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101

EVALUATING SOUTHEAST SULAWESI’S DEPARTMENT OF HUMAN

RESOURCE DEVELOPMENT APPARATUS’ EDUCATION AND TRAINING

PROGRAMS

Malesa

Department of Human Resource Development, Southeast Sulawesi

malesamalesa68@gmail.com

Abstract

This study aims to find information about the implementation of the Education and Training (Diklat)

program at the Human Resources Development Agency (BPSDM) of Southeast Sulawesi Province. This

study uses the Discrepancy Evaluation Model (DEM). This study uses a qualitative method with a

population of social situations at the Human Resources Development Agency of Southeast Sulawesi

Province, Regency and City with a sample of 24 informants from the province and 60 regencies and

cities. The data analysis results show that: 1) the quality of the implementation of education and training

programs for the apparatus is in accordance with the implementation of tasks that have been required by

the institution; 2) the results of performance achievements show various responses from each

informant; 3) the implementation of the Education and Training program at the Provincial BPSDM has

reached the standard, while the Regency and City have not yet reached the standard; 4) Influential

factors in the implementation of the education and training program are supported through the provision

of infrastructure, widyaiswara/resources/trainers, methods, evaluation and follow-up. The findings

recommend that institutions need to provide the necessary infrastructure, allocate APBD funds,

competency-based curriculum, and post-training alumni follow-up activities.

Keywords: Training Participants, Evaluation Program, Quality Management

This work is licensed under a Creative

Commons Attribution No Derivatives 4.0 International License

INTRODUCTION

Civil servant is the main element HR apparatus that determines success of governance and

development. The figure of a civil servant who plays this role is a civil

servant who has competence indicated by attitudes and behaviors that are full of loyalty and

obedience to the state, moral and mental and professional (Suwatno, 2011). One of the efforts

that needs to be done is coaching through education and training (Fauzi,

2011).

Education and training are united as a learning process that leads to changes in employee

attitudes and behavior to meet job qualification expectations and organizational development

demands. In Law Number 8 of 1974 concerning the Basics of Personnel, in order to achieve

maximum efficiency and effectiveness, civil servant training is held aimed at improving

service, quality, expertise, and skills. In PP No. 101 of 2000 concerning Education and Training

for Civil Servants (Education and Training for Civil Servants, 2000), it is stated that training is

carried out to improve knowledge, skills, and attitudes in order to be able to carry out

professional duties based on the personality and ethics of civil servants.

Designing a training program is an elaboration of training management which is carried

out in a systematic, planned and directed manner through assessing needs, formulating goals,

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

Training Programs

102 Vol. 1, No. 2, November 2021

designing programs, implementing, and evaluating (Daryanto & Bintoro, 2014). Training needs

analysis is the first step in a training plan. Besides that, training needs analysis is also a stage

in the preparation of programs related to the types, procedures, models and training techniques

that need to be carried out in education and training management (Byars & Rue, 2008). The

search begins with an analysis of the existing tasks/functions, qualifying the requirements to

fulfill the function, then looking for a solution for the type of education and training that

includes the material that must be presented, the appropriate training method to meet the type

of qualifications required related to the skills and areas of expertise (Nyre & Rose, 1979). At

the end of the training, it must be evaluated to determine its effectiveness, change or improve

employee behavior in an effort to improve performance (Basri & Rusdiana, 2015).

The implementation of education and training at the BPSDM of Southeast Sulawesi

Province is still not optimal, besides that the policies are still centralized, so that local education

and training institutions do not provide support for the implementation of education and

training. Based on observations related to the results of the post-training evaluation by the

Provincial BPSDM in 2008. The total alumni of group I, II and III pre-service training (5,238

people), level IV leadership training (678 people), leadership training level III (1,804 people),

technical training (598 people) people), and functional training (864 people) (Southeast

Sulawesi’s Department of Education and Training, 2008). The data shows that the

implementation of education and training is still a formality, fulfilling the target quantity of

employee appointments to meet the requirements of CPNS to become civil servants, besides

that it is a place for promotion, compared to the need to increase competence in the context of

carrying out job duties in the work unit.

Other empirical facts from the evaluation of the training program for apparatus at the

Jakarta Religious Education and Training Center show that only 43% of class III pre-service

training instructors are considered good; 64% of learning materials are not in accordance with

the needs of participants; meanwhile the level of readiness of the education and training

infrastructure is considered good; as well as the aim of the training, increasing the knowledge

and skills of participants according to their job duties is considered very low (36%), although

changes in behavior towards education and training are considered good (60%) (Juanda, 2011).

Therefore, the various problems and phenomena of education and training above require a

quality management system of education and training, competency-based education policies

(Robbins & Coulter, 2003). This means that the education and training is carried out not only

to form the competence of the apparatus/PNS, but the competence must be relevant to their

duties (Dyck & Neubert, 2009). In other words, these competencies can directly assist in

carrying out their duties and positions. Article 26 of PP Number 101 of 2000 (Education and

Training for Civil Servants, 2000) outlines eight training strategies, namely the preparation of

training guidelines, curriculum development, training implementation guidance, training

standardization and accreditation, education and training information systems, supervision of

training implementation, consulting assistance, guidance, cooperation in development and

implementation, and training evaluation.

Given the importance of training for the apparatus, the program needs to be evaluated

scientifically (Arifin, 2011). Evaluating the implementation and achievement of the goals and

objectives of the training program for officials, looking further at the discrepancy between each

component evaluated (Standard) on the implementation of a performance policy, using

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

Training Programs

103 Vol. 1, No. 2, November 2021

the Discrepancy Evaluation Model (DEM), with coverage on the assessment of the results of

the implementation of the training (Provus, 1969). For this reason, the research sub-focus is on

the components of training facilities (facilities and infrastructure), components of education

and training personnel (Training managers and widyaiswara), program components

(Curriculum, training materials, methods, participants, and guidelines), implementation

processes, as well as evaluation and follow-up (Rahmanida, 2008).

The formulation of the research problem: 1) How is the design of the training program for

the apparatus at the Education and Training Agency of Southeast Sulawesi? (Goals and

objectives, as well as standards); 2) What are the operational steps of the program/supporting

capacity of the training program for apparatus at the Education and Training Agency of

Southeast Sulawesi Province?; 3) How are the factors influencing the results of the

measurement of the training program for the apparatus at the Education and Training Agency

of Southeast Sulawesi Province?; and 4) What are the results of the comparison of performance

versus standards to produce alternative solutions for the training program for the apparatus at

the Education and Training Agency of Southeast Sulawesi Province?

METHOD

This study uses a qualitative approach and method with the social situation of the

population or "social situation" (Sugiyono, 2012) at the Provincial Education and Training

Agency, Regency/City, consisting of 24 informants from the Province and 60 from the

Regency/City. The sampling technique is purposive sampling and snowball sampling. Data

collection techniques with questionnaires, interviews, observation, documentation and

triangulation. To describe the research data used descriptive analysis techniques and

qualitative data analysis. Data analysis with descriptive statistics is presented in the form of

tables or graphs about the aspects being measured. Meanwhile, qualitative analysis was carried

out by means of analysis during data collection and after the data was collected.

FINDINGS AND DISCUSSION

DEM Phase I (Design): Goals and Objectives, and Standards

The design of the education and training program for the apparatus has been supported by

adequate statutory regulations (Law, PP, Related Ministerial Regulations, Regional

Regulations, Pergub/Perwali/Perbup, and Education and Training MoUs). During the

implementation phase of the program, goals, objectives and standards of education and training

based on Law No. 8 of 1974 (Article 31) (The Foundation of Employment, 1974), Regulation

No. 101 of 2000 (Chapters 2 and 3), Regulation of the Head of LAN No. 2 of 2008, as well as

the decision of the Head LAN No. 193/XIII/10/6/2001(General Guide of Education and

Training for Civil Servants, 2001).

Education and training standards are provisions regarding the type and quality obtained by

each civil servant / apparatus in the context of carrying out tasks according to agency needs,

consisting of 14 indicators grouped in the evaluation aspect. The evaluated aspects

are DEM standards.

To facilitate the discussion, it is then simulated in the form of a Causal Loop Diagram

(CLD), as one of the modeling approaches in evaluating the training program for the apparatus.

training for the apparatus.

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

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104 Vol. 1, No. 2, November 2021

Pr ogram Dikla t

bag i Aparatur

Dukungan Sarasa &

Prasarana

Kompetensi

Pengelola Diklat

Kualifikasi &

Kompetensi

Widyaiswara

Kurikulum

& Bahan

Metode Pem

belajaran

Persyaratan

Peserta Diklat

Kinerja

Penyelenggaraan

Evaluasi & Tindak

Lanjut

Panduan Diklat

Ketersediaan

Gedung Kantor

Ketersediaan Ruang

Kelas & Diskusi

Ketersediaan Aula, Asrama,

Perpustakaan, Internet &

Poliklinik

Kompetensi

Pimpinan

Kompetensi

Penyelenggara

Pengalaman

Mengelola Diklat

Sejenis

Pembagian Tugas &

Tanggungjawab

Pendidikan Formal

Widyaiswara

Kompetensi

Widyaiswara

Pengalaman Mengajar

Widyaiswara

Bidang Spesialisasi/

Substantif

Persyaratan

Administratif

Persyaratan

Akademik

Jumlah Peserta

Diklat

Kesesuain

Metode

Efektivitas

Metode

Modul sesuai

Tujuan & Sasaran

Handout sesuai

Tujuan & Sasaran

Kelengkapan

Panduan

Kejelasan

Panduan

Kualitas Tampilan

Rencana Kesia

pan Diklat

Pelaksanaan

Diklat

Evalausi

Penyelenggaraan

Evaluasi Pasca

Diklat

Rencana Tindak

Lanjut

Evaluasi akhir &

Kinerja

Monitoring &

Pemantauan

Jenis Kegiatan

Langkah-Langkah

Pelaksanaan

Stakeholder

Terkait

Batas Waktu

Tempat

Pelaksanaan

Pemanfaatan

Lulusan

Penerapan

Pengetahuan

Kinerja Lulusan

Peningkatan

Kinerja

Sertifikat Diklat

TOC

Sertifikat Diklat

MoT

Diklat ToT

Substansi ToT

Kediklatan

Substansi

MoT/TOC

Substansi ToF

Efektif Membangun

Interaksi (Peserta -Wi-

Peserta)

Mata Diklat Sesuai

Tujuan & Sasaran

Muatan Panduan

sesuai Tujuan &

Sasaran

Isi Panduan Jelas

(Peserta, Wi &

Penyelenggara)

Pengajuan, Registrasi,

Kebutuhan Sarprasar,

Jadwal, Dll

Pelaksanaan PBM

& Penilaian

Metode susuai

Tujuan & Sasaran

Tampilan Panduan

berkualitas

The main components that affect the performance of program

implementation. The CLD also shows the causal relationship that occurs between the

education and training variables depicted by arrows, as shown in the following diagram

visualization:

Diagram. 4.1 Causal Loop Component Diagram

Based on the results of the evaluation, the performance achievements of the components

of the objectives, targets and training standards for apparatus at the Southeast Sulawesi

Provincial Education and Training Agency are as follows:

Table 4.1 Results of Evaluation of Training Objectives, Targets and Standards for Apparatus

Aspect

Evaluation

Criteria

Evaluation

Results

Evaluation

Performance

The aims and

objectives of the

training program

for

apparatus

1. Increased

knowledge, skills,

and attitudes of civil

servants

2. The creation of

civil servants who

act as a unifier of the

nation

3. Stable attitude and

spirit of dedication to

service, protection

and community

empowerment

1. Training for the

apparatus increases

the knowledge, skills

and attitudes of

employees

2. Education and

training to create civil

servants who are broad-

minded, innovative and

unifying the nation

3. Increased enthusiasm

and motivation of

employees in carrying

out service tasks to the

Achieved

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

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105 Vol. 1, No. 2, November 2021

Aspect

Evaluation

Criteria

Evaluation

Results

Evaluation

Performance

4. The creation of a

common vision and

mindset of civil

servants

community, including

protection and

empowerment

4. The formation of

a mindset or mindset of

employees in carrying

out their duties or

positions

Training standards

for apparatus

The achievement of

standards as a

reference for the

implementation of

the evaluation of the

education and

training program

Performance

achievements of Prov

Bandiklat 70.83% and

District/City 57.36%

Not

Achieved in

District/City

Bandiklat

DEM Phase II (Installation): Determination of Program Operational Steps/Supporting

Capacity

Table 4.2 Results of Education and Training Supporting Capacity for Apparatus at

BPSDM Southeast Sulawesi Province

Aspect

Evaluation

Criteria

Evaluation

Results

Evaluation

Performance

Support for

training facilities

and

infrastructure

Availability of

infrastructure for

BPSDM office

buildings,

classrooms and

discussions, as well

as halls, student

dormitories,

libraries, internet

and training

polyclinics

BPSDM Prov 80.56%

and District/City

38.33%

Not achieved

Competency of

government

education and

training

institutions

Competence of

leaders and

organizers of

education and

training,

experience, and

BPSDM Prov 70.83%

and District/City

59.17%

Achieved

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

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106 Vol. 1, No. 2, November 2021

Aspect

Evaluation

Criteria

Evaluation

Results

Evaluation

Performance

division of tasks

and responsibilities

Widyaiswara

qualifications

and

competencies

Suitable with

formal education,

the competence of

lecturers, teaching

experience, as well

as areas of

specialization

BPSDM Prov 79.92%

and District/City

63.33%

Achieved

Curriculum and

training

materials

Suitability of diklat

materials with

principal ones, as

well as the module

BPSDM Prov 70.83%

and District/City 70%

Achieved

Learning

methods

The suitability and

effectiveness of

training method

BPSDM Prov 79.17%

and District/City 60%

Achieved

Requirements

for training

participants

The suitability with

administration and,

as well as the

number of

participants diklat

BPSDM Prov 62.50%

and

District/City 61.67%

Achieved

A guide

for implementati

on of diklat

Completeness,

clarity and quality

of the guides

BPSDM Prov 62.50%

and District/City 70%

Achieved

Process of

education and

training

Implementation of

the readiness plan

and implementation

of the training

BPSDM Prov 58.33%

and District/City

78.33%

Achieved

Training

evaluation and

follow-up

The

implementation of

the final evaluation

and performance of

the implementation

and post-training

program

BPSDM Prov 70.83%

and

District/City 51.67%

Not Reached at

District/City

Bandiklat

In general, the implementation of the training program for apparatus at the Provincial

BPSDM has been supported by all components, both training infrastructure/facilities and

infrastructure, management competencies, widyaiswara qualifications and competencies,

training curriculum and materials, methods, training participant requirements, training

guidelines, implementation process, and evaluation and follow-up. However, it is different

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

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107 Vol. 1, No. 2, November 2021

from the District/City Education and Training Agency/Agency which has not been supported,

especially on the components of the availability of facilities and infrastructure, as well as

follow-up training. Based on the facts in the study, there are still 5 district/city local

governments that do not yet have training facilities and infrastructure, namely 1). BKD and

Konawe Regency Education and Training, 2). BK and Kendari City Education and Training,

3). BKD Kolaka Regency, 4). BK and Education and Training in Bau-Bau City, and 5). BK

and Education and Training in South Konawe Regency. Meanwhile, there is one local

government that has training facilities and infrastructure, namely the Muna Regency Education

and Training Agency.

DEM Phase III (Interim Products): Analysis and Determination of Measurement Results

Table 4.3 Inhibiting and Supporting Factors for Education and Training Achievements for

Apparatus at BPSDM Southeast Sulawesi Province

Aspect

Evaluation

Obstacle factor

Supporting

factors

Performance

P(%)

KK (%)

P(%)

KK (%)

Support for training

facilities and

infrastructure

19.44

61.67

80.56

38.33

Not achieved

Competency of

government education

and training institutions

29.17

40.83

70.83

59.17

Achieved

Widyaiswara

qualifications and

competencies

27.08

36.67

79.92

63.33

Achieved

Curriculum and training

materials

29.17

70.83

Achieved

Learning methods

20.83

79.17

Achieved

Requirements for training

participants

37.50

38.33

62.50

61.67

Achieved

The guide for

the implementation of

diklat

37.50

62.50

Achieved

Process

education and training

29.17

21.67

70.83

78.33

Achieved

Training evaluation and

follow-up

41.67

48.33

58.33

51.67

Not achieved

In order to make the model of the training program more detailed, the main model and sub-

model distribution are compiled, as follows:

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

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108 Vol. 1, No. 2, November 2021

Kinerja Penyelenggaraan Diklat pada

Badan Diklat Prov. Sultra

Pemenuhan Kinerja Penyelenggaraan

Diklat pada Badan Diklat Prov. Sultra

Peningkatan Kinerja

Penyelenggaraan Diklat pada Badan

Diklat Prov. Sultra

kualitas prasarana

diklat

kondisi/ketersediaan

gedung kantor

kondisi/ketersediaan

ruang kelas

kondisi.ketersediaan

aula

Kondisi/ketersediaan

asrama

kondisi/ketsediaan

perpustakaan

ketersediaan internet

jaringan (wi-fi)

ketersediaan

poliklinik

peningkatan

kompetensi pengelola

kualitas pimpinan

kualitas pengelola

diklat MoT

diklat TOC

penkingkatan kualifikasi

& kompetensi pengajar

pendidikan

widyaiswara

kompetensi

widyaiswara

setara/lebih

tinggi S1

relevan dgn

program diklat

pengalaman

mengajar

diklat ToT

bidang substantif

ToT subtansi prajab,

pim III & IV

ToT substansi MoT

& TOC

ToT substansi ToF

pengembangan

kurikulum & bahan

kesesuaian mata

diklat

kesesuaian modul

kesesuaian

handout

Metode

Pembelajaran

kesesuaian metode

kinerja pimpinan

kinerja

penyelenggara

kompetensi

pengelola

Pemenuhan Kinerja Penyelenggaraan Diklat

Kabupaten & Kota

Kinerja Penyelenggaraan Diklat

Kabupaten & Kota

Peningkatan Kinerja Penyelenggaraan

Diklat Kabupaten & Kota

Kinerja Penyelenggaraan

Diklat Badan/Instansi Diklat

Kab & Kota

Peningkatan

Pelaksanaan PBM

Proses Penilaian

Rekrutmen Peserta

persyaratan

administrasi

Persyaratan

akademis

Jumlah Peserta

Evaluasi & Tindak

Lanjut

Evaluasi

Penyelenggaraan

Evaluasi Tindak

Lanjut

Rencana Tindak

lanjut

Jenis Kegiatan

Langkah

Pelaksanaan

Stakeholder

Tempat

Pelaksanaan

Batas waktu

Laporan Hasil

Akhir

Laporan Kinerja

Penyelenggaraan

Penyelenggaraan Diklat

Pola Kemitraan

Penyelenggaraan

Diklat Pola Fasilitasi

efektivitas

metode

Diagram 4.3 Stock and Flow Maps Influential Factors

The model affects the fulfillment of the performance of the implementation of the training

for the apparatus. The improvement in the performance of the implementation of the training

has a positive influence on the performance of the Provincial BPSDM. The sub-model is

influenced by the condition/availability of infrastructure, training management competencies,

widyaiswara qualifications and competencies, education and training curriculum and materials,

learning methods, training guides, and the training process. Meanwhile, the sub-model of the

performance of the implementation of training for apparatus at the Regency/City Education

and Training Agency/Agency is influenced by the availability of the budget, training

infrastructure, management competence and widyaiswara competence.

DEM Phase IV (Terminal Products): Comparison of Achievements

The measurement results show the highest level of performance in the education and

training infrastructure support component (Provincial BPSDM) 80.56% with a discrepancy

of 19.44%. Meanwhile, the lowest performance is infrastructure support (Regency and City

Education and Training Agencies) 38.33% with a discrepancy of 61.67%. The result of the

comparison between performance vs. discrepancy for the Provincial Education and Training

Agency has reached 70.83% and the discrepancy is 29.17% and for the Regency and City

Education and Training Agencies it has reached 57.38% and the discrepancy

is 42.62%. Standards that have not been met, especially in the aspect of infrastructure (office

buildings, classrooms, dormitories, halls, libraries, internet & network (wi-fi), places of

worship, sports facilities, polyclinics). While the Provincial Education and Training Agency is

the evaluation aspect of post-training in the alumni workplace.

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

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109 Vol. 1, No. 2, November 2021

Table 4.5 Alternative Solutions to the Training Gap for Apparatus

Standard

Discrepancy

Alternative Policy Solutions

Facilities and

Infrastructure

Support

training

There are still 5

(five) regencies and

cities that have not

met the training

criteria for the

apparatus to

provide office

building

infrastructure,

classrooms,

discussion halls,

student dormitories,

library rooms, and

accessories.

- Construct office buildings within

walking distance

- Provide classrooms, discussion of

equipment, halls, student dormitories,

library rooms, internet and polyclinics

- Providing sufficient budget through a

political budget mechanism by the

government and DPRD

Competency of

Education and

Training

Institution

Manager

The gap level

reached 29.17% or

7 people did not

meet the criteria for

the Provincial

Education and

Training Agency,

while 40.83% or 25

people for the

Regency and City

Agencies/Agencies

- Institutional leaders include MoT

training for leaders and TOC for

organizers

- Improving experience through the

participation of the organizers of each

training activity

- Prioritizing an adequate budget in an

effort to improve the quality of human

resources for education and training

managers

Widyaiswara

Qualifications

and

Competencies

The gap

reached 29.17% or

7 people did not

meet the criteria for

the Provincial

Education and

Training Agency,

while 36.67% or

istrict and City

Agencies/Agencies

- Leaders encourage widyaiswara to

continue their appropriate studies

- Involve widyaiswara in the education

and training ToT

- The relevance of the widyaiswara's

bureaucratic experience is

extraordinary with the training subjects

taught

- Recruitment of new widyaiswara

Curriculum and

Training

Materials

There are

still 29.17% or 7

people who have

- The curriculum structure and training

materials are relevant to the

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

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Standard

Discrepancy

Alternative Policy Solutions

not met the training

criteria for the

apparatus, while the

Regency and City

Education and

Training

Agency/Agency

30% or 18 people

competency needs of civil servants in

carrying out their duties

- The need to include mulok as a training

subject needed in the workplace

- Modules and handouts must

be updated, and use a variety of

reference sources

Learning

methods

The gap

reached 20.83% or

5 people did not

meet the training

criteria for

apparatus for the

Provincial

Education and

Training Agency,

while 40% or 24

people for Regency

and City

Agencies/Agencies

- The method must be in accordance

with the learning objectives of adults

- Effective methods to build interaction,

both between

participants and widyaiswara, or

between the participants themselves

- The method used to develop the

cognitive, affective and psychomotor

domains in learning

Requirements

for Training

Participants

There are

still 37.50% or

9 people who have

not met the training

criteria for

apparatus for the

Provincial

Education and

Training Agency,

while 38.33% or

23 people for

Regency and City

Agencies/Agencies

- The recruitment process must be

selective and transparent in the

determination of participants

- The selection process for prospective

participants begins with

an assessment of the participant's

actual competency standards and is

Results of identification and analysis

of training needs

Process

Implementation

of Education and

Training

The gap

reached 29.17% or

7 people did not

meet the training

criteria for

apparatus for the

- Operators need to have the ability to

present work programs according to

the normatively provided format

- Responsibilities for presenting

programs, providing facilities,

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111 Vol. 1, No. 2, November 2021

Standard

Discrepancy

Alternative Policy Solutions

Provincial

Education and

Training Agency,

while 21.67% or

13 people from

Regency and City

Agencies/Agencies

monitoring and controlling tasks need

to be well planned

Training

Evaluation and

Follow-up

The gap rate

reached 41.67% or

10 people have not

met the training

criteria for

apparatus for the

Provincial

Education and

Training Agency,

while 48.33% or

29 people for

Regency and City

Agencies/Agencies

- The evaluation report and performance

of the implementation of the education

and training must be submitted

periodically to the LAN and regional

leaders

- Follow-up plans are carried out for the

application of knowledge and ability to

carry out tasks on assignments,

improving the performance of

individuals and alumni organizations.

CONCLUSION

1) The design of the education and training program for the apparatus at the BPSDM

of Southeast Sulawes has been supported by adequate legislations, both constitutional,

institutional and regulatory, functioning as the institutionalization of a policy. It is followed

up with the relevant ministerial regulation on guidelines, standards and common

pelaksanaan. Based on the instructions, training goals and objectives have been achieved in

accordance with Law No. 8 of 1974 and Government Regulation No. 101 of 2000.

Meanwhile, training standards (Regulation of the Head of LAN No. 2 of 2008 and Decree

of the Head of LAN No. 193/XIII/10/6/2001) become references regarding the type and

quality of implementation obtained by civil servants in carrying out their duties

professionally according to the needs of their agencies, consisting of 14 indicators have been

achieved. reach the standard.

2) Factors that have an impact on the measurement results are the unavailability of BPSDM

office building infrastructure, classroom discussion rooms, as well as halls, student

dormitories, libraries, internet and education and training polyclinics ,

especially District/City Education and Training Agencies/Institutions. Another factor is that

post-training follow-up activities at the alumni's workplace have not been implemented,

namely: 1) Types of activities implemented by participants in their workplaces; 2)

Evaluating Southeast Sulawesi’s Department of Human Resource Development Apparatus’ Education and

Training Programs

112 Vol. 1, No. 2, November 2021

Implementation steps; 3) Partners (Stakeholders) involved; and 4) Time and place

implementation.

3) The results of the comparison between standards and performance still show different levels

of gaps for each program standard/criteria. The alternative solution is to build a training and

education office building within walking distance, including MoT training for leaders, TOC

training for organizers, ToT training for widyaiswara, and S1/S2/S3 programs. In addition,

the recruitment of training participants must be selective and transparent, starting with

an assessment of the actual competency standards of participants, as well as identification

and analysis of training needs. Another aspect is post-training follow-up activities in the

workplace.

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