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Professional DevelopmentFor Academic and Non Academic Staff

Titi Savitri Prihatiningsih

Magister Manajemen Pendidikan Tinggi

Sekolah Pascasarjana

Universitas Gadjah Mada

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Free Powerpoint Templates12/13/2013 Titi Savitri Prihatiningsih-

BPK FKUGM

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Definition

Training needs analysis (TNA)

is a systematic method for

determining what caused

performance to be less than

expected or required.



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TNA is a process for

determining the degree to

which employees possess

the necessary competences

to carry out the strategy of

the organization



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A training needs analysis is

conducted when a

triggering event occurs that

a performance problem

exists and needs to be

corrected



TNA Approach

Proactive TNA

Reactive TNA

12/13/2013 Titi Savitri Prihatiningsih-

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Framework for

Training Needs

Analysis



Asking questions

Pedagocial content

knowledge

self-directed learning

Self-confident

Is open

Likes achieving goals



Organizational Analysis

Strategies of the Organization

Allocation of Resources

Internal Environment

Factors that affect ability to meet expected performances


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Operational Analysis

What competences needed to meet the

expected performance?

Determine the characteristics of task environment

require


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Job Analysis

Task Analysis Approach

Workers oriented approach


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Task Hierarchy Analysis

Komponen

Kompetensi

ElemenKompetensi

ElemenKompetensi

ElemenKompetensi

Knowledge

Skills

Attitude

ElemenKompetensi

Knowledge

Competences

14Titi Savitri Prihatiningsih -

BPK FKUGM



Example of Task analysis

Competency First Level Mid Level Senior Level

Customer

Orientation

Develop customer

consciousness in

others

Understands

customer needs and

translates to the

goals of the

organization

Establish a

relationship at the

strategic level.

Gain trusts of the

customers

Communicates and

resolve conflicts

Foster process

improvement and

change with linkages

to customer groups

Formulate

strategies to meet

identified and

anticipated

requirements

Ensures work exceeds

customer expectations

Instills and maintains

customer focus of

work unit

Is considered by

customers to be an

extention of their

organization


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Person Analysis

Expected Performance

Actual Performance

Performance Discrepancy


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Results of TNA

Non Training Needs

(Non Competency deficiency and Competency deficiency)

Training Needs


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Non Competency Deficiency

Rewards –Punishmetn

Incongruencies

Inadequate feedback

Obstacles in the system


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Competency Deficiencies

Job AidsPractice for Tasks

Changing the Job


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Attitude

skills

knowledge

Peran B

Role of

Policy (C)

Role of

Managerial (B)

Role of

Operational (A)

Education ResearchCommunity

Service

3. Stages of Role

2.Tridharma Area

1.Competence Area

Figure 1. Outline of FM-UGM Teacher Development Program



Teacher Training Program

Training Program

Basic Phase

Advanced Phase

Leadership Phase

Role

A

Role

B

Role

C



The Format of FM-UGM Teacher’s

Competencies Development

ProgramTeacher’s


Formal Program

Non-Formal Program





Program

Non-Formal Program

Independent learning

Computer Assisted Learning

Peer Group Discussion

Mentorship Consultation





Program

Formal Program

TrainingOn the Job

Training




Training Program

Basic Phase

Advanced Phase

Leadership Phase

Role

A

Role

B

Role

C



Basic Phase Training

• gives the basics for teaching and the development of teacher’s competencies

Basic Phase Training 1

• support for specific role implementation


• support the role implementation in clinical rotation





• Explain and implement the basic concept of PBL in various learning process

PBL

• Understand the curriculum and related academic regulations applied in FM-GMU

Introduction of Curriculum

Learning Process and Education

Strategies

• Able to make effective communication with students and colleague

Effective Communication

• Explain and apply various learning theories in various learning strategies




• Generic ability for self development

• Able to participate in teamTeam Work

• Understand the concepts of professional behavior in education

• Understand and apply education methods and professional behavior assessment

Professional behavior in Education

• Understand and implement the basic principle for constructive feedback and self reflection in teaching-learning process

Giving Feedback and Self Reflection

• Able to design, prepare and use learning resources and media

Learning Media Development




• Able to use seven-jump steps in tutorial process

Seven-jump Steps Method in PBL

• Able to prepare and deliver the lecture effectively

• Able to do self assessment during and after the lecturing process

Effective Lecturing

• Understand and apply the concept of learning process in laboratory

Learning Method in Laboratory

• Able to establish guidance for students’ academic related problems.

• Able to give counseling for students

Learning Support and Counseling



Basic Phase Training 2• Able to facilitate basic clinical skills

learning process.

• Able to give constructive feedback

• Able to assess students’ clinical skills

• Able to do self assessment in facilitating basic clinical skills learning process

• Able to use seven-jump steps in tutorial process

Basic Clinical Skills Learning

Method

• Able to choose, design, develop, apply, and evaluate the method of students’ assessment

Competence-Based

Students’ Assessment




• Able to design and write research proposal.

• Able to conduct research

Research Method

• Able to write scientific article following the valid academic writing regulations

Scientific Publication

Writing

• Able to facilitate the process of field learning

• Assess the process of field learning

Field Learning Method




• Understand the concept of public service in its relationship with Tridharmaprogram

• Understand various types and level of public service

• Able to apply the concept of public service in various types and level of public service including giving response to many offer and chances for doing public service

Public Service

Concepts




• Able to provide guidance for K3M

Learning Process in K3M

• Able to give clinical supervision Clinical

Supervision

• Able to do Clinical tutorialClinical Tutorial

(Case Based Learning)

• Understand and apply student’s assessment system during clinical rotation

Assessment in Clinical Rotation

• Able to conduct professional behavior assessment and education method during clinical

Professional Behaviors Assessment and Education

in Clinical Rotation



Advanced Phase Training

• Able to make scenario used for tutorial discussion

• Able to evaluate scenario that has been made

Scenario Making

• Able to design and develop competency based curriculum

Competence-Based Curriculum

Basic clinical skill curriculum

development

• Able to establish standard setting for students’ assessment

Standard Setting Establishment for

Students’ Assessment

• Able to design and develop clinical skill curriculum



Advanced Phase Training

• Able to design and develop the curriculum of Clinical Education

Clinical Rotation Curriculum

Development

• Training to create and develop an effective learning environment

Effective learning

Environment Development

Procedure Manual Making

• To make the procedure manual as the part of education quality assurance system.



Leadership Phase Training

• Training to create and develop an effective and efficient high education organization

Higher Education Organization Development

• Training to develop the medical skill laboratory work performance

Clinical Skills Laboratory

Management

• Training to create and develop management system of High Education Organization Development in Competency Based Curriculum Implementation

Higher Education Organization

Development in Competency Based

Curriculum Implementation



Leadership Phase Training

• Training to manage changes in educational institution

Changes Management in Medical Education

Institution

• Training to design strategic plans of faculty

Strategic Planning Development

• Training to analyze and evaluate curriculum implementation

Curriculum Evaluation and Analysis

• Training to develop Internal Quality Audit in Quality Assurance System

Internal Quality Audit in Quality Assurance

System




Training Program

Basic Phase

Advanced Phase

LeadershipPhase

Role

A

Role

B

Role

C


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