resources in educational institutions. Sukardi (2001) suggests that organizational leaders should accommodate five important prerequisites for the occurrence of Integrated Quality Management as follows: 1) Structural leaders in the organization need to have a far-sighted view of the direction and course of the organization, where it wants to be taken, what the organization wants to realize and aspire to, where educational institutions will be directed. In this case, leaders must understand the Vision, Mission, and Objectives of their respective institutions in depth; 2) All members of the organization absolutely have professional abilities that include individual abilities, group abilities that are created systematically through educational and training programs. This means that continuous development is needed through employee training and development carried out by internal organizational leaders, or through cooperation with functional educational institutions outside the organization. 3) There is appreciation of incentives, both material and psychological incentives such as the possibility and ease of promotion, awards for work achievements; 4) Availability of resources and placement mechanisms that are in accordance with their respective expertise. However, psychological aspects such as willingness and commitment to work in addition to expertise in placing someone in a particular job need to be considered. Expertise alone will not bring people to achieve without a strong will and commitment to achieve work; 5) The existence of a strategic work plan that is reflected in the Vision, Mission and objectives of the organization as well as operational plans (Renstra and Renops). In this regard, Sunu (1999) stated that there are several things that need to be considered to form an environment that supports quality improvement, including: • Encouraging and maintaining a supportive management style; • Supporting values, attitudes and traits that foster improvement; • Clearly determining the desired quality; • Encouraging effective communication and work; • Recognition of success and achievement; • Training and education for improvement. E. Implementation of Training and Development There are various approaches in implementing training and development, Goetsch and Davis (1994, 325) categorize them into three categories, namely internal approach, external approach, and partnership approach. In detail, these three approaches can be explained as follows. 1) Internal Approaches, namely training conducted in the workplace. This training includes individual internships (one-on-one training), on-the-job training, group training (group instruction), and media modules (media-based instruction) which can consist of audio, video and workbooks. The form of internship in the field of education can be in the form of lab assistants, teaching assistants, team work of senior-junior teachers with the essence of juniors learning from seniors who are good examples (role models). 2) External Approaches, namely training or development activities conducted outside the workplace provided by government institutions, private institutions, professional organizations, and private training institutions. This approach is short-term and longterm. For short-term training, for example, registering employees in short training (several hours to several weeks), while for long-term training, employees can register for several courses at college. 3) Partnership Approaches, namely employee training or development programs carried out in collaboration with academies, polytechnics, even institutes or universities where the development program is packaged specifically according to the needs of the sending institution (customized program). Regardless of the form of approach chosen, in its implementation it is necessary to pay attention to the principles of MMT as emphasized by J.M. Juran as follows. a. Is training and development a voluntary choice or a necessity? If training and development are essential to the quality system to achieve organizational goals and the organization is committed to implementing MMT, then training and development become an obligation, no longer a voluntary choice. b. What is the order of implementation of training and development for staff and managers. Although in the MMT setting, needs are recommended to be referred from below (bottom-up approach), but in the order of implementation, giving examples, it needs to be reversed, namely from top to bottom (top-down approach). Managers receive less material but receive it first. For the concept, the new philosophy including MMT, top and middle managers need to receive training earlier than staff and frontline employees for the reasons (1) by receiving training earlier, managers will have more ability so that they are able to review all proposals for their staff and employees; (2) Managers are able to build a culture of quality culture and become examples (role models) in the implementation of MMT. c. What training and development materials should be taught? Training and development materials need to be arranged to support the vision, mission, and programs of the institution to achieve increased product/service quality, productivity, and competitiveness. As explained previously, training and development needs are determined by the differences in knowledge, skills and attitudes possessed by employees, staff, and managers with what they need to be able to perform in supporting the goals of the institution. Because the training needs of each employee/staff vary in level and scope, institutions need to have archives that can track what training and development employees, staff and managers have had.