Pengembangan_Diri_Self_Development.ppt

Dra. Trias Setiawati, M.Si
Fakultas Ekonomi UII
Yogyakarta, Kamis 26 Januari 2006

Kamis, 26 Januari 2006 Trias Setiawati/FE UII/Pelatihan Pengembangan Kepribadian
2
Overall Framework for Human Resources Management
(Bohlander)
Competitive
Challenges :
1. Globalization
2. Technology
3. Managing Change
4. Human Capital
5. Responsiveness
6. Cost Containment
Human Resources
Management :
1. Planning
2. Staffing
3. Job Design
4. Training/
Development
5. Appraisal
6. Communications
7. Compensation
8. Benefits
9. Recruitment
10. Labor relations
Employee Concerns :
1. Background
Diversity
2. Age Distribution
3. Gender Issues
4. Educational Levels
5. Employee Rights
6. Privacy Issues
7. Work Attitudes
8. Family Concerns

3
Business
Mastery
•Business acumen
•Customer orientation
•External relations
Personal Credibility
• Trust
•Personal
Relationship
•Lived Value
•Courage
Change
Mastery
•Interpersonal skills
& Influence
•Problem-solving skills
•Reward system
•Innovativeness
& Creativity
HR Mastery
•Staffing
•Performance
•Appraisal
•Reward system
•Communication
•Organization design

4
Keseimbangan kebutuhan Individu & Organisasi
The goal : Match Individual &
Organization Needs 1
The goal : Match Individual &
Organization Needs 1
Strategic :
• Current competencies
• Market changes
• Mergers, etc
• Joint ventures
• Innovation
• Growth
• Downsizing
• Restructuring
Operational
• Employee turnover
• Absenteeism
• Talent pool
• Outsourcing
• Productivity
Professional
• Career Stage
• Education & training
• Promotions aspirations
• Performance
• Potential
• Current career path
Personal
• Age/tenure
• Family concerns
• Spouse employment
• Mobility
• Outside interest
Career Management

5
 Proses melalui pemberian arah dimana karyawan
menjadi sadar akan atribut karir individual yang terkait
dan tahap-tahap kehidupan jangka panjang yang
berurutan yang memberi kontribusi untuk pemenuhan
karir karyawan
 Aktifitas seperti perencanaan personalia, screening dan
training memainkan peran yang besar pada proses
pengembangan karir
 Perencanaan personalia dapat digunakan tdk hanya
untuk memperkirakan pekerjaan yang kosong dan
mengidentifikasi calon dan pelatihan yang diperlukan
untuk mengisi pekerjaan tsb

6
Peran Individual dalam
Pengembangan Karir
1. Menerima tanggung jawab atas karir sendiri
2. Memiliki minat, ketrampilan dan nilai
3. Mencari informasi karir dan sumber daya
4. Memantapkan tujuan dan perencanaan karir
5. Menggunakan kesempatan pengembangan
6. Membicarakan dengan manajer tentang
karirnya

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Fokus Pengembangan Karir
Kegiatan Fokusnya Tradisional Fokus Pengembangan Karir
Perencanaan
SDM
Analisis pekerjaan-
ketrampilan- tugas : sekarang
& yg akan datang;
Memperkirakan kebutuhan&
penggunaan data statistik
Penambahan informasi ttg minat
pribadi, preferensi dan data lain
sejenisnya;
Memberikan informasi garis karir
Pelatihan dan
Pengembangan
Pemberian kesempatan
belajar ketrampilan-informasi-
perilaku yg terkait dg
pekerjaan
Penambahan orientasi pd
pertumbuhan individu
Penilaian Kinerja Rating dan atau rewards Penambahan rencana
pengembangan dan penetapan
tujuan individual
Penarikan dan
Penempatan
Mencocokkan kebutuhan
organisasi dengan individu
yang berkualitas
Mencocokkan pekerjaan dan
orang yg didasarkan sejumlah
variabel termasuk minat karir
karyawan
Kompensasi dan
Tunjangan
Penghargaan untuk waktu-
produktifitas- kecerdasan dsb
Penambahan kegiatan yangtdk
berkaitan dg pekerjaan untuk
dihargai seperti penyatuan posisi
kepemimpinan

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Faktor yg mempengaruhi pilihan karir
Identifikasi Tahap Karir Individual : Siklus Karir
1. Tahap pertumbuhan : sejak lahir – 14 tahun (konsep diri) guru,
teman, keluarga)
2. Tahap Eksplorasi : 15-24 tahun (serius mengeksplorasi berbagai
alternatif pekerjaan yang cocok dg kemampuan-minat)
3. Tahap Mapan : 24-44 tahun ( 25-30Subtahap penentuan: cocok
jalan terus- tdk cocok berarti ganti; 30-40Subtahap stabilisasi:
penetapan dan lebih eksplisit memilih karir; pertengahan 30-
pertengahan 40  Subtahap krisis pertengahan karir: sering
menjaring ulang kemajuan karirnya dibanding dengan ambisi
aslinya)
4. Tahap Pemeliharaan : 45-65 orang mengamankan tempatnya di
dunia kerja
5. Tahap Penurunan : Menghadapi kenyataan untuk menerima kondisi
berkurangnya tingkat kekuasaan dan tanggungjawab

9
Identifikasi Orientasi Pekerjaan
 Realistic Orientation ( R ) : kehutanan,
peternakan, pertanian
 Investigative Orientation ( I ) : biolog, kimia,
profesor
 Social Orientation ( S ) : psikolog klinis, jasa
asing, pekerja sosial
 Conventional Orinetation ( C ) : akuntan, bankir
 Enterprising Orientation ( E ) : manajer, lawyer,
PR
 Artistic Orientation ( A) : artis, iklan, musisi

10
Identifikasi Ketrampilan
 Occupational skills : Ketrampilan yang
diperlukan untuk sukses pada pekerjaan
tertentu (apakah menekankan data – orang
atau benda)
 Aptitudes : Kemampuan dalam diri 
intelegensi, numeris, sikap, komprehensi
mekanis, menangani sesuatu, sebaik
seperti keindahan, teater, kemampuan
memainkan musik

11
KOMPETENSI
CK Prahalad & Gary Hamel (Expert in strategic planning)
 Competitive advantage lies not just in differentiating a
product or service in becoming the low cost leader but
also in being able to tap the company’s special skills or
core competencies and rapidly respond to customers’
needs & competitors’ moves
 Competitive advantage lies”…… in management’s ability
to consolidate corporate-wide technologies and production
skills into competencies that empower individual businesses to
adapt quickly to changing opportunities”
 Building in such responsiveness means depending on the
commitment and self discipline of your employees, since they
will have to respond faster with more authority and less
supervision

12
1. Analytical competence : ability to identify,
analyze and solve problems under conditions of
incomplete information and uncertainty
2. Interpersonal competence : ability to influence,
supervise, lead, manipulate, and control people
at all level
3. Emotional competence : The capacity to be
stimulated by emotional and interpersonal crises
rather than exhausted or debilitated by them,
and the capacity to bear high levels of
responsibility without becoming paralyzed

13
 Career Anchors is a concern or value that you will not
give up if a choice has to be made up. It is a pivot around
a person’s careers; a person become swing; a person
become conscious of them as a result of learning about
his or her talents & abilities, motives and needs, and
attitudes and values. There are fives :
1. Technical/functional career
2. Managerial competence
3. Creativity
4. Autonomy & Independence
5. Security
 Based on research in MIT by Schein :”Career anchors is
difficult to predict ahead of time because they are
evolutionary and a product of a process discovery.

14
 People who had a strong technical/functional
career anchor tended to avoid decisions that
would drive them toward general management.
 Instead they made decisions that would enable
them to remain and grow in their chosen
technical or functional management

15
 Other people show a strong motivation to become
managers and their career experience enable them to
believe that they had the skills & values required to
rise such general management positions.
 A management position of high responsibility is their
ultimate goal
 Schein research : “They were qualified for those jobs
because what they saw as their competencies in a
combination of three areas :
1) Analytical competence,
2) Interpersonal competence,
3) Emotional competence

16
 Some of the graduates had gone on to become
successful entrepreneur
 Schein’s : People seemed to have a need “to build
or create something that was entirely their own
product – a product or process that bears their name,
a company of their own, or personal fortune that
reflects their accomplishments”
 For example : 1) one graduate had become a
successful purchaser, restorer, and renter of town
house in large city. 2) Another had build a
successful consulting firm

17
 Some seemed driven by the need to be on their own, free
of the dependence that can arise when a person elects to
work in a large organization where promotions,
transfers, and salary decisions make them subordinate to
others
 Many of these graduates also had a strong
technical/functional orientation
 However, instead of pursuing this orientation in an
organization, they had decided to become consultants,
working either alone or as a part of relatively small firm.
 Others had become professors of business, free-lancer
writers, and proprietors of a small retail business

18
 A few of the graduates were mostly concerned with long-
run career stability and job security.
 They seemed to willing to do what was required to
maintain job security, a decent income, and a stable future in
the form of good retirements program & benefits
 Geographic security : maintaining stable; secure career in
familiar surrounding was generally more important than
was pursuing superior career choices
 Organizational security : they might today opt for
government jobs, where tenure still tends to be a way of
life. They were much more willing to let their employers
decide what their careers should be

19
 An incentive Plan development in 1937 by Yoseph
Scanlon and designed to encourage cooperation,
involvement, and sharing of benefits
 Berkaitan dengan “Commitment building programs” dan
“Quality improvement plans”
 Basics of Scanlon plan are :
1. Philosophy of operation
2. Identity (Mission, Purpose etc)
3. Competency
4. Involvement System : department & Executive
5. Sharing benefits formula

20
 Integrated knowledge sets within an
organization that distinguish from its
competitors and deliver value to customers
 Competitive advantage through people : core
competencies;
1. The resources must be of value
2. The resource must be rare
3. The resource must be difficult to imitate
4. The resources must be organized

21
1. Interpersonal skills
2. Communication skills
3. Leadership skills
4. Organization & planning skills
5. Technical skills
6. Responsibility
7. Assertiveness
8. Flexibility
9. Judgment

22
 It is important for an organization to study its
job carefully in order to identify and assign
weights to the knowledge and skills that each
one requires it can be achieved by job
analysis and evaluation system
 SEARS use 3 basic competencies job :
1. Job know-how : Technical-Managerial-Human
relation
2. Problem solving
3. Accountability

23
 Specific job knowledge and skills
 Job know-how
 Major area such as :
1. Communication
2. Time management
3. Self motivation
4. Interpersonal relationship
5. Broad area of leadership

24
1. An increase in at least one skill area on
each new assignment
2. An increase of at least 10 % in total
points each new assignment
3. Assignment in several different
functional areas

25
 Analysis of the sets of skills and knowledge needed for
decisions-oriented and knowledge-intensive jobs
1. Clarify the purpose of the effort
2. Clarify the target of the effort
3. Network with others in your industry & in the training
field
4. Form a panel o exemplary performers within your
organization from the group targeted for assessment and
from the group to which they report
5. Ask a panel of eight to twelve people in your organization
to review the competency study obtained from other
sources and to prioritize the competency as they apply to
success in your corporate culture
6. Verify the competency model and secure ownership of it
by encouraging input from others, such as senior
executive

26
 Work sample test : It is constructed
from a carefully developed outline that
experts agree includes the major
functions; the test are thus considered
content valid
 Hiring based on observations of
behaviors previously shown to
distinguish successful employees-
increasingly use work samples to see
potential employees “in action”

27
Tg Jawab Manajemen Karir : Manajer&karyawan
 Reality Shock : hasil dari sebuah periode yang mungkin
muncul pada saat memulai karir ketika karyawan baru
mempunyaiharapan pekerjaan yang tinggi bertentangan
dengan kenyataan yang membosankan dan pekerjaan
yang tidak menantang
 Menghindari reality shock
 Memberi pekerjaan yang menantang
 Memberi gambaran pekerjaan yang realistik
 Penuh pengharapan : karyawan baru dg bosnya
 Memberikan periode rotasi kerja dan garis pekerjaan
 Mengerjakan penilaian kerja dengan orientasi karir
 Memberikan workshop perencanaan karir dan buku kerja
perencanaan karir
 Memberikan kesempatan untuk mentoring

28
1. Keputusan 1 : Pedomannya apakah
kompetensi atau senioritas ?
2. Keputusan 2 : Bagaimana kompetensi
diukur
3. Keputusan 3 : Apakah prosesnya
formal atau informal ?
4. Keputusan 4 : Promosinya apakah
vertikal, horizontal ataukah yang lain ?

29
 Alasan untuk transfer
 Pengaruh pada keluarga

30
Konseling pra pensiun :
1. Program pendidikan pra pensiun
2. Waktu leisure
3. Investasi dan keuangan
4. Kesehatan
5. Mengatur hidup
6. Penyesuaian psikologis
7. Karir kedua di luar perusahaan
8. Karir kedua dalam perusahaan

32
 Needs
 Reinforcements
 Cognitions
 Job characteristics
 Feelings / Emotions
 A motivational puzzle

33
Motivation Theories & Workplace
Outcomes : A Contingency Approach
Outcome of
interest
Need Reinforce
ment
Equit
y
Expectancy Goal
Setting
Job
Characteristic
Choice to
pursue a
course of
action
 
Effort      
Performance    
Satisfaction   
Absenteeism   
Turnover    
MOTIVATION THEORIES

34
 Physiological
 Safety
 Love
 Esteem
 Self Actualization

35
 Measuring Need Strength
 The Need for Achievement
 Characteristic of high achievers
 The Needs for Affiliation
 The Need for Power

36
Motivasi melalui Goal Setting
 Goal : Apa yang diusahakan oleh individu untuk
mencapainya
 Management by Objective : sistem manajemen
yang mengembangkan partisipasi dalam
pembuatan keputusan, penetapan tujuan dan
umpan balik
 Bagaimana Goal setting bekerja?
 Goals direct attention
 Goals regulate effort
 Goals increase persistence (memperluas usaha
sehingga menjadi tugas lembur)

37
Locke’s Model of Goal Setting
Goals
Motivate
The Individual
By ….
Task
Performance
Directing one’s
Attention
Regulating One’s
effort
Increasing one’s
persistence
Encouraging the
Development of
Goal-attainment
Strategies or
Action plans

38
Relationship between Goal Difficulty & Performance
0
0,1
0,2
0,3
0,4
0,5
0,6
0,7
0,8
0,9
1
low
Moderate
Challenging
Impossible
A
B
C
A = Performance of committed individuals with adequate ability
B = Performance of committed individuals who are working at capacity
C = Performance of individuals who are lack commitment to high goals
Low Moderate Challenging Impossible

39
 Goal difficulty : Sejumlah usaha yang
diperlukan untuk mencapai tujuan
 Goal Specify : Tujuan yang dapat
dikuantifikasikan
 Goal Commitment : Sejumlah komitmen
dalam pencapaian tujuan

40
1. Difficult goals lead to higher performance
2. Specific, difficult goals lead to higher
performance for simple than complex tasks
3. Feedback enhances the effect of specific,
difficult goals
4. Participative goals, assigns goals, and self-set
goals are equally effective
5. Goals commitment & monetary incentives
affect goal setting outcomes

41
Practical
Application
of Goal Setting
 Set goals
 Promote goal
commitment
 Provide support
& Feedback
 Specific
 Measurable
 Attainable
 Results oriented
 Time bound
Guidelines for
Writing
SMART Goals

42
Decision making styles
Analytical
Directive
Conceptual
Behavioral
High
Low
Task and
technical
concerns
People and
social concerns
Value Orientation

43
The problem of escalation of commitment
Psychological and Social Determinants
•Ego defense
•Individual motivations
•Peer pressure
•Saving face
Organizational Determinants
•Breakdown s in communication
•Politics
•Organizational inertia
Project Characteristics
•A delayed return on the investment
•Setbacks attributed to temporary causes
Contextual Determinants
•External political pressures
Escalation of
commitment
Poor results
or outcomes

44
Personality : Dimensi, Insight & Isu
 Personality : keadaan fisik & karakteristik
mental yang menjadi sumber identitas
seseorang
 The Big-Five Personality Dimensions :
 Extraversion : outgoing, talkative, sociable, assertive
 Agreeableness : trusting, good natured, cooperative,
soft heated
 Conscientiousness : Dependable, responsible,
achievement oriented, persistent
 Emotional stability : relaxed, secure, unworried
 Openness to experience : Intellectual, imaginative,
curious, broad minded

45
Locus of Control
 Internal locus of Control :
Mengatributkan hasil pda tindakan milik
seseorang ( yakni seseorang yang percaya
bahwa merekalah yang mengendalikan
kejadian dan akibatnya yang akan
mempengaruhi hidup mereka
 External locus of Control :
Mengatributkan hasil pada lingkungan
sekitar dalam kendali seseorang

46
Attitudes & Behavior
 Attitude : predisposisi yang dipelajari untuk memberi
tanggapan dengan cara yang menyenangkan ataupun
tidakmenyenangkan kepada obyek yang diberikan
 Sebarapa Stabilkah Perilaku itu? Perilaku kerja
cenderung tetap selama periode 5 tahun, tetap positif atau
tetap negatif, meskipun pindah tempat kerja akan
cenderung memelihara perilaku yang lama, Pada usia
paruh baya.
 3 Faktor yang membuat kestabilan perilaku paruh baya:
 Kepastian kepribadian yang lebih besar
 Mau berusaha lebih besar untuk menambah
pengetahuan
 Ada kebutuhan untuk perilaku yang kuat

47
Attitudes & Behavioral Intentions
The person’s belief that
the behavior leads to
Certain Outcomes & His
evaluations of these
outcomes
The person’s beliefs
that specific individuals
or groups think he
Should Or should not
perform the Behavior
& his motivation to
comply with the
Specific referents
Attribute toward
The bahavior
Relative importance
Of attitudinal and
Normative
consideration
Subjective norm
Intention Behavior

48
Abilities & Performances
 Ability : Keadaan karakteristik yang
menjadi sebab dari maksimisasi fisik
seseorang atau performans mental
 Skill : Kapasitas khusus untuk
memanipulasi objek
 Intelegence : Kapasitas untuk berpikir
konstruktif, reasoning, pemecahan
masalah

49
Performance Depends on the Right
communication of Effort, ability & Skill
Effort
Ability
Skill
Performance

50
Self Fulfilling Prophecy: The
Pygmalion Effect
 Self Fulfilling Prophecy adalah Harapan orang yang
menentukan performans dan perilaku
 Akar sejarahnya dari mitologi Yunani : Pygmalion adalah
pematung yang membenci perempuan sebelum ia jatuh
cinta dengan patung gading yang diukirnya menjadi
perempuan yang jelita. Pygmalion menjadi kasar dan
kelihatan bodoh dengan patung tsb sehingga dia berdoa
kepada dewi Aphrodite to menjadikan patung itu bisa
hidup. Dewi Aphrodite mendengar doanya,
mengabulkan doanya, patungnya menjadi hidup 
Harapan atau kepercayaan orang menentukan perilaku
dan performans mereka sehingga berusaha membuat
harapannya menjadi kenyataan.

51
A Model of The Self-Fulfilling Prophecy
Motivation
Performance
Supervisor
Expectancy
Leadership
Subordinate
Self-
Expectancy
1
2
3
4
5
6

Meningkatkan Spiritualitas
Untuk Pengembangan Diri

53
Menempatkan the Self-Fulfilling
Prophecy dalam Kerja
1. Mengakui bahwa setiap orang mempunyai potensi untuk
meningkatkan performansnya
2. Memberi kepercayaan pada anak buahnya
3. Menteapkan tujuan prestasi kerja yang tinggi
4. Penguatan positif untuk setiap pekerjaan yang diselesaikan
dengan baik
5. Memberi umpanbalik yang konstruktif ketika diperlukan
6. Membantu anak buah meraih keunggulan melalui organisasi
7. Memperkenalkan karyawan baru jika mereka mempunyai
potensi dari luar
8. Menyadari adanya praduga dan pesan non-verbal dari atasan
yang menurunkan keberanian orang lain
9. Menumbuhkan keberanian untuk mewujudakn keputusan
tugas yang sukses
10. Membantu anak buah meningkatkan ketrampialn dan
tugasnya

54
Peran Spiritualitas
menurut Thought self-leaderhip (TSL)
1. Spiritualitas dapat membawa individu pada kesadaran
pengalaman pada tingkat yang lebih dalam,
meningkatkan kemampuan intuitif
2. Intuisi tsb dapat menfasilitasi karyawan untuk
mengembangkan visi organisasional dan tujuan yang
lebih bermakna, yang dapat meningkatkan inovasi
3. Organisasi dapat menawarkan spiritualitas yang
berorientasi pada tujuan kerja yang memberi
kesempatan bagi karyawan untuk mengalami “sense of
service” yang lebih besar, jg pengembangan dan
pertumbuhan personal yang lebih besar
4. Nilai yang berdasar pada spiritualitas dapat
meningkatkan teamwork dan komitmen karyawan pada
organisasi

55
Spirituality
 Spiritualitas adalah “usaha manusia untuk
mentransformasi kekuatan yang ada dalam
kehidupan, yang menarik dan menggerakkan
manusia secara personal untuk mendefinisikan
diri”
 Spiritualitas kerja adalah ekspresi harapan untuk
mendapatkan arti dan tujuan dalam kehidupan
dan dalam proses hidup yang keluar dari nilai
personal yang dibawa seseorang
 Nilai tersebut sering mencerminkan keinginan
untuk membuat perbedaan dan menciptakan
dunia yang bermakna

56
Memperbaiki Spirituality
1. Beliefs and assumptions : ada dysfunctional thinking yang
berdasar pada dysfunctional beliefs  diganti dengan
more rational beliefs. Misal hanya berdasar pada .
Thompson: program pelatihan unutuk eksekutif untuk
mengamati paradigma dan pola pikirnya sendiri sehingga
mereka bisa lebih mengembangkan new insight  inner
wisdom more authentic expression dari keinginan dan
tekanan yang paling dalam
2. Self Dialogue: self-talk, self verbalization, mengatakan
tentang diri kita sendiri secara tertutup, dapat
berpengaruh untuk meningkatkan efektifitas personal
pada karyawan, manajer, untuk mengetahui keadaan
mental sendiri yang mempengaruhi perilaku dan
pengetahuan.

57
 Membayangkan performance yang sukses dari suatu
tugas sebelum tugas itu betul-betul dilaksanakan
(pygmalion effect-goal setting theory).
 Contoh: seorang manajer diminta presentasi, dia
membayangkan dengan lengkap dalam pikiran secara
lengkap dapat melakukan presentasi dengan sebaik-
baiknya sebelum dilakukan.
 Weick: “Future perfect thinking”.
 Picture himself/her-self etc interact with others.
 Visualisasi mental yang dapat meningkatkan persepsi
karyawan tentang kerjanya, sebagaimana perasaan
spiritualitas di tempat kerja karena mengalami
spiritualitas dalam pikirannya. Namun kearah yang lebih
positif dan pandangan yang lebih luas
3.Mental Imagery

58
4.Thought Pattern
 Manz: “Cara tertentu dalam pikiran tentang pengalaman
kita” dan “kebiasaan cara berpikir”.
 Individu yang cenderung memiliki dua cara berpikir,
positif dan negatif, dapat mempengaruhi emosi da
reaksi perilaku.
 Alur pikir yang relatif konsisten diulang-ulang menjadi
pola sehingga menjadi pemicu pada keadaan tertentu.
 TSL menyarankan bahwa beliefs and assumptions, self-
talk, mental imagery, satu sama lain, saling
mempengaruhi untuk menghasilkan pola pikir individual

Pengembangan_Diri_Self_Development.ppt

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