3. TRANSFORMATION OF HUMAN CAPITAL DEVELOPMENT OF THE PUBLIC SECTOR IN INDONESIA (2021).pdf

Transformation of Human Capital Development
of the Public Sector in Indonesia
1

i
Adi Suryanto, et al. (Editors)
Copyright @ 2021 The National Institute of Public Administration,
The Republic of Indonesia. All Right Reserved.
Copyright is protected by law.
Title of Book : Transformation of Human Capital Development of
Public Sector in Indonesia
Publisher : Indonesian Widyaiswara Profession Association
Place of Publication : Jakarta
Published year : 2021
Printed To : 1st
(First)
Number of pages : xiv + 134 pages
ISBN : 978-623-99129-6-3
Book Size : 18.2 cm x 25.7 cm
IKAPI Member’s ID : Nomor Anggota 599/Anggota Luar Biasa/DKI/2021
Redactional:
Gedung Atmodarminto, BPPK Kementerian Keuangan
Jl. Purnawarman No.99, Kebayoran Baru, South Jakarta.
Email : bppdapwi@gmail.com
Website : https://www.bppdapwi.com
Whatsapp : 083840572182

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Editors:
1. Dr. Adi Suryanto, M.Si. Chairman of The National Institute
of Public Administration
2. Dr. Agus Sudrajat, M.A. Deputy Chairman for Research
and Innovation of ASN
Management
3. Dr. Basseng, M.Ed. Deputy Chairman for Competency
Development Training
Writers:
1. Drs. Haris Faozan, M.Si. Expert Policy Analyst
2. Marsono, S.E., M.M. Associate Expert Researcher
3. Amrillah M, S.I.P. First-Level Researcher
4. Arif Ramadhan, S.A.P., MAP. First-Level Researcher
5. Madya Putra Yaumil Ahad, S.I.P., M.Si. First-Level Researcher
6. Azwar Aswin, S.Sos., MAP. First-Level Researcher
Contributors:
1. Erna Irawati, S.Sos., M.Pol.Adm. Director of Center for Program
Development & ASN Competency
Development Policy
2. Agustinus Sulistyo Tri P.,SE.,M.Si. Associate Expert Researcher
3. Ana Lestari, S.Sos., M.Si. First-Level Policy Analyst
4. Budi Fernando Tumanggor, S.S., M.B.A. Expert Assistant Lecturer
5. Nurhuda Firmansyah, SKM., MAP. First-Level Researcher
6. Oki Kurniawan, .S.IP. First-Level Policy Analyst
7. Pupung Puad Hasan, SE., M.Ec.Dev. Associate Expert Trainer
8. Susy Ella, S.Si., MA. Junior Researcher/Coordinator of
Competency Mapping Study
9. Octa Soehartono, S.E., M.P.A. Junior Personnel Analyst/
Sub-Coordinator of Career Planning

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and Development
10. Yoga Suganda Sukanto, S.Sos. First-Level Policy Analyst
11. Metha Claudia Agatha Silitonga, S.Sos. First-Level Researcher
12. Reza Gufron Akmara, S.IP. First-Level Policy Analyst
13. Rizky Fitria, S.E., M.S.E., M.Ec. Junior Policy Analyst/ Sub-
Coordinator of Monitoring,
Evaluation, and Reporting
14. Sherwin Mikhael Soantahon, S.T., M.MSI. Junior Policy Analyst/
Academic Sub-Coordinator
15. Lina Indarwati, S.Kom. First-Level Personnel Analyst
16. Reny Ramdiani, S.Si. First-Level Personnel Analyst
17. Puspa Ayu Kusumo Putri, S.E. Competency Assessment Assessor
18. Yudiantarti Safitri, S.E., M.P.P HR expert
Translator:
Agung Nugroho, M.Ed. Head of Language Training Center,
The National Institute of Public
Administration
Cover Designers and Layout Persons:
Amrillah M, S.I.P. First-Level Researcher
Agus Pahrul, S.T., M.T. System Information Analyst

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Ministry of Administrative and Bureaucratic Reform
Republic of Indonesia
REMARK OF THE MINISTER OF ADMINISTRATIVE
AND BUREAUCRATIC REFORM ON THE BOOK OF
TRANSFORMATION OF PUBLIC SECTOR HUMAN
Assalamualaikum Warahmatullahi Wabarakatuh,
The development of quality and competitive government human resources is the
key in facing the challenges of competition in the future. For that reason, the
government continues to build the ASN brand: "Proud to Serve the Nation" and
CAPITAL DEVELOPMENT IN INDONESIA

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the implementation of ASN core values: "BerAKHLAK", namely Service-Oriented,
Accountable, Competent, Harmonious, Loyal, Adaptive, and Collaborative.
Branding and core values of ASN must be internalized to all people of the State
Civil Apparatus (ASN), both Civil Servants (PNS) and Government Employees with
Employment Agreements (PPPK).
Enactment of Law No. 5 of 2014 concerning the State Civil Apparatus and
Government Regulation No. 11 of 2017 jo Government Regulation No. 17 of 2020
on CivilService Management brings significant changes in personnel management
in Indonesia, including the development of personnel competency. The
development of ASN competencies should be based on the national and
institutional needs stipulated in the National Development Priorities outlined in
the vision, mission, policies, and strategies as stipulated in Presidential Regulation
No. 18 of 2020 on the National Medium-Term Development Plan (RPJMN) of
2020-2024.
The Covid-19 pandemic that is sweeping the world today should not be a barrier
for ASN to work professionally and optimally in delivering public services. In the
midst of the Covid-19 pandemic, ASN is expected to continue to carry out its
duties and functions as best as possible. Therefore, ASN must continue to develop
its competencies.
LAN was able to take advantage of momentum in the development of
competence and innovation through the publication of the book "Transformation
of Public Sector Human Capital Development in Indonesia". I hope, this book can
accelerate the internalization of ASN branding and core values ‘Ber-AKHLAK’,
especially in competency development activities. Competency development is no

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longer conducted as a routine but remains directed to the same goal, namely ASN
Ber-AKHLAK.
Congratulations to the National Institute of Public Administration (LAN) who
wrote this book. The book is expected to assist Ministries/ Institutions/ Local
Governments in implementing ASN management, especially at the stage of ASN
competency development. Hopefully, with this book, our efforts in realizing
superior ASN human resources through competency development can be
achieved and run optimally.
Wassalamualaikum Warahmatullahi Wabarakatuh
Jakarta, December 22nd
, 2021
TJAHJO KUMOLO

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Remark of The Chairman of The National
Institute of Public Administration
Assalamualaikum warahmatullahi wabarakatuh.
Thank God to the Almighty, for the publication of the book "Transformation
of Public Sector Human Capital Development in Indonesia". This book is the
result of a collaboration of functional/ professional officials within The
National Institute of Public Administration (LAN). This book is a positive
response and a real step by LAN to face the challenges of the strategic
environment that demands performance so that the book is expected to
provide new perspectives and patterns in more recent competency
development patterns.
We realized that this book had flaws and weaknesses. In this era of
disruption, a method or theory can soon find the antithesis quickly.
Nevertheless, we are optimistic that this collaborative product can be a small
step in fulfilling the ideal of realizing professional and superior human capital.

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We hope this book will also be a catalyst for other collaborative steps, so that
every idea, thought, and other contributor to the development of public
sector human capital can be manifested through various media and can be
accessed by more people.
Finally, our thanks go to Tanoto Foundation as a strategic partner who has
provided tremendous support to various programs carried out by LAN. Of
course, we hope this book becomes one form of cooperation product and
will continue in the future while affirming the joint commitment to the
development of human capital in the public sector in Indonesia.
Wassalamualaikum warahmatullahi wabarakatuh.
, 2021
ADI SURYANTO

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Remark of CEO Global Tanoto Foundation
The maximum appreciation we give to all leaders and
employees of the National Institute of Public
Administration of the Republic of Indonesia (LAN-RI)
for giving confidence to Tanoto Foundation to play an
active role in the implementation of competency
development for the State Civil Apparatus (ASN) in
Indonesia, especially in the preparation of the
Transformation of Public Sector Human Capital
Development in Indonesia.
We believe this collaboration is well-aimed and has
high hopes to create a professional and superior ASN.
I hope this good partnership can continue.
For us, it is certainly not easy to stay productive in the midst of the difficult
time of the Covid-19 pandemic. But we believe that all LAN-RI leaders and
employees have high and strong commitment and motivation so that LAN-RI
and Tanoto Foundation cooperation programs can run well and meet
expectations.
The existence of the book Transformation of Human Capital Development in
the Public Sector in Indonesia makes us believe that LAN-RI does not stop
making its best contribution to the Indonesian nation. This is in line with the
theme of LAN-RI and Tanoto Foundation cooperation in 2021, namely "From
LAN for The Country". We strongly support this cooperation, because we are

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of the view that this is LAN-RI's effort in realizing World-Class Bureaucracy
and Indonesia Gold 2045.
For this reason, we congratulate the publication of the Public Sector Human
Capital Development Transformation Book in Indonesia. Hopefully, it can be
useful and can be used as well as possible by ASN throughout Indonesia.
, 2021
J. SATRIJO TANUDJOJO

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Foreword
Deputy Chairman for Research and
Innovation of ASN Management
Assalamualaikum warahmatullahi wabarakatuh.
Competency development is one way to improve
the quality of ASN to realize world-class
bureaucracy and Indonesia Gold 2045. The
development of the world of VUCA and triple
disruption ranging from the Millennium Era,
Industrial Revolution 4.0, to the Covid-19
Pandemic. This is precisely what makes
bureaucracy, especially ASN, to be able to adapt
to very dynamic and rapid changes.
Law No. 5 of 2014 on ASN mandates LAN as a fostering institution in ASN
competency development in Indonesia, then LAN drafts various regulations
and guidelines to support the implementation of ASN competency
development. This book is a joint work of functional/professional officials
within LAN, who have extensive knowledge and experience related to the
development of ASN competencies. This book tries to provide a new
perspective once to photograph the phenomena that are happening now.
Later the book Transformation of Human Capital Development of the Public
Sector can be a reading that has weight in providing a picture as well as a
contemporary view of the development of ASN competence in the midst of
VUCA and triple disruption conditions earlier.

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The Book of Transformation of Human Capital Development of the Public
Sector in Indonesia has certainly some shortcomings and weaknesses.
However, the visionary ideas and initiatives of this book will certainly provide
a new paradigm and outlook related to the world of ASN competency
development. Furthermore, we really expect the advice and input of all
readers for the refinement of this book, so that discourse on the
development of ASN competencies will continue to roll and become an
interesting issue to continue to be discussed.
Wassalamualaikum warahmatullahi wabarakatuh.
Jakarta, 22 December 2021
AGUS SUDRAJAT

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TABLE OF CONTENTS
REMARK FROM THE MINISTER OF PAN-RB iv
REMARK FROM THE CHAIRMAN OF NIPA vii
REMARK FROM CEO GLOBAL TANOTO FOUNDATION ix
FOREWARD DEPUTY CHAIRMAN FOR RESEARCH AND INNOVATION OF
ASN MANAGEMENT xi
TABLE OF CONTENTS xiii
Editorial: WHY TRANSFORMATION? 1
CHAPTER ONE
Learning from Multi-Disruption Era
VUCA Era 5
Triple Disruption 5
How Should Public Sector Respond? 7
CHAPTER TWO
Paradigm Shift in Human Capital Development
Human Resource versus Human Capital 10
Training versus Learning 12
ASN Capabilities versus Global Needs Trends 15
How Does the Public Sector Place Attitudes? 21
CHAPTER THREE
Portrait of Current ASN Competency Development
Management Stage of ASN Competency Development 26
 ASN Competency Development Planning 28
 Implementation of ASN Competency Development 41
 Evaluation of ASN Competency Development 65
Supporting Resources of Competency Development 73
 Human Resources 74
 Other Organizational Resources 76

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Problematic of ASN Competency Development Today 81
 Not aligned between ASN Competency Needs with Organizational
Needs 81
 The Main Portion of Competency Development still goes to Formal
Learning, What about Experiential and
Social Learning? 84
 Competency development still relies on assignment rather than
ASN initiatives. 88
 Uneven Access to Information Technology 89
CHAPTER FOUR
Public Sector Human Capital Development Trends in the Future
Learning Wallet 94
Global Talent Management 97
ASN Corporate University 103
Multi-Tenancy of ‘ASN Unggul’ Learning Management System 113
Cadre School: Preparing Outstanding Talents to Become 118
Future Leader
CHAPTER FIVE
Enabler of Human Capital Development
Leadership Commitment 123
Core Value and Branding of ASN Employees 124
Information Technology 126
BIBILIOGRAPHY 129

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::: EDITORIAL :::
WHY TRANSFORMATION?

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The disruption era nowadays has demonstrated and demanded
that the public sector make changes. The expected change is not limited to
conventional reactions that have no impact, but transformations that are
able to respond quickly to current demands. In order for the public sector to
be able to do this, it is high time to make the tradition of cultivating and
nurturing learning agility throughout the public sector.
In an effort to initiate that, it is necessary for the public sector to
change the mindset towards understanding the development of ASN in the
future. ASN should be viewed as human capital whose respective uniqueness
is a valuable investment for their institutions and for the government in
general. Therefore, the policy direction and strategy of public sector human
capital development need to be redefined and carefully established towards
learning centered on the learners themselves.
The above demands are not a mere slogan because the facts have
clearly shown that the development of ASN that has been done has not been
able to contribute and impact significantly. This was not worth the budget
that has been allocated. Such conditions should have made the public sector
aware of the urgency of realigning human capital development to welcome
Indonesia Gold which we are looking forward to.
The trend of public sector human capital development will be
directed at the development of leadership and competence throughout ASN
that is designed through integrated learning in the frame of ASN Corporate
University. In the context of ASN development in the future, fast-track
leadership programs based on talent scouting results are also a priority
agenda. To simplify the business process of financing and optimizing the

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results of the ASN development, the learning wallet strategy will also be
implemented. One thing that is no less important is the optimization of the
utilization of a multi-tenancy learning management system in integrated
learning.
The policy direction and strategy of public sector human capital
development above can be realized optimally if supported by 3 (three) main
enablers, namely, strong leadership ownership for all ASN, ownership of ASN
core values, and digital technology ownership. These enablers do not stand
on their own, but they rather complement and strengthen one another.

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CHAPTER ONE
Learning from
Multi-Disruption Era

5
VUCA Era
Today, the world is faced with an era where things can
change so dynamically or that are often expressed in the term VUCA
era (volatility, uncertainty, complexity, and ambiguity). The term VUCA
comes from the United States Army War College to describe cold war
conditions. But because of the similarity of meaning, the term VUCA is now
adopted by the business world and the public sector. Volatility is a term that
describes a world changing so fast, turbulent, unstable, and unpredictable.
Uncertainty describes the future conditions are full of uncertainty. Past
history and experience are no longer relevant to predicting probabilities and
something that will happen. Complexity: The modern world is more complex
than ever. Problems and consequences are more layered, intertwined, and
affect each other. The external situation at hand will be more complicated.
As well as the ambiguity that describes the scope of business is increasingly
confusing, vague, and elusive. Every situation can give rise to many
interpretations and perceptions.
Triple Disruption
Not yet coming to terms with the VUCA era, Indonesia is currently faced with
3 (three) disruption challenges namely digital disruption, millennial
disruption, and pandemic disruption. These three disruptions will erode
conventional ways and habits.
Digital disruption is an era where innovation and change are massive and
fundamental due to the boom in digital technology, thus changing the system
that occurs in Indonesia and globally. The development of digital technology

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is able to replace human work. Digital platforms are capable of transforming
production, distribution, and advertising in the media. The presence of digital
disruption is influenced by the 4.0 industrial revolution that prioritizes
information technology (Internet of Things, Artificial Intelligence, Cloud
Computing, and Big Data). It should be recognized that technological
advances have changed the working order, because sooner or later surely the
public sector will be affected. If change is not initiated by the public sector,
surely the demands of the community will continue to encourage changes in
the direction of digitalization.
The second disruption faced by Indonesia at this time is millennial
disruption. The results of the 2020 population census, Indonesia's population
of 25.87% is millennial, 27.94% generation Z, and 10.88% post generation Z.
This generation is very attached to information and communication
technology and is often assumed to be a disruptor through connectedness
with the internet so that it affects the mindset, values and behaviors
embraced. They are the types of people who multitask, love a dynamic and
fast-moving life. On the other hand, the current conditions in the public
sector are still dominated by the age group of 51- 60 years. With this, it will
be a challenge for the public sector to make a breakthrough in the
implementation of government because it will be faced with millennials who
are critical and have high expectations.
The third disruption faced is the covid 19 pandemic. The existence of this
pandemic changed the entire order of life including the public sector. The
Covid-19 pandemic triggered a change in culture and mindset, especially in
the public sector. The impact of changes in public sector culture will also
greatly trigger the creativity and innovation of organizational members

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within the agency. Currently, the majority of organizers in the public sector
inevitably have to follow and utilize technology as an effective medium of
communication and information in times of pandemics. For example,
changes in work mechanisms that were previously oriented in the office,then
slowly began to turn into work from home or flexible working arrangements.
The obstacle is that when the public sector is struggling with technology and
caught off guard with compulsion, then the essence of serving the
community will be further lost because it is confined to the burden. What
needs to be emphasized is not how sophisticated the device is used, but how
much ASN wants to adapt to the new order. In addition, the problem is not
just policy, but especially in the commitment of ASN and public sector
organizations to change the mindset and learn new things.
How Should Public Sector Respond?
In the era of uncertainty and the digital era as it is today, not only the work
environment and systems of an organization are required to be agile, but ASN
individuals in it also need to be developed in order to have learning agility
capabilities in order to meet the organization's demands for agile human
resources. Why is learning agility? Because only ASN individuals who are
willing and quick to develop their competencies can ensure the organization
is able to adapt to every change. So that an organization can be agile or not
depending on the learning agility of their individual ASN.
ASN individuals with high agility take the right lessons from their
experience and apply those lessons in new situations, they tend to seek new
challenges continuously, actively seek feedback from others with the aim of

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growing and developing, tend to reflect themselves, and evaluate
experiences and draw conclusions.
Learning agility is divided into four dimensions, namely: 1). People
agility: the extent to which ASN knows itself well, learns from experience,
treats others constructively, and is resilient in the pressure of change; 2).
Results agility: the extent to which an ASN gets results under difficult
conditions, inspires others, and builds the confidence of others with its
presence; Mental agility: the extent to which ASN thinks about a problem
from a new point of view and is comfortable with ambiguity, complexity and
explains their thinking to others; 4) Change agility: the level to which ASN
wants to know, has a passion for ideas and engages in skill development
activities.
Not only to improve the competence of ASN in the current conditions,
learning agility also acquires competencies that have not been needed but
are relevant to the competencies that will be needed in the future and apply
the new competencies from now on in the form of work patterns that are
different from before.
As an illustration, learning agility is also a factor of assessment in the
talent committee and has the same weight as competency assessment. The
talent committee classifies talent based on three variables, namely
performance, competence, and learning agility.

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CHAPTER TWO
Paradigm Shift in
Human Capital Development

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Human Resource versus Human Capital
The era of information technology and the industrial revolution
5.0 has had a tremendous impact on the paradigm shift of
human resource management. In the last five decades, resource
management has undergone 3 changes namely Personnel Management,
Human Resource Management, and currently the latest is Human Capital
Management (HCM).
As global challenges evolve, the Human Capital Management (HCM)
approach focuses on concepts that build systems as a way to support new
roles in recruitment systems and set work requirements, develop a
comprehensive and unified compensation system. In addition to developing
a training management system and career development. As a new approach,
the HR unit now serves more as a partner in an organization/institution.
This approach is the result of a process by which the organization
already knows and understands that individual employees are an important
asset of the organization. So that activities in human capital focus more on
activities carried out for the cultivation of individual knowledge of employees
as an effort to improve the quality and future of the organization. Keans
(2006) explained that Human Capital Management focuses more on adding
value to the development of individual employees. This factor is what
encourages Human Capital Management to prioritize the importance of the
data retrieval process, analysis to the presentation of data to get clear
directions and information as a reference to take action.
The interesting thing behind the birth of this concept is (1) How to recruit
competency-based employees: (2) How to develop leadership competencies

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as a way to strengthen organizational culture, internalize those cultural
values and create a cadre for future leadership; (3) How to quickly identify
competencies so that the development of competencies made appropriate
to reduce the competency gap; (4) How the organization hires the right
people to run the organization; (5) How the organization manages employees
consistently and measurable so that each employee can be treated fairly and
responsibly.
In addition, in order to be able to award the employees in accordance
with their performance and competence. (6) How to identify high-performing
individual employees in order to be used as cadres to occupy key positions in
the organization and most importantly ensure that the organization remains
flexible and responsive to meet the needs of employees. (7) How
organizations can provide appropriate, flexible, and timely learning.
Comparation of HRM and HCM
POINT VIEWPOINT FOCUS MEASUREMENT
HRM View HR as a supporter Ensuring human resources
become supporters in the
implementation of
business strategies, with
everything in themselves
Focus more on how
much employees have
given to the company.
HCM View HR as the spearhead
or key of the organization
Strategies to optimize
talent to generate or
create value used to
actualize and accelerate
the achievement of
effective and efficient
business strategies
To obtain, analyze and
present information in
order to develop the
organization
Source: Widyastuti Sukardi (2020)

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Training versus Learning
The impact of the human resource management paradigm as mentioned
above also brings a new paradigm from the development of ASN
competencies from training to learning, from classical models to e-learning,
from limited numbers, time, place, and cost to synergistic models of learning
governance through learning system management that prioritizes the
flexibility of anyone, anytime, anywhere without space and time limits.
Training is the process of developing a particular new skill or improving
the ability in a new skill. As well as ensuring employees have the knowledge
and competencies necessary to operate equipment whether it is machinery,
devices, software applications, or anything else. Another characteristic of
training is that it is performed at a specified time, both class-based takes
place while in the classroom and e-learning takes place at the time the
learner completes the module.
Another definition related to training is the process of teaching and
learning using certain techniques and methods that are done formally or non-
formally. The development of competencies in the form of training to
improve ASN knowledge and expertise can be done through classical and/or
non-classical training pathways. Classical and/or non-classical training tracks
consist of different types of training. In various types of training, ASN
competency development activities are carried out (LAN: 2019). Classical
training is carried out through activities that emphasize the process of face-
to-face learning in the classroom, while non-classical training is done through
activities that emphasize the learning process of work practices and/or
learning outside the classroom. Types of ASN competencies developed
through training include managerial competence, technical competence, and

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socio-cultural competence.
Nevertheless, the development of competence through training in
conventional ways carried out during this time is seen as less effective and
efficient. This is due to a number of inherent weaknesses in the conventional
learning model. First, the implementation of ASN competency development
requires a large cost. The research of the Center for administrative reform
studies of The National Institute of Public Administration (2015) revealed that
to develop the competence of less than 50% of its employees alone a central
government agency must allocate an average budget of 6 billion IDR every
year. If the development of competence is given to all employees, of course,
the budget that must be spent by the agency is much greater. Second, the
limitations of the capacity and facilities of government training agencies.
Third, conventional training is constrained by space and time. This is not
beneficial for Indonesia as an island nation. It is too expensive if the trainee
must be physically present at one training site.
While learning is the process of increasing the competence of employees
who are carried out constantly which is part of the daily experience and is
not bound to the set time and runs continuously. Many large companies,
corporations, and state-owned enterprises in developing their HR
competencies have shifted from training to focus on learning. The goal with
this approach is often to develop individuals in a more rounded way and give
them the skills to deal with much broader situations, including unpredictable
situations.
Therefore, optimizing the utilization of learning technology, such as
through e-Learning, is an inevitability if Indonesia wants to accelerate the
development of the competence of its apparatus. The application of e-

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Learning offers at least three learning methods. First, synchronous, which is
an online learning method that is done live, i.e. at the same time between
instructors and trainees for example by using the medium of webinar,
webcast, and life chat. Second, asynchronous, which is an online learning
method that is done on-demand, which is at the same time between
instructors and trainees. In this case, the medium used discussion forums,
video recordings of instructors, sound recordings of reading materials. Third,
hybrid/blended learning, which is a method that combines two classical
learning methods with e-learning systems. This method is seen as effective
when it begins to adapt to e-learning systems and allows for incorporation
with conventional classroom methods.
In response to the paradigm shift in competency development
mentioned above, on one occasion, the Chairman of The National Institute
of Public Administration (LAN), Adi Suryanto said that entering a new era of
habits, the development of competition needs to change the perspective.
Three things that become important in the framework of competency
development policy at this time are learning technology, integrated
competency development, and competency development for civil service
trainers and accreditation policy to support training institutions. In addition,
the competency development approach must have a relationship in
achieving organizational goals. So that it is not only oriented to the
development of individual competencies but also the improvement of
organizational performance.

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ASN Capabilities versus Global Needs Trends
It cannot be denied that the quality of the government’s human resources is
so important in realizing Indonesia Gold 2045. The quality of the State Civil
Apparatus (ASN) will greatly affect the quality of a country's bureaucracy. The
quality of bureaucracy will greatly affect the achievement of the quality of
development results. The importance of building a quality ASN that is
professional, high integrity, and being able to be a servant for the community
becomes a continuous priority program that never stops. This urgency is also
seen in the Plan.
National Long-Term Development (RPJPN) 2005-2025 which mandates
the construction of the state apparatus is carried out through bureaucratic
reforms to improve the professionalism of the state apparatus and to realize
good governance, in the center and in the region. It is also spelled out in nine
priority agendas called nawacita President-Vice President Joko Widodo-Jusuf
Kalla to build clean, effective, democratic, and reliable governance.
Throughout this government, there have been many strategies,
programs, and agendas for the development of the apparatus. The period of
the National Medium Term Development Plan (RPJMN) 2010-2014 has also
shown the progress and development of the apparatus. These advances
include (a) the development of assessment centers to support and record the
competency profile of bureaucratic cadres, (b) the implementation of
employee performance goals, (c) an open promotion system for Echelon 1
and 2 positions at 45 Ministries/Non-Ministry Agencies/Regional Institutions,
(d) control the number and distribution of civil servants through the
moratorium policy of prospective civil servants’ acceptance, (e) build a
national staffing information system.

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The development of the quality of civil servants is also carried out
through the renewal of modules and curriculum of training starting from the
training of induction to the end of level II (director level) and I (director-
general level) leadership training; (f) transparent prospective civil servant
recruitment using a computer-assisted test (CAT), involving a consortium of
universities in the creation and implementation of passing grades; and (g)
forming an ASN Change Leader through the Reform Leader Academy (RLA)
Program.
But the efforts that have been done are still not enough, this can be seen
from the performance of Indonesia's bureaucracy is still very low and lagging
behind, when compared to countries in the ASEAN Region and BRIC (Brasilia,
Russia, India, and China). Bureaucracy has not been able to function optimally
because there are still corrupt practices, poor public services, and
inefficiencies.
This can at least be seen from several parameters: (a) Ease of Doing
Business (EoDB) in 2019 ranked Indonesia 73rd
out of 190 countries, (b)
Corruption Perception Index (CPI) in 2013 ranked Indonesia 85th
out of 180
countries, (c) Control of Corruption (CoC) index in 2018, -0.25 from scale -
2.5 to 2.5 (d) Government Effectiveness Index (GEI) in 2018 placed Indonesia
at a score of 59.13 from the highest scale of 100 (e) Global Competitiveness
Report (GCR) in 2019, placing Indonesia 50 out of 141 countries, while for its
institutional variables, Indonesia was ranked 51 out of 141 countries, (f) e-
Government development index (EGDI), Indonesia was ranked 88 out of 193
countries in 2020. UNDP's 2019 human development index (HDI) ranked
111th out of 189 countries. The fundamental problem of lagging Indonesia's
bureaucracy compared to ASEAN and BRIC Regional countries is ASN

17
management, namely: still low competence and not in accordance with the
needs/placement in the position, performance/productivity has not been
optimal, and the integrity of civil servants is still low, and the remuneration
system is not feasible and performance-based. In the growth diagnostic study
by Bappenas, the Ministry of National Development Planning (2019),
overlapping and relatively closed regulations (including in the labor market)
and the quality of bureaucracy are still low (high corruption and inefficient
bureaucracy, weak coordination between policies, low quality of government
human resources) becomes a very binding constraint (the most binding
constraint) for the acceleration of economic growth and competitiveness.
Demographically, Indonesia's current ASN is also quite far from ideal.
The bureaucracy is currently mostly filled by general administration group or
currently known as implementing staff (43%), the composition of the age of
the aging category with the aging mode of 51 years (20.36%), in addition, a
number of 25% of the total civil servants currently also comes from the
recruitment of honorees who are not merit-based (appointment in 2005-
2013), even the quality of some high leadership positions (JPT) in the regions
falls into the category of low competence and performance amounting to
34.5% (Seknas FITRA (2018).
The number of technical professionals (JFT) outside health and education
personnel is still lower than the percentage of implementing staff, which is
only 8% of the total ASN (Ministry of Administrative and Bureaucratic
Reform, KemenPAN-RB, 2019). The distribution of technical JFT in regions
that support the superior potential of the region and national priorities such
as the tourism and processing industry is also still very lacking, for example
only 0.27% of ASN in Bali and Nusa Tenggara with a tourism background, and

18
only 0.06% in Sumatra with a background in the processing industry
(Bappenas, 2019).
In addition, there are also leadership issues in the bureaucracy that are
still trapped in bureaucratic pathology, this condition causes the bureaucracy
to be less responsive, low-service spirit, less sensitive to public problems, and
not innovative. Therefore, whether such bureaucratic machines are able to
take Indonesia in a better direction, the answer is certainly not.
The enactment of Law (UU) No. 5 of 2014 concerning the State Civil
Apparatus (ASN) became the anchor of the implementation of the merit
system in the internal bureaucracy and also became the legal basis in the
change of government human resources. Therefore, the priority target that
RPJMN 2015-2019 wants to realize to improve the quality of national
bureaucratic reform (RBN) is the consistent implementation of the State Civil
Apparatus Law in all government agencies. For this reason, the policy
direction and strategy include the implementation of transparent,
competitive, and merit-based management of the State CivilApparatus (ASN)
implemented through strategies, among others: the establishment of
prospective civil service formation and procurement is carried out very
selectively according to the priority of development needs and agencies;
implementation of a transparent, competitive, information and
communication technology (ICT) recruitment and selection system;
strengthening the system and the quality of training; The implementation of
an open, competitive, and competency-based promotion system is
supported by increasingly effective supervision by the State Civil Apparatus
Commission (KASN); implementation of employee performance
management system; and strengthening of national staffing information

19
systems.
Referring to the current demography of ASN and the global challenges
ahead, there is certainly still a large gap both related to competence and
qualifications. Global needs trends related to the number of future ASN
based on projected population and productive age and projected number of
ASN with the proportion of bureaucratic leaders with young age can be seen
in the following graph.
PROJECTED POPULATION AND PERCENTAGE
OF PRODUCTIVE AGE
Source: The Ministry of Administrative and Bureaucratic Reform, Kemenpan RB 2021
PROJECTED NUMBER OF ASNS AND YOUNG AGE LEADERS

20
Source: The Ministry of Administrative and Bureaucratic Reform, Kemenpan RB 2021
While the trend of global needs related to the capability and mindset of
ASN to realize world-class bureaucracy requires some changes ahead of
current conditions. Some of these changes can be seen in the following
figure:

21
LIST OF TOP 10 SKILLS
Source: World Economic Forum (2020)
From some of the most prominent global trends of knowledge and skills
groups as mentioned above, one of the references in transforming human
capital development, especially related to the synergistic design of learning
governance in the future.
How Does the Public Sector Place Attitudes?
Observing various paradoxes as a result of the paradigm shift in human
capital development in the public sector, the government has established the
development program of the state apparatus as stated in RPJMN 2020-2024
through a policy and strategy for the development of the state civil apparatus
in 2020-2024 including:

22
1. Strengthening the implementation of ASN Management includes: (1)
the implementation of ASN national talent management; (2)
Improvement of the ASN merit system; (3) Simplification of echelons,
and (4) Structuring of functional positions (professionals).
2. Institutional Structuring and Business Processes include (1)
Institutional arrangement of government agencies; and (2) Integrated
Electronic-Based Government System (SPBE).
3. Performance Accountability System Reform includes (1) Expansion of
integrity system implementation; (2) Strengthening RB (Bureaucratic
Reform) management and organizational performance
accountability, and (3) Reform of planning and budgeting systems.
4. Public Service Transformation includes: (1) E-services; (2)
Strengthening public supervision of public service performance; (3)
Strengthening the innovation ecosystem, and (4) Strengthening
integrated services.
Related to strengthening the training system or ASN training in the future
towards the integration of learning governance through the development of
information systems, financing systems, and modernization of curriculum
and learning modules. The transformation and strengthening are as follows:
1. Information System Development: (1) Strengthening integration with
all types and organizers of the training, not only in LAN (The National
Institute of Public Administration) but all government agencies; (2)
Development of e-learning features, including gamification and
customization to provide flexibility for trainees; (3) The development
of mobile applications to facilitate the training process; (4) 4 (four)

23
Strengthening portals not only accommodate e-learning, but also
knowledge repositories and forums for a community of practice; and
(5) The expansion of access is not only limited to ASN, but also the
general public (open courses).
2. Development of Financing System: (1) Initiation of integration of ASN
training financing managed in an integrated manner by an institution
appointed to implement it; (2) The development of ASN training
system into the ASN learning marketplace,making it easier for anyone
to develop themselves about anything, anytime and anywhere; and
(3) The development of ASN learning wallet as a flexible
breakthrough, the amount of the budget is determined through
competency assessment and performance achievements of each ASN.
3. Modernization of Curriculum and Modules: (1) Focus on efforts to
address current and future needs which include: (a) digital literacy;
(b) data literacy; and (c) emerging skills; (2) The development of forms
of microlearning to improve knowledge retention include: (a) Diverse
and interesting module formats; (b) Provide specific and directed
information; (c) Accessible on all digital gadgets; (d) Focus on the
exploration of learning and interaction between participants. (3)
Focus on improving the effectiveness of learning with composition:
 (a) 70% Experiential Learning comprises of: Apply learning in a real
situation, Try a new approach to an old problem, Lead a team and
Delivering teamwork;
 (b) 20% consists of Social Learning, Seeking feedbacks, observing
others, Brainstorming and discussion and Mentoring and coaching;

24
 (c) 10% consists of Formal Learning, Formal education, Training,
Development program, Seminars, and conferences.

25
CHAPTER THREE
Portrait of Current ASN Competency
Development

26
Management Stage of
ASN Competency Development
The enactment of Law No. 5 of 2014 on State Civil
Apparatus (UU ASN) has become a significant milestone of
change in terms of government Human Resource Management in
Indonesia. As explained in the ASN Law, the State Civil Apparatus (ASN)
is a profession for Civil Servants (PNS) and Government Employees
with Work Agreements (PPPK) who work in Government Agencies. ASN
is appointed and assigned duties in a government position or given the
duties of other countries and salaried based on laws and regulations.
In managing ASN used the principle of the merit system, namely ASN
policy and management based on qualifications, competence, and
performance fairly and reasonably without distinguishing political
background, race, color, religion, origin, gender, marital status, age, or
disability conditions. The purpose of the ASN Law is to realize an ASN
that has integrity, professional, neutral, and free from political
intervention, clean from the practice of corruption, collusion, and
nepotism and able to organize public services for the community and
able to carry out the role as a binding element of unity and unity of the
nation based on Pancasila (The Five Principles) and the 1945
Constitution.
This shows that ASN has a very strategic role in running the
government bureaucracy. In carrying out these roles optimally, ASN
requires the development of competencies in accordance with the
duties, principles and functions, and authority of their positions. In

27
essence, the development of ASN competence is organized with a view
to ensuring and maintaining the competence of ASN in order to meet
the required qualifications of the position it carries so that ASN can
further contribute optimally to its organization. This demand is further
strengthened by the launching of ASN branding: Proud to Serve the
Nation and core values of ASN Ber-AKHLAK: service-oriented,
accountable, competent, harmonious, loyal, adaptive, and
collaborative. The implementation of ASN branding and CORE VALUES
of ASN Ber-AKHLAK virtually by President Jokowi with Minister of
Administrative and Bureaucratic Reform on July 27, 2021, aims that all
ASN have the same orientation, namely providing the best service for
the community. The soul of serving and helping the community must
be firmly embedded in every ASN. It is no longer the era, ASN is styled
like a colonial-era official who actually asked to be served.
The focus on the target of achieving "Smart ASN" is spelled out in
the process of procurement or recruitment and development of ASN
competencies by encouraging the creation of government human
resources that has integrity, nationalism, professionalism, global
insight, mastery of information technology (information technology)
and foreign languages, as well as the spirit of hospitality,
entrepreneurship, and a wide network. To realize the ASN figure, a new
breakthrough is needed to increase the capacity of ASN through
integrated competency development methods. This is in accordance
with the explanation stipulated in PP (Government regulation) Number
17 of 2020 on Civil Service Management.
Competency development for ASN, is carried out in 3 (three)

28
stages, namely: 1) competency development planning; 2)
implementation of competency development; and 3) evaluation of
competency development.
A. ASN Competency Development Planning
Competency development planning arranged at the organizational
level becomes one of the determinants of the success of employee
competency development. At the planning stage, the implementation
of competency development must be directed to be oriented to
organizational problem solving, so that competency development is
prepared as a strategy to support the improvement of organizational
performance.
1. Preparation of Needs and Competency Development Plan
The important thing that needs to be considered in preparing the
needs and plans for competency development is the alignment of
competency development planning with the achievement of the
organization's mission vision goals and national development goals.
The image below illustrates how national development priorities and
goals relate to the development of employee competence.

29
RELATEDNESS OF COMPETENCY DEVELOPMENT PLAN
WITH RPJMN
Source: Adopted and processed from Kemenpan RB (2021)
The vision, mission, program, and Key Performance Indicator (IKU) of all
government agencies (Ministries/Non-Ministry Agency/Regional
Institutions) are derived from the national development priority objectives
contained in the RPJMN document. In carrying out organizational strategies,
there are two main aspects that need to be considered, namely
organizational structure and governance processes. In order for government
agencies to have an effective and efficient organizational structure and
governance program, it is necessary to carry out job analysis, workload
analysis, organize work relationships in business processes, and draw up
standard operating procedures. Furthermore, these documents become the
basis in determining the activities of developing employee competence, both
mandatory, supporting, and incidental.
The development of mandatory competence is the development of
competencies given to each employee in accordance with their respective
positions for the implementation of the work/function duties of each
department. Supporting competency development is the development of
competencies provided to employees in order to support the organization in
achieving the mission vision. The development of this competence is given to
employees after the development of mandatory competencies is fulfilled.
Incidental competency development is the development of competencies
needed according to the needs of current employees and agencies or real
needs in the field, for example with socialization, workshops, seminars, or
others.

30
If the flow as illustrated above can be implemented properly then the
development of employee competence can produce employees with optimal
performance that not only supports, the achievement of the vision and
mission of the organization but also national development goals and
objectives. In order for the above process to be carried out, then in the
preparation of needs and competency development plans need to go
through several stages as follows:
a. Ensuring the availability of RPJMN documents and strategic plans
to see the interrelationship and alignment of the organization's
strategic plan with national development objectives,

31
b. Ensuring the availability of mapping documents or mapping work
unit functions and tasks to identify whether there is an
overlapping between work units,
c. Ensuring the availability of mapping documents or mapping the
ideal competencies needed in carrying out organizational
functions and tasks.
2. Competency Development Planning Needs Analysis
The development of civil service competence needs to pay attention
to the results of performance assessment and competency assessment of
the concerned civil servants, for that it is necessary to conduct
competency assessment and performance assessment to know the needs
of competency development of each employee. The Minister of PAN-RB
in 2019 issued Regulation of Ministry of PAN-RB Number 3 of 2019 on
Talent Management, in this Regulation every agency both central and
regional, can map the position of employee boxes as measured by
employee performance and competence. There are 9 boxes that map
employees based on the performance ranking and competence of each
employee, from each box it can be planned the development path of each
employee.
a. Competency Assessment
Based on PP (Government Regulation) Number 11 of 2017 on Civil
Service Management junto PP Number 17 of 2020, the analysis of
competency gaps is the result of a comparison between the
competency profile of civil servants with the standard of competence
of the positions occupied and to be occupied. In article 171 paragraph
(2) stated that in order to provide information about the competence

32
of civil servants in the profile of civil servants, each civil servant must
be assessed through competency tests. Furthermore, articles 203 and
206 mentioned competency development is an effort to meet the
competence needs of civil servants with job competency standards and
career development plans, and to draw up competency development
plans, competency gap analysis, and performance gap analysis should
be conducted. For the preparation of the civil service competency
development plan, the results of the competency gap analysis of each
employee are needed as information in the decision-making of
competency development planning per employee.
Furthermore, the PP (Government Regulation) also mentioned, to
know the competence of civil servants in carrying out their duties and
positions need to be tested for competence. Competency tests can be
conducted by internal government assessors or in collaboration with
independent assessors. Competency tests are conducted to measure
managerial, technical, and socio-cultural competencies. Based on the
Regulation of the Chairman of BKN (The National Civil Service agency)
No. 26 of 2019 on The Development of Civil Service Competency
Assessment Organizers, the assessment of managerial and socio-
cultural competencies which is further called competency assessment
is a process of comparing the competence of civil servants with the
competence of the required positions using the Assessment Center
method. or other assessment methods. In the implementation of
competency assessment there are several methods that can be used,
namely; Simple methods, medium methods, and complex methods,
while other methods that can be used in the BKN Regulation can only

33
be used for the implementation of the highest competency assessment
for Administrator or Professional (Functional Position) at an equal level.
Competency assessment is carried out to obtain civil service
profiles, then the profiles are carried out for 1) filling positions through
transfer or promotion, 2) job mapping. For filling positions through
transfer or promotion the assessment category is divided into 3,
namely: qualified, relatively qualified, and less qualified. For
competency assessment mapping, the position of the assessment
category is optimal, relatively optimal, and less optimal.
COMPETENCY ASSESSMENT CATEGORY
PNS PROFILE RATING CATEGORY VALUE (%)
Filling Positions Through
Transfer or Promotion
Qualify ≥ 80
Still Eligible ≥ 68 - < 80
Less Qualified < 68
Job Mapping
Optimal ≥ 90
Relatively Optimal ≥ 78 - < 90
Less Than Optimal < 78
Source: BKN Chairman’s Regulation Number 26 of 2019
In addition to the assessment method by the assessor, competency
assessment can also be done with the dialogue of superiors and
subordinates in accordance with LAN Chairman’s Regulation No.10 of
2018. In article 10 paragraph (3) mentioned for Government Agencies
that have not conducted competency tests as referred to in paragraph
(1) can use competency assessment methods in the form of subordinate
superior dialogues uploaded into the Information System of Civil Service
Competency Development.
b. Performance Appraisal
Civil service performance assessment is regulated in PP
(Government regulation) Number 30 of 2019 and generated into

34
PermenPAN-RB (Minister of Administrative and Bureaucratic Reform
Regulation) Number 8 of 2021 on Civil Service Performance
Management System. Civil Service Performance Management System
is a systematic process consisting of performance planning;
implementation, monitoring, and coaching of performance;
performance assessment; follow-up; and performance information
systems. In the implementation of work, every civil servant is required
to write a performance plan and performance target every year or
known as employee performance target (SKP). Civil servant
performance consists of the results of work achieved by each civil
servant in the organization/unit in accordance with SKP and work
behavior. This performance assessment will complement the
positioning of employees in 9 boxes used in talent management.
The calculation of civil service performance assessment is further
detailed regulated in PermenPAN-RB Number 8 of 2021, where there
are 5 categories of assessment weights for civil servants, namely least,
less, enough, good, and very good.

35
PERFORMANCE ASSESSMENT CATEGORY
Category Value Information
Excellent ≥ 110 - ≤ 120 With New Ideas
Good ≥ 90 - ≤ 120
Enough ≥ 70 - < 90
Less ≥ 50 - < 70
Least < 50
Source: PP (Government Regulation) Number 30 of 2019
Civil service performance assessment consists of SKP assessment
and work behavior, in Permenpan No. 8 of 2021 work behavior
assessment is divided into two categories, namely assessment of work
behavior by Performance assessment officials without considering
levelled colleagues and direct sub-ordinates; and assessment of work
behavior by Performance assessment officials by considering levelled
colleagues and direct subordinates. Work behavior covers 5 aspects,
namely; service orientation, commitment, work initiative, cooperation,
leadership. Each aspect is rated at levels 1–7.
REQUIRED LEVEL OF WORK BEHAVIOR
Position Department Level Required Level
High Leadership
Position
Prime 7
Senior 6 – 7
Primary 5 – 6
Administrative
Department
Administrator 4 - 5
Supervisor 3 – 4
Staff 1 – 2
Functional
Department of
Expertise
Prime 5 – 6
Senior 4 – 5
Junior 3 – 4
First 2 – 3
Functional Skills
Department
Supervisor 3 – 4
Skillful 2 – 3
Skilled 1 – 2
Beginner 1 – 2
Source: KermenPAN-RB Regulation Number 8 of 2021

36
In determining the box for filling the position of each employee in
the talent management box, each employee will be stored in the box in
accordance with the competency assessment and performance
assessment (final assessment of SKP and behavior in accordance with
applicable regulations). For performance assessment is categorized into
5 categories of assessment while for determination in the box of talent
management will be categorized into 3 categories, namely; <50 - <70,
≥70 - <90, ≥90 - ≤120 whereas the competency assessment category in
accordance with applicable regulations.
c. Talent Management Results
Talent Management based on KemenPAN-RB Regulation Number 3
of 2020 is divided into two, namely National ASN Talent Management
and ASN Agency Talent Management. National ASN Talent
Management is an ASN career management system that includes the
stages of acquisition, development, retention, and placement of talents
that are prioritized to occupy target positions based on the highest
potential levels and performance through certain mechanisms that are
implemented effectively and sustainably to meet the needs of
Government Agencies nationally in order to accelerate national
development. While ASN Agency Talent Management is an ASN career
management system that includes the stages of acquisition,
development, retention, and placement of talents that are prioritized
to occupy target positions based on the highest potential levels and
performance through certain mechanisms that are implemented
effectively and sustainably to meet the needs of Central Agencies and
Regional Agencies. The information needed in the implementation of

37
competency development plan preparation is the result of competency
assessment and performance assessment that will be the basis of
employee placement in the talent management box. Boxes 1 - 9 are
preliminary information to plan employee development pathways in
accordance with the results of competency assessment and employee
performance.
The implementation of talent management is carried out in order
to manage human resource management so that the planning of
competency development and employee careers becomes more
targeted. The implementation of talent management is key in the
planning of competency development and employee career because
the implementation of employee competency development must be
carried out based on the results of competency assessment and
employee performance. Both assessment results are integrated, and
each employee's position can be mapped into the talent management
box. Units or positions that have duties and functions in the
implementation of talent management process the results of
performance and competency assessments into civil service profiles. In
accordance with PP (Government Regulation), Number 11 of 2017
junto PP Number 17 of 2020 on Civil Service Management, the profile
of civil servants at least contains:

38
1. Personal Data
2. Qualification
3. Track record
4. Competence
5. History of competency development
6. Performance assessment history
This civil service profile is one of the documents that will be used in the
preparation of employee competency development plans. From the results
of employee profiles, it can then be processed for mapping employee
positions in the talent management box in accordance with the results of
performance assessments and potential tests.
d. Work Unit Document of Competency Development Needs
In the stage of preparing an employee development plan, after the
unit/position responsible for preparing the employee development plan
has prepared an employee development plan in each unit in accordance
with the results of performance assessment and competency tests, it is
necessary to clarify or increase the needs of the development of
employee competence from each work unit. This needs to be
implemented by the respective work units and employees so that they
know and clarify the development plan that has been prepared by the
unit/position responsible for preparing the employee development plan.
Planning for the development of employee competence is not only
the duty and responsibility of one unit or one position, but all units also
have a responsibility in mapping the needs of the development of
competence of each employee by considering information about the
position and existing employees. The work unit competency
development requirement document is one of the documents that
provide information about the substance needs for the development of
employee competencies in their work units. This is very necessary by the

39
unit that arranges the planning of employee competency development
because the substance of the needs of employee competency
development is very dynamic depending on the current situation and
conditions. This will serve as supporting training for employees to be able
to support unit performance.
The preparation of a competency development plan is not only the
work of one unit but needs to involve various information from various
parties. With these documents, competency development planning will
be more measurable so that planning in accordance with the assumed
positions to be able to carry out organizational work programs and also
accommodate the needs of competency development of work units and
employees.
e. Budget
Budget is a very important point in the preparation of competency
development plan, from the available organizational budget the
preparation of competency development plan must be adjusted to the
priority of competency development that is mandatory for employees
who occupy a position. So that the development of mandatory
competence is an important top priority in preparing an employee
development plan. Furthermore, the development of supporting and
incidental competencies can be considered to be implemented if there
is a budget left.

40
3. Map Preparation of Competency Development Needs
The stage of preparing an inventory of employee competency
development needs are carried out based on competency assessment
analysis data, performance assessment, talent management results, and
competency development documents from the work unit. In conducting an
inventory of competency needs that will be developed for each employee
can be selected employee competency development program directed at the
substance of the program with a form of development that is adjusted to the
map of employee competency development based on the results of
employee positioning in 9 boxes used in talent management.
Employee Competency Development Planning Form
Name ID Position Box Grid of
Assessment
Test Results and
form of
Development
Development Plan
Competency
Devs. shape
Competency
Devs. Type
Competency
Development
Line
Title of
Training
Organi-
zers
Schedule Budget
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11)
Note:
1. Filled with the name of the employee whose competency development needs is being
identified;
2. Filled with the employee’s ID whose competency development needs is being
identified;
3. Filled with the name of the position of the employee whose competency development
needs is being identified;
4. Filled with the results of competency assessments and of performance assessments in
the use of 9 boxes used in talent management;
5. Filled with forms of competency development (Education and/or Training
(classical/non-classical));
6. Filled with types of competency development (mandatory, supporting, incidental)
7. Filled the path of competency development (according to the map of employee
competency development, e.g. Workshops, seminars, training, etc.);

41
8. Filled with the prioritized name of the competency development training needs;
9. Filled with the name of the competency development organizer;
10. Filled with schedule and time of implementation of competency development (month);
11. Filled with the budget needed in competency development (covering the overall cost
component needed in the development of individual competencies for example
program/training costs, allowance, transport money, and other costs needed).
B. Implementation of ASN Competency Development
The implementation of competency development includes the selection
and determination of the form of competency development, as well as the
type and path of competency development by considering the results of
competency gap analysis and/or performance gap analysis that has been
outlined in the competency preparation document and competency
development plan. For the smooth implementation of this stage, it is
necessary to pay attention and adjust to the competency development
needs plan which includes forms and methods, and competency
development training providers.
The form of competency development can be done through education
and training. The implementation of competency development through
educational pathways consists of two types: namely through study
assignments and study permits. In each type there are expected results,
necessary materials, provisions, criteria, rights and obligations, the
establishment of educational institutions, and implementation mechanisms,
the implementation of competency development through training pathways
is divided into two types, namely through classical and nonclassical training.
Competency development based on employee talent mapping is obtained
from the results of competency assessment and performance assessment
that is the basis of employee placement in the Talent Management box. The
boxes become preliminary information to plan employee development

42
pathways that are in accordance with the results of competency assessment
and employee performance.
1. Implementation of Competency Development through The
Education Path
This section provides a general overview of the implementation of
competency development through educational pathways in the form of
learning assignments and study permits in accordance with the Circular
Letter of KemenPAN-RB Number 04 of 2013 on the Provision of Study
Assignments and Study Permits for civil servants. This regulation is based
on Presidential Regulation No. 12 of 1961 on the Provision of Study
Assignments.
Competency development through education is a form of
competency development that aims to meet the needs of personnel who
have certain skills or competencies in the implementation of tasks and
functions and organizational development. In other words, the
development of competence in the form of education is aimed at
improving the knowledge, insight, and expertise of civil servants.

43
Education is the whole process, techniques, and methods of teaching in
order to transfer knowledge from one person to another with certain
standards and methods of formal education in accordance with the
provisions of the laws and regulations. Education is intended to foster
abilities, knowledge, and skills so that they can perform job tasks well
(LAN; 2016). The shape is done through two paths, among others:
1) Study Assignment
Study assignment at certain formal education levels both diploma,
undergraduate and postgraduate are given in accordance with the
needs of the institution in order to meet the needs of job competency
standards and career development. Therefore, all financing
consequences are borne by the State. Study assignments can be
carried out at public or private universities accredited by the National
Accreditation Agency for Higher Education (BAN-PT) both
domestically and abroad (LAN; 2019).
During the study assignment, the concerned civil servant is
temporarily dismissed from his position, the awarding of study
assignments must consider the standard of competence of the job
and career development.
a. Selection Mechanism
i. Obtaining the approval of the Personnel Development Officers
(PPK) through the recommendation of the head of the work
unit at the level of the First High Leadership Position (Director
Level);
ii. Pass the selection by the provider of
funds/scholarships/donors;

44
iii. Get a letter or certificate accepted by the college (Letter of
Acceptance).
b. Employee Delivery Mechanism
(1) Abroad
i. Meet all requirements as required;
ii. Preparation of documents for the fund/scholarship/donor
provider;
iii. Obtain a decision letter on the study assignment and a letter
of agreement from the Personnel Development Officer (PPK);
iv. Setting up departure documents;
v. Approval of departure from the Ministry of State Secretariat.
(2) Domestic
i. Preparation of documents for the fund/scholarship/donor
provider;
ii. Get a study assignment decision letter and a letter of
agreement from the Personnel Development Officers (PPK).
c. Reporting Mechanism
i. Reporting is made periodically (per semester or per year) to be
converted into an assessment of civil servants' work
performance;
ii. Employees submit a final report in the form of a return letter
from the provider of funds/scholarships/donors addressed to
PPK equipped with certificates/diplomas and grade
transcripts. For overseas graduates, also include a degree that
has been equalized by The Ministry of Research, Technology
and Higher Education (Kemenristekdikti).

45
2) Study Permit
Study Permit is a permit granted by the Authorized Officer to civil
servants who are eligible to attend academic, vocational, and
professional education at an accredited educational institution on the
initiative of the concerned civil servants. A study permit is another
form of competency development given by the authorized leaders or
officials to civil servants to continue or follow an education at their
own expense and still be required to enter work and carry out their
daily duties and functions as a civil servant. Study Permits should not
interfere with office duties and the Granting of Study Permits should
take into account the standards of job competence and career
development.
a. Submission Mechanism
i. Employees apply for study permits to the authorized officers
at least at the level of the First High Leadership Officer
(Director Level);
ii. Obtaining the approval of the Personnel Development Officers
(PPK) through the recommendation of the head of the work
unit at the level of the First High Leadership Officer;
iii. Get a letter or notification of acceptance from the college.
b. Participant Delivery Mechanism
i. Preparation of documents for the fund/scholarship/donor
provider;
ii. Obtain a study permit and a letter of agreement from the
Personnel Development Officers (PPK).
c. Reporting Mechanism

46
i. Reporting is made periodically (per semester or per year);
ii. The employee submits the final report in the form of
certificates/diplomas and grade transcripts.
Study assignments can be carried out at home or abroad,
while study permits can only be carried out in areas or outside the
area limited by distance in accordance with the letter of the
Directorate General of Higher Education of the Ministry of Education
and Culture Number 2559 / D / T / 97 dated October 21, 1997,
regarding the Prohibition of Distance Classes that all universities both
State Universities (PTN), Private Universities (PTS) and Higher
Education Institutions from other Ministries/State Institutions (PTKL)
throughout Indonesia are prohibited from organizing education
programs by means of distance education.

47
Difference between Study Assignments and Study Permissions
Source: Circular Letter of Minister of PAN-RB Number 4 of 2013, processed.
2. Implementation of Competency Development through Training
Path
Training is the process of teaching and learning using certain
techniques and methods that are done formally or non-formally. The
development of competencies in the form of training to improve ASN
knowledge and expertise can be done through classical and/or non-
classical training pathways. Classical and/or non-classical training tracks
consist of different types of training. In various types of training, ASN
competency development activities are carried out (LAN: 2019).
a. Classical Training
Classical training is a form of competency development where
there is a face-to-face learning process in the classroom with
reference to the curriculum. The more detailed description of each
classic training development path is as follows:

48
1) Structural Leadership Training
Is a program to improve the knowledge, skills, and behavioral
attitudes of civil servants to meet leadership competencies
through an intensive learning process, this training is
implemented to achieve the leadership competency
requirements of government apparatus in accordance with the
level of structural position. This training is intended as one of the
requirements to be able to occupy
structural/leadership/managerial positions in accordance with
the level of position in their respective agencies.
2) Managerial Training
It is a program to improve the knowledge, skills, and behavioral
attitudes of civil servants to meet managerial technical
competencies in the field of work according to the demands of
the position and field of work through an intensive learning
process.
3) Technical Training
attitudes of civil servants to meet the substantive mastery
competence of the field of work in the field of duty related to civil
servant work through an intensive learning process so as to be
able to carry out their duties and responsibilities professionally.
Types of Technical Training, consisting of:
(a) Substantive Technical Training

49
This training is organized to provide knowledge and skills of
a substantive technical nature, in order to achieve the
competence of the concerned ASN employees, so as to be
able to carry out their duties and responsibilities
professionally. This training can be organized to
accommodate the needs of technical competence in certain
functional positions (professionals) in order to improve or
develop competencies in certain functional/professional
positions.
(b) Technical Management Training
This training is organized to provide knowledge and skills of
a managerial nature in order to achieve the competence of
leadership positions, so as to be able to carry out their duties
and responsibilities in high leadership positions and/or
administrative positions and/or supervisors professionally.
(c) Administrative Technical Training
This training is organized to provide knowledge and
administrative skills in order to achieve competence so as to
be able to carry out general administration tasks
professionally.
4) Functional Training
attitudes of civil servants to meet the competence of the field of
duty related to the functional/professional position of civil
servants through an intensive learning process so as to enable

50
them to carry out their duties and responsibilities professionally.
Types of Functional Training, consisting of:
(a) Functional/professional Position Formation Training
This training is organized to provide the mandatory
debriefing of core competencies for prospective Functional
Officers. Formation training is singular in nature. Formation
training includes formation training for the first appointment
or adjustment/equalization from managerialto professional.
(b) Multi-Tiered Functional Training
This training is held in order to add and strengthen the core
competencies required to occupy higher-level
functional/professional positions.
5) Training related to Socio-Cultural Competence
attitudes of civil servants to meet socio-cultural competencies
through an intensive learning process. Programs to improve the
ability to promote tolerance, openness, sensitivity to differences
in individuals/groups of people so as to be an extension of the
government in uniting the community and building psychological
social relationships with the community in the midst of
Indonesia’s plurality.

51
6) Seminar/Conference/Sarasehan
Is a scientific meeting to improve competencies related to
performance and career improvement provided by
experts/practitioners to obtain expert opinions on a problem in a
particular field relevant to the field of duty or career
development needs of civil servants. The focus of this activity is
to update the latest knowledge.
7) Workshop
Is a scientific meeting to improve competencies related to
improving performance and career provided by experts/
practitioners. The focus of this activity is to enhance certain
knowledge relevant to the field of duty or career development
needs by assigning participants to produce a particular product
during the activity with practical instructions in product
completion.
8) Course
It is a learning activity related to a knowledge or skill in a relatively
short time and is usually provided by a non formal institution.
9) Management
It is a learning activity to improve the knowledge and character
of civil servants in certain fields in order to improve
organizational performance.
10) Technical Guidance
It is a learning activity to improve knowledge and skills in order to
provide assistance to solve problems that are specific and
technical.

52
11) Socialization
It is a scientific activity to promote something knowledge and/or
policy in order to become better known, understood, lived by civil
servants.
b. Non-classical Training
Non-classical training is a form of competency development
through activities that emphasize the learning process of work
practices and/or learning outside the classroom. As for the form of
competency development through non-classical training, it can be
done through the path of:
1) Training/Coaching
It is a performance improvement guide through debriefing the
ability to solve problems by optimizing self-potential.
2) Mentoring
It is a performance improvement guide through the transfer of
knowledge, experience, and skills from more experienced people
in the same field.
3) Learning with E-learning
It is the development of civil servant competencies that are
carried out in the form of training by optimizing the use of
information and communication technology to achieve learning
goals and performance improvement.
4) Remote Training
It is a structured process guided by training organizers remotely.

53
5) Detasering (Secondment)
It is the assignment/placement of employees in a place for a
certain period of time.
6) Outdoor Learning (Outbound)
It is learning through simulation that is directed so that
employees are able to show potential in building a spirit of
togetherness to mean virtue and success for themselves and
others and interpret the importance of the role of cooperation,
synergy, and mutual success.
7) Benchmarking
It is an activity to develop competence by comparing and
measuring other organizational activities that have similar
characteristics.
8) Exchange between civil servants and private employees/state-
owned enterprises/local-owned business entities
It is the exchange of civil servants to occupy positions or carry out
certain duties and functions in private institutions in accordance
with applicable provisions.
9) Self-development
It is an employee's individual effort to develop their own
competence through an independent process by utilizing
available learning resources.
10) Community of Practices
A learning community is a gathering of several employees who
have a mutually beneficial purpose to share knowledge, skills,

54
and behavioral attitudes of civil servants so as to encourage the
learning process.
11) Internship/Work Practices
It is a learning process to acquire and master skills by involving
themselves in the work process without or with the instructions
of people who are already skilled in the job (learning by doing).
An internship is a unit that has tasks and functions relevant to the
field of duty of the concerned civil servant.
12) Competency Development Pathways in other Forms of Non
Classical Training
Learning can be assignments and the provision of responsibilities
from superiors, as well as other tasks related to competency
development.
11 CLASSICAL TRAINING TRACKS
12 NON-CLASSICAL TRAINING TRACKS

55
3. Implementation of Competency Development through Talent
Mapping
In accordance with the information needed in the implementation of
competency development, the results of competency assessment and
performance assessment become the basis of employee placement in
the Talent Management box. The boxes become preliminary information
to plan employee development pathways that are in accordance with
the results of competency assessment and employee performance. The
form of competency development is associated with mapping employee
talent based on performance and competence in more detail described
as follows:
NINE BOX GRID
Source: PermenPAN-RB Number 3 of 2020

56
BOX 9
Mapping:
1. PERFORMANCE ABOVE EXPECTATIONS
2. HIGH Competence
TYPE
OF
COMPETENCY
DEVELOPMENT
3. Job enrichment is the job enrichment or job addition through increased authority
and responsibility.
4. Job enlargement is a job whose scope is enlarged or combines two or more
specialized tasks in a section of the workflow into one job but remains within the
limits of the same authority and responsibility.
5. Structural Leadership Training, is a program to improve the leadership competence
of structural/managerial officials who will play a role in carrying out government
duties and functions in their respective agencies.
6. Managerial Training, is a program to improve the knowledge, skills, and behavioral
attitudes of civil servants to meet managerial competencies in the field of work
through an intensive learning process.
7. Job Shadowing is the activity of following and studying the work of others over a
period of time with the aim of understanding the work of others more deeply.
8. Internship, is the process of learning to acquire and master skills by involving
themselves in the work process without or with the instructions of people who are
already skilled in the job (learning by doing). An internship is a unit that has tasks
and functions relevant to the field of duty of the concerned civil servant.
9. Cadre School, is a training program organized to prepare leadership candidates.
10. Detachment, is the assignment/placement of civil servants in a place for a
certain period of time.
Description: More competency development on the fulfillment of managerial leadership
competencies. In addition, competency development is directed at the fulfillment of
competence at the level of the position above it, so that it is projected to be ready to be
placed in the position.

57
BOX 8
Mapping:
PERFORMANCE AS EXPECTED
HIGH Competence
TYPE
OF
KOMP
- Project assignment, is the assignment to a particular job to be able to apply the
understanding or skills possessed
- Coaching, is a performance improvement guide through debriefingthe ability to solve
problems by optimizing self-potential
- Structural Leadership Training, is a program to improve the leadership competence
of structural/managerial officials who will play a role in carrying out government
duties and functions in their respective agencies.
- Benchmarking, is an activity to develop competence by comparing and measuring
the activity of other organizations that have similar characteristics.
- Detachment, is the assignment/placement of civil servants in a place for a certain
period of time
Competency development is geared toward interests in learning and applying new skills, as
well as strengthening contributions to organizations through experential learning methods
BOX 7
Mapping:
PERFORMANCE ABOVE EXPECTATIONS
INTERMEDIATE Competence
TYPE
OF
KOMP
- Project assignment, is the assignment to a particular job to be able to apply the
understanding or skills possessed
- Coaching, is a performance improvement guide through debriefing the ability to solve
problems by optimizing self-potential
- Study Assignment, is a learning process to increase the knowledge and expertise of
civil servants through formal higher education in accordance with the provisions of
the laws and regulations governing study assignment for civil servants.
- Benchmarking, is an activity to develop competence by comparingand measuring the
activity of other organizations that have similar characteristics.
- Detachment, is the assignment/placement of employees in a place for a certain
period of time
Competency development is geared towards an interest in learning and applying new skills,
as well as strengthening contributions to organizations through experential learning
methods.

58
BOX 6
Mapping:
- PERFORMANCE NOT AS EXPECTED
- HIGH Competence
TYPE
OF
KOMP
- Knowledge sharing is the activity of conveying or exchanging knowledge
(information, skills, and expertise) to others related to a particular topic.
- Literature study is the process of increasing understanding by studying various
literature related to a particular topic.
- E-learning, is the development of civil servant competencies that are carried out in
the form of training by optimizing the use of information and communication
technology to achieve learning goals and improve performance
BOX 5
Mapping:
- PERFORMANCE AS EXPECTED
- INTERMEDIATE Competence
TYPE
OF
KOMP
- Challenging task, is the provision of certain assignments to be able to improve the
understanding and skills of the concerned employees.
- Workshop, is a scientific meeting to improve certain competencies provided by
experts/practitioners. The focus of this activity is to enhance certain knowledge
relevant to the field of duty or career development needs by assigning participants to
produce a product during the activity.
- Technical Training is a program to improve the knowledge, skills, and behavioral
attitudes of employees to meet the substantive mastery competencies of the field of
work through an intensive learning process
- E-learning is the development of employee competencies carried out in the form of
training by optimizing the use of information and communication technology to
achieve learning goals and improve performance.

59
BOX 4
Mapping:
- PERFORMANCE ABOVE EXPECTATIONS
- LOW competence
TYPE
OF
KOMP
- Rotation
- Counseling
- Disciplinary Measures
- Self-study is an effort by individual civil servants to develop their competencies
through the independent process by utilizing available learning resources.
BOX 4
Mapping:
- PERFORMANCE ABOVE EXPECTATIONS
- LOW competence
TYPE
OF
KOMP
- Rotation
- Counseling
BOX 3
Pemetaan :
- Kinerja TIDAK SESUAI EKSPEKTASI
- Kompetensi MENENGAH
JENIS
PENGEMB
KOMP
- Rotation
- Counseling

60
BOX 2
Mapping:
- PERFORMANCE AS EXPECTED
- LOW competence
TYPE
OF
KOMP
- Technical Training is a program to improve the knowledge, skills, and behavioral
attitudes of employees to meet the substantive mastery competencies of the field of
work through an intensive learning process
- Action Based Learning
- Counseling
- Mentoring
BOX 1
Mapping:
- PERFORMANCE NOT AS EXPECTED
- LOW competence
TYPE
OF
KOMP
- Counseling
- Mentoring
Source: processed from PP (Government Regulation) Number 30 of 2019,
Chairman’s Decree of The National Civil Service Agency Number 26 of 2019,
Minister of Administrative and Bureaucratic Reform Regulation Number 8 of
2021, Chairman’s Decree of The National Institute of Public Administration
Number 6 of 2020 and Minister of Administrative and Bureaucratic Reform
Regulation Number 3 of 2020.
Some types of competency development above are not absolute or
just as a guide in the determination of the type of competency
development.
4. Competency Development Training Organizer
The implementation of this competency development is not only the
responsibility of the HR Management unit or personnel manager but

61
needs the cooperation and coordination of all work units within the
agency. In this case, the HR Management unit in addition to having a role
as the implementer of employee competency development also has a
role as a coordinator in the implementation of employee competency
development within the institution. Thus, it is known that the HR
Management unit has a task that is not easy, due to a large number of
employees within the institution, varying types of competency
development and a very large area, and so on.
Implementation of competency development will be very effective,
efficient, and on target when implemented in synergy. Competency
development training organizers basically have 3 types, namely 1)
internal training and development units, 2) technical units, and 3)
external training and development units. The following synergy is carried
out by the work unit:
a) HR/ Personnel Bureau/Regional Personnel Agency (BKD)
The Work Unit in charge of human resource management, in this
case, is the HR/Personnel Bureau for Ministries and Agencies, and the
Regional Personnel Agency (BKD). This unit is tasked with planning
competency development, including compiling competency
standards of ASN positions, conducting assessments of ASN
competencies, conducting competency gap analysis and performance
gap analysis. The above assessment and analysis are compiled into a
database for competency development needs as well as funding plans
for the annual budget.

62
b) HR Development Agency/Education and Training Center
HR Development Agency (BPSDM)/Education and Training Center
(Pusdiklat/Balai Diklat) is a Work Unit in charge of the training
delivery. This unit is in charge of carrying out activities to implement
the development of ASN competencies within their institution based
on the results of the analysis of competency development needs that
have been prepared previously by the HR Bureau/BKD. The
development of competencies organized is more focused on training
models both classical and non-classical including the implementation
of Seminars, Workshops, Internships, Employee Exchanges, Coaching,
and Mentoring. Last but not least is to build an ASN Competency
Development Information System.
c) Work unit In-charge and Implementer of Development
The work unit in charge of the implementation of ASN competency
development as described above is a unit or organization that
organizes competency development for ASN either independently or
part of the organization unit in government agencies. As for the work
unit implementing competency development, it is a unit or
organization that organizes competency development for ASN, either
independently or part of organizational units in accredited
government and/or non-governmental agencies. In case the internal
HR development agency cannot deliver training, it can appoint
training centers of other agencies to deliver the ASN competency
development as long as they have been accredited.

63
In the framework of ASN competency development, government
agencies can carry out competency development both
independently, together with other government agencies and
independent competency development institutions. Institutions that
can organize the development of these competencies are as follows:
a) Internal Training and Development Unit of Government Agencies
Internal government agencies can organize competency
development independently. Example: HR Development Agency
(BPSDM)/ Education and Training Center (Pusdiklat/Balai Diklat)
implements the development of the competence of employees
from their respective agencies. The internal unit is in charge of
carrying out the development of ASN competencies within their
institution, in accordance with the type and path of competency
development, based on the needs and annual competency
development plan, which has been prepared by authorized
officials and determined by the respective personnel
development officers. In addition, this unit is also responsible for
building information systems for ASN competency development.
b) Accredited Training and Development Center of Government
Agency
Government agencies can conduct competency development
together with other government agencies that have accreditation
to carry out the development of certain competencies. Example:
accredited HR Development Agency (BPSDM)/ Education and
Training Center (Pusdiklat/Balai Diklat).
c) Internal Technical Work Unit of Government Agencies

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