Membangun-Learning-Organization-Ver-1.0-Ses-BPPK-1_revisi.pdf

# B E L A J A R T A N P A B A T A S
IMPLEMENTASI
LEARNING ORGANIZATION DI BPPK
SEBAGAI UNIT ESELON I
B
ADAN
PEN
DIDIKAN
DAN
PELATIH
AN
KEUAN
GAN
–
KEM
EN
TER
IAN
KEUAN
GAN
R
I
Iqbal Islami
Sekretaris BPPK
Kamis, 04 Maret 2021

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Why do We Need to Build a Learning Organization? 2

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Significant Forces that Will Change The Business World 3
The eight most significant forces that will change
the business world and necessitate company-wide
learning in the 21st century are
 Globalization and the global economy
 Technology
 Radical transformation of the work world
 Increased customer influence
 Emergence of knowledge and learning as major
organizational assets
 Changing roles and expectations of workers
 Workplace diversity and mobility
 Rapidly escalating change and chaos
Buildingthe Learning Organization: Mastering The 5 Elements For Corporate Learning, 2nd edition, Michael J. Marquardt, page 2 and 19
As a result:
• To obtain and sustain a competitive
advantage in this new world, companies
realized that they would have to evolve a
higher form of learning capability that
enables them to learn better and faster
from their successes and failures.
• They would have to continuously
transform themselves into organizations in
which everyone, groups and individuals,
could increase their adaptive and
productive capabilities by quantum leaps.
• Only by enhancing their capacity to learn
would they avoid the fate of the dinosaur,
which was unable to adapt to its changing
environment.

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Drivers to Build Learning Organization In Public Sector – Case in Canada 4
Competitiveness
Information
Technology
The Knowledge
Worker
The Permanence
of Change
• In The Lexus and the Olive Tree, Thomas Friedman has argued that ʺin the globalization system...one of the most
important and enduring competitive advantages that a country can have today is a lean, effective, efficient and
accountable public serviceʺ.
• In the age of globalization, maintaining a competitive edge also requires knowing what other governments are
doing around the world. Government organizations must be able to gather, analyse, and synthesize vast
quantities of information if they are to remain internationally
• Information technology drives the knowledge age. Unlike the relatively stable technologies of the industrial age,
however, information technologies are continuously evolving.
• Example, many of the more prominent initiatives in the Government of Canada over the last 20 years have
centred on new technologies. One thinks of Government Online and of its associated initiatives. About 130 of
the most commonly used government services are now available online.
• The efficient use of information technology requires a workforce that can evolve as technology evolves. This
means that learning will become an essential part of what it means to do the job well.
• Born into a world of constantly evolving technology, rapid change, and the constant creation of new knowledge,
the knowledge worker no longer sees learning and work as completely distinct. To the knowledge worker, getting
the job done means keeping abreast of developments in their fields, and this requires continuous learning.
• The value of what we produce depends on what we know; and what we know depends on what we can learn.
What we learn, moreover, depends not so much on what we learned at school as on what we can learn on and
through the job.
• Change in the Canadian federal sector has taken many forms over the last 25 years: delayering, devolution,
downsizing, program review, relocation, transfer, mergers, privatization, re‐engineering of services, the revision
of organizational mandate or vision, and legislative and policy renewal, to name a few.
• The organizational rate of change is determined by the rate of change outside government.
• Adapting to change has become a life skill necessary so that the organization is better able to fulfill its
purpose.
Source: A Primer on the Learning
Organization, February 2007

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Definition of Learning Organization 5
Peter Senge, who popularized learning organizations in his
book The Fifth Discipline, described them as places “where
people continually expand their capacity to create the
results they truly desire, where new and expansive patterns
of thinking are nurtured, where collective aspiration is set
free, and where people are continually learning how to
learn together.” (Senge, 1990)
A learning organization is an organization skilled at
creating, acquiring, and transferring knowledge, and at
modifying its behavior to reflect new knowledge and
insights (Garvin, 1993).

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Important Points from The Fifth Discipline 6
The Fifth Discipline
Personal Mastery
Personal mastery refers to
the personal commitment of
continuously clarifying and
deepening a personal vision,
of focusing energies, of
developing patience, and the
ability to see reality as
objectively as possible. It
means approaching one’s life
as a creative work, living a life
from a creative as opposed to
reactive viewpoint.
Mental Models Systems Thinking
Share Vision
Team Learning
Mental models refer to “the
ideas and beliefs we use to
guide our actions. They refer
to deeply held assumptions
or metaphors through which
we interpret and understand
the world, and take actions.
Mental models have the
power to influence human
behaviours and mindsets.
Team learning is “the process
of aligning and developing
the capacity of a team to
create the results its
members truly desire”. If an
organization consists of
talented individuals that
cannot collaborate within a
team, their contribution
towards reaching the
organizational goals will be
severely limited.
Shared vision is a vision that
people throughout an
organization are truly
committed to. Building
shared vision is important for
bringing people together and
to foster a commitment, to a
shared future because shared
vision provides members of
an organization with a
direction by which they can
navigate, and a focus for
learning for its employees.
Systems thinking can be
understood as “people’s
capacity to examine a
problem in the full setting of
the interconnecting
elements”. It is a discipline for
seeing the “structures” that
underlie complex situations,
and for discerning high from
low leverage change. Senge
(1990) sees systems’ thinking
as the foundation on which
an LO must be founded.
Adaptive Learning
Generative
Learning
Two Types of Learning Roles of Leader IN LO
Core
Learning
Capabilities
+

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The Importance of Building a Learning Culture 7
A learning culture is one with
organizational values, systems and
practices that support and encourage
both individuals, and the organization,
to increase knowledge, competence
and performance levels on an ongoing
basis. This, in turn, promotes
continuous improvement and supports
the achievement of business goals,
innovation and the ability to deal with
change. (Senge, 1990)

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Three Building Blocks of a Learning Organization 8
A supportive learning
environment
Concrete learning
processes
Psychological safety – it is easy to speak up about what is on your mind
Appreciation of differences – differences in opinion are welcome
Openness to new ideas – people are interested in new, or better ways of doing things
Time for reflection – despite their workload, people find time to review how their work is going
Experimentation – teams and individuals are allowed and encouraged to try new things
frequently
Information collection – teams and individuals frequently compare their performance with that
of competitors and leading companies
Analysis – people engage in productive conflict and debate
Education and training – time is made available for training and education
Information transfer – people regularly share information with networks of experts within and
outside the organisation
Leadership that
reinforces learning
Input from others – Managers invite input from others in discussions
Acknowledgement – Managers acknowledge their limitations with respect to knowledge,
information, or expertise
Listening – Managers are active and attentive listeners
Source: Is Yours a Learning Organization? by David A. Garvin, Amy C. Edmondson, and Francesca Gino, HBR, March 2008

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Dimensions of The Learning Organization 9
Individual Dimension
Group Dimension
At the individual level first of all, learning organizations have both an environment and leadership
that facilitate continuous learning among employees. The workplace is in this respect almost a kind
of school: employees pursue learning; managers support their learning; and the organization
supports managers in supporting employee learning. The learning organization is a place of
continuous learning. Learning becomes a conditioned reflex, a habit.
At the group level, learning organizations look to create a fluid movement of knowledge and
experience across the organization. By “knowledge” here we mean not only explicit knowledge –
the kind that we can document in some way – but tacit knowledge as well, understood as the stock
of work‐related experience and judgment that each of us carries around in our heads. Team
discussion is based on a form of open dialogue characterized by a firm respect for diversity of
opinion. Ideas are viewed as an opportunity to explore, and mistakes as an opportunity to learn.
Teams are encouraged to reflect on how they work, not only so that accomplishments can be
celebrated but so that needed improvements can be introduced.
Organizational
Dimension
At the level of the organization, learning organizations connect learning to organizational
transformation; that is to say, learning is about developing the organization itself. The learning
organization is thus also an instrument of change, possibly profound change. Learning organizations
see learning as a driver of productivity and invest in it accordingly. It is not something that happens
at the margin of organizational life – in a classroom somewhere for a few days.
Source: A Primer on the Learning Organization, February 2007

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Learning Organization: Levels of Transformation 10
Transformation I: Individuals in
the Learning Organization
Transformation II: Groups in
the Learning Organization
In short, individuals must become reflective, continuously questioning why things are done
a certain way. They must learn to learn. In addition, they must see learning as a means to
what Peter Senge would call a form ofpersonal mastery – a way of taking charge of their
own destinies. Part of this growth may focus on current needs, but part of it will look
beyond current to future needs. The shift is in seeing learning as an avenue of continuous
professional and personal growth, as opposed to seeing it solely as background needed for
a specific position.
Transformation III:
Organizational in the Learning
Organization
The learning organization seeks to enhance group learning as a centralskill of teams. Team
discussion is based on a form of open dialoguecharacterized by a firm respect for diversity
of opinion. The term “dialogue”, it should be noted, is an important one. Dialogue does not
come easily to most teams. It is not just people talking to each other. It ismore about
listening actively than it is about talking.
Teams are encouraged to reflect on how they work, not only so that accomplishments can
be celebrated but so that needed improvements can be introduced.
Simply put, adaptability requires that the inside respond to the outside. Knowledge itself is
not enough; the organization must act on the knowledge it has. Its capacity to act will
depend in part on its structure, and thus we come full circle. But structure is not the only
internal factor that matters. Culture matters; process matters; relationships matter; and so
on. Seeing the organization as a learning system means looking at all the key parts of the
organization. It also means looking at how they connect to each other. This is the dimension
of systems thinking that comes with the learning organization. The core insight is this: it is
not enough to talk about individuals and teams if we are going to get organizations to
adapt, evolve, and thrive; we also need to talk about the organization itself.

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Strategies in Building a Learning Organization 11
• Give individuals the time to learn.
• See the distribution of work from the lens of
development and learning. Do not ask simply,
Who can get the job done? Ask Who can get
the job done and learn along the way?
• Assess performance with a view to learning and
development too – Ask both What has the
individual done? and What has the individual
learned? Give weight to both in any formal or
informal assessment.
• Select and develop for competencies that
support a learning organization – active
listening, mentoring, coaching, etc, and focus
management and leadership development
accordingly.
• Give managers the time to function as learning
coaches.
• Create incentives and rewards for individual
learning.
• Create incentives and rewards for managers as
learning coaches.
Individual
Dimension
• Support
diversity of
viewpoints
(challenge the
accepted
wisdom –
inform strategy
with debate).
• • Encourage
dialogue as a
standard for
group
conversations
and
deliberations.
• • Focus on
building a
learning culture
within teams,
especially the
executive team.
Organizational
Dimension
Group
Dimension
• Get senior executives to embrace the ideal of a learning organization.
• See learning as connected to the strategic future of the organization:
• Where do wehave to be in five years and how do we have to develop
people now to get there?
• Ask What does the organization need to know that it does not know?
What are its areas of crucial ignorance? Note, these areas of ignorance
could include itself. It is unwise to assume that organization is self-aware.
• See such processes as strategic planning, environment scanning,
foresighting, and organizational culture assessment as learning processes.
Distribute the knowledge across the organization so that individuals and
teams can learn about the organization.
• Review the organizational culture particularly with a view to describing its
learning capacity, focusing on individuals, groups, and the organization
itself – an organizational learning diagnostic. Share it across the
organization so that individuals and teams can learn.
• Focus on the learning culture of the executive team.
• Develop executives to exemplify the desired learning culture.
• Give executives the time to learn.
• Reward executives who learn and who promote learning.
• Prepare a strategy for building the learning organization and see its
implementation as an exercise in change leadership and organizational
learning.

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5 Subsystems Learning Organization Model 12
Buildingthe Learning Organization: Mastering The 5 Elements For Corporate Learning, 2nd edition, Michael J. Marquardt, chapter 2

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Perkembangan Implementasi Learning Organization Kementerian Keuangan 13

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Pengelolaan LO pada Tingkat Kementerian Keuangan
14
Sekretariat BPPK
Bagian Teknologi Informasi,
Komunikasi dan Manajemen
Pengetahuan
Pusdiklat Tematik
Bidang Perencanaan dan
Pengembangan Pembelajaran
Unit Eselon I di Lingkungan
Kementerian Keuangan
Sekretariat Ditjen/Sekretariat
Badan
Bagian Sumber Daya Manusia
Subbidang Teknologi
Pembelajaran dan Manajemen
Pengetahuan
Subbagian Manajemen
Pengetahuan
Sekretariat BPPK
Bagian Teknologi Informasi dan
Komunikasi
Pusdiklat Tematik
Pengembangan Diklat
Unit Eselon I di Lingkungan
Kementerian Keuangan
Sekretariat Ditjen/Sekretariat
Badan
Bagian Sumber Daya Manusia
Subbidang Tenaga Pengajar
Subbagian Sistem Informasi
Dengan Struktur Existing
Dengan Struktur Pasca Penataan Organisasi

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Pengelolaan LO pada Tingkat BPPK Sebagai Unit Eselon I
15
Sekretariat BPPK
Bagian Kepegawaian
Pusdiklat Tematik / PSDM
Bagian Tata Usaha
PKN STAN
Bagian Keuangan dan Umum
Balai Diklat
Subbagian Tata Usaha dan
Kepatuhan Internal
Subbagian Tata Usaha,
Organisasi, SDM & KI
Sekretariat BPPK
Bagian Umum
Subbagian Rumah Tangga
Subbagian Umum
Kepegawaian
Pusdiklat Keuangan
Umum
Pengembangan Diklat
Subbidang Tenaga
Pengajar
Subbagian TUKH
Dengan Struktur Existing
Sekretariat BPPK
Bagian Sumber Daya
Manusia dan Kepatuhan
Internal
Pusdiklat Tematik / KBO
PKN STAN
Bagian Keuangan dan Umum
Balai Diklat
Seksi Layanan Pembelajaran dan
Manajemen Pengetahuan
Subbagian Tata Usaha,
Organisasi, SDM & KI
Sekretariat BPPK
Bagian Umum
Subbagian Rumah Tangga &
Perpustakaan
Subbagian Umum Sumber
Daya Manusia
Pusdiklat Keuangan
Umum
Pengembangan
Pembelajaran
Subbidang Teknologi
Pembelajaran dan
Manajemen Pengetahuan
Subbagian Pengelolaan Kinerja
dan Risiko
Dengan Struktur Pasca Penataan Organisasi

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16
Hasil Survey Learning Organization BPPK 2021
Total
Responden
1231
846
385
Laki-laki
Perempuan
DEMOGRAFI RESPONDEN
179
577
265
210
0
200
400
600
800
<29 Tahun 30-39 tahun 40-49 Tahun >50 Tahun
Usia Responden
100
244
495
392
0
200
400
600
SD, SMP, SMA Diploma 1 & 3 D4 dan Sarjana Pascasarjana (S2 &
S3)
Pendidikan Responden
4
38
122
35
128
113
791
0 100 200 300 400 500 600 700 800 900
Eselon II
Eselon III
Eselon IV
Fungsional Lainnya
Fungsional Widyaiswara
Dosen
Pelaksana
Jabatan
4
15
36
61
86
131
208
190
238
152
93
7
10
0 50 100 150 200 250
Pembina Utama/ IV.e
Pembina Utama Madya/IV.d
Pembina Utama Muda/IV.c
Pembina Tingkat I/IV.b
Pembina/ IV.a
Penata Tingkat I/III-d
Penata / III-c
Penata Muda Tingkat I /III-b
Penata Muda/ III-a
Pengatur Tingkat I/II-d
Pengatur / II-c
Pengatur Muda Tingkat I/II-b
Pengatur Muda/II-a
Pangkat Responden
Responden
Rate
93%

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SEBARAN RESPONDEN BERDASARKAN UNIT RESPONDEN RATE
199
89
98
87
72
76
101
200
32
17
25
26
29
16
37
28
19
26
23
31
0 50 100 150 200 250
Sekretariat Badan
Pusdiklat Pengembangan Sumber Daya…
Pusdiklat Pajak
Pusdiklat Keuangan Umum
Pusdiklat Kekayaan Negara dan Perimbangan…
Pusdiklat Bea dan Cukai
Pusdiklat Anggaran dan Perbendaharaan
Politeknik Keuangan Negara STAN
BDK Yogyakarta
BDK Pontianak
BDK Pekanbaru
BDK Palembang
BDK Medan
BDK Manado
BDK Malang
BDK Makassar
BDK Denpasar
BDK Cimahi
BDK Balikpapan
BD Kepemimpinan Unit Kerja Jumlah
Responden
Rate
BD Kepemimpinan 31 100%
BDK Balikpapan 23 100%
BDK Cimahi 26 100%
BDK Denpasar 19 100%
BDK Makassar 28 100%
BDK Malang 37 100%
BDK Manado 16 100%
BDK Medan 29 100%
BDK Palembang 26 100%
BDK Pekanbaru 25 100%
BDK Pontianak 17 100%
BDK Yogyakarta 32 100%
Politeknik Keuangan Negara STAN 200 78%
Pusdiklat Anggaran dan Perbendaharaan 101 100%
Pusdiklat Bea dan Cukai 76 95%
Pusdiklat Kekayaan Negara dan Perimbangan Keuangan 72 97%
Pusdiklat Keuangan Umum 87 98%
Pusdiklat Pajak 98 89%
Pusdiklat Pengembangan Sumber Daya Manusia 89 90%
Sekretariat Badan 199 100%
Grand Total 1231 93%

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18
SKOR LEARNING ORGANIZATION BPPK
3.28
3.41
3.38
3.34
3.45
Dinamika Pembelajaran
Transformasi Organisasi
Pemberdayaan SDM
Manajemen pengetahuan
Penerapan teknologi
Penerapan Learning Organization BPPK
Skor Learning Organization
RATA-RATA SKOR
LEARNING ORGANIZATION
3,37
(skala 4)
Berdasarkan data diperoleh
subsistem tertinggi yaitu
“Penerapan Tekonologi”
Sedangkan untuk subsistem
terendah yaitu “Dinamika
Pembelajaran”

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19
3.14
3.24 3.23
3.36
3.57
3.49
3.63
3.44
3.37
3.40
3.45
3.25
3.44
3.53
3.43
3.38
3.43
3.25
3.39
3.23
2.80
2.90
3.00
3.10
3.20
3.30
3.40
3.50
3.60
3.70
RATA-RATA SKOR LEARNING ORGANIZATION BPPK
3 tertinggi
3 terendah
RATA-RATA SKOR
LEARNING ORGANIZATION
3,37
(skala 4)

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20
Unit
Dinamika
Pembelajaran
Transformasi
Organisasi
Pemberdayaan
SDM
Manajemen
pengetahuan
Penerapan
teknologi
Balai Pendidikan dan Pelatihan Kepemimpinan 3,15 3,28 3,22 3,16 3,36
Balai Pendidikan dan Pelatihan Keuangan Balikpapan 3,03 3,10 3,13 3,13 3,30
Balai Pendidikan dan Pelatihan Keuangan Cimahi 3,18 3,30 3,12 3,19 3,38
Balai Pendidikan dan Pelatihan Keuangan Denpasar 3,08 3,22 3,22 3,15 3,47
Balai Pendidikan dan Pelatihan Keuangan Makassar 3,23 3,34 3,35 3,39 3,49
Balai Pendidikan dan Pelatihan Keuangan Malang 3,52 3,60 3,57 3,56 3,58
Balai Pendidikan dan Pelatihan Keuangan Manado 3,38 3,45 3,51 3,36 3,74
Balai Pendidikan dan Pelatihan Keuangan Medan 3,51 3,69 3,67 3,58 3,68
Balai Pendidikan dan Pelatihan Keuangan Palembang 3,30 3,47 3,45 3,38 3,57
Balai Pendidikan dan Pelatihan Keuangan Pekanbaru 3,27 3,30 3,38 3,36 3,54
Balai Pendidikan dan Pelatihan Keuangan Pontianak 3,33 3,40 3,46 3,33 3,49
Balai Pendidikan dan Pelatihan Keuangan Yogyakarta 3,31 3,54 3,50 3,38 3,52
Politeknik Keuangan Negara STAN 3,18 3,31 3,25 3,22 3,28
Pusat Pendidikan dan Pelatihan Anggaran dan Perbendaharaan 3,37 3,45 3,48 3,40 3,50
Pusat Pendidikan dan Pelatihan Bea dan Cukai 3,41 3,56 3,58 3,50 3,57
Pusat Pendidikan dan Pelatihan Kekayaan Negara dan Perimbangan Keuangan 3,30 3,49 3,44 3,39 3,52
Pusat Pendidikan dan Pelatihan Keuangan Umum 3,28 3,40 3,43 3,35 3,44
Pusat Pendidikan dan Pelatihan Pajak 3,39 3,45 3,42 3,40 3,50
Pusat Pendidikan dan Pelatihan Pengembangan Sumber Daya Manusia 3,16 3,31 3,26 3,23 3,32
Sekretariat Badan 3,30 3,43 3,37 3,35 3,50
Grand Total 3,28 3,41 3,38 3,34 3,45

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Learning Organization BPPK 2021
SEKRETARIAT BADAN
Jumlah Responden
199
Average LO
3,39
3.30
3.43
3.37
3.35
3.50
3.28
3.41
3.38
3.34
3.45
Dinamika Pembelajaran
Transformasi Organisasi
Pemberdayaan SDM
Manajemen pengetahuan
Penerapan teknologi
Penerapan Learning Organization BPPK
Skor Learning Organization Rata-rata BPPK

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RENCANA KERJA TIM LO BPPK TERKAIT IMPLEMENTASI LO
No Rencana Kerja Mar AprMeiJuni Juli Ags Sep Okt Nov Des Keterangan
1 Pemetaan Profil Learning Organization BPPK
W1 Survey Profil LO BPPK sudah
dilaksanakan mulai tanggal 26
Februari s.d 3 Maret 2021
done
2 Pembentukan Tim LO BPPK
W1 Tim Sekretariat Badan dan
perwakilan dari Pusdiklat serta PKN
STAN
done
3 Kick Off Implementasi LO BPPK
W1 Dilaksanakan pada hari Kamis, 4
Maret 2021 secara daring
done
4
penyusunan rencana kerja implementasi LO
BPPK
W2-W3
Agenda Kerja Tim LO BPPK sebagai
Eselon I
5
Sosialisasi rencana kerja Implementasi LO
BPPK
W4
6
Melaksanakan dan mendokumentasikan
implementasi LO BPPK
7
Melaksanakan evaluasi dan menyampaikan
laporan implementasi LO BPPK

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Tugas Tim Implementasi LO Tingkat BPPK
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Tindak Lanjut Implementasi LO di Tingkat BPPK
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1. Tim LO BPPK merumuskan rencana kerja dalam rangka
implementasi LO di tingkat BPPK
2. Tim LO BPPK mendiskusikan dengan seluruh Tim LO tingkat
unit kerja dalam rangka implementasi LO di tingkat BPPK
3. Tim LO BPPK berkoordinasi erat dengan Tim LO tingkat
Kemenkeu (Pusdiklat KU) dalam perencanaan dan
pelaksanaan implementasi LO di tingkat BPPK
4. Melaksanakan, mendokumentasikan, dan menyampaikan
laporan pelaksanaan kegiatan implementasi LO tingkat
BPPK kepada Sekretariat BPPK

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PELATIH
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KEUAN
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TERIMA KASIH

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KONSEP AWAL IMPLEMENTASI LO BPPK
Learning Organization Program/Kegiatan/Implementasi
Subsistem I: Dinamika Pembelajaran:
Individual, Kelompok atau Tim, dan
Organisasi
1 Individu secara rutin mengalokasikan waktu untuk belajar dari berbagai sumber, baik
pembelajaran terstruktur maupun tidak terstruktur untuk mendukung kinerjanya, tim
dan organisasi;
2 Seluruh pegawai terlibat dalam AKP;
3 Jumlah JP pengembangan kompetensi pegawai sesuai atau melebihi ketentuan minimal
per tahun;
4 Individu secara aktif mempelajari dan mengimplementasikan hasil belajar (diantaranya:
cara baru dalam bekerja (job crafting);
5 Individu dapat menjadi inspirasi, mendorong dan mendukung orang lain untuk
berkembang dan mempelajari hal-hal yang baru;
6 Setiap pegawai melakukan aktivitas berbagi pengetahuan baik dari pimpinan ke
bawahan, sesama peers, maupun bawahan ke pimpinan (360 derajat)
7 Individu meningkatkan kinerja Tim Kerja dan Organisasi melalui eskalasi dari
implementasi hasil belajarnya;
8 AKP sesuai dengan rencana strategis organisasi;

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Subsistem II: Transformasi Organisasi:
Visi, Budaya, Strategi, dan Struktur
1 Unit kerja melaksanakan kegiatan pengembangan yang telah terencana, baik melalui
Analisis Kebutuhan Pembelajaran (AKP) maupun Dialog Kinerja Individu (DKI), sesuai
dengan tujuan dan prosedur yang telah ditetapkan;
2 Unit kerja mengadakan kegiatan dialogue, baik one-on-one atau group discussion,
terkait arah kebijakan organisasi dan keterkaitan dengan kebutuhan pembelajaran;
3 Unit kerja memahami kebutuhan pembelajaran dan menyelaraskannya dengan tujuan
organisasi;
4 Unit kerja menugaskan bawahan mengikuti pembelajaran sesuai dengan tugas dan
fungsi;
5 Unit kerja memberikan kesempatan untuk mengikuti pembelajaran (pelatihan, PJJ, dan
e-learning).
6 Unit kerja memperhatikan AKP dalam penugasan pegawai mengikuti pembelajaran;
7 Unit kerja memastikan pembelajaran sejalan dengan pola pengembangan karir pegawai
dan kebijakan strategis organisasi.
8 Unit kerja memberikan kesempatan melakukan diseminasi pengetahuan (knowledge
sharing);

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Subsistem III: Pemberdayaan Manusia:
Pimpinan, Pegawai, Stakeholders,
Mitra, Penyedia, Komunitas
1 Unit kerja membentuk komunitas sesuai keahlian dalam bentuk Community of Practice
(COP)
2 Unit kerja membentuk komunitas sesuai peminatan dalam bentuk Community of
Interest (COI);
3 Unit kerja memberikan kemudahan dan dukungan kepada setiap individu dalam
mendapatkan pembelajaran;
4 Unit kerja memberikan kesempatan pegawai menjadi penceramah pada pelatihan,
pengajar pada pelatihan, pengajar pada PKN STAN dan menjadi narasumber workshop di
BPPK;
5 Unit kerja memastikan rencana aksi (action plan) dilaksanakan sesuai komitmen yang
disepakati;
6 Pimpinan berperan sebagai coach, mentor, dan/atau counsellor;
7 Pimpinan membimbing bawahan dalam menyelesaikan pekerjaan dan bersama-sama
mencari solusi atas permasalahan serta menemukan area perbaikan dalam rangka
meningkatkan kinerja organisasi;
8 Pimpinan memberikan feedback atas kinerja sebagai bagian pembelajaran
berkelanjutan.

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Subsistem IV: Pengelolaan
Pengetahuan: Akuisisi, Penciptaan,
Penyimpanan, Perbaikan, Transfer, dan
Pemanfaatan
1 Setiap level dan rumpun jabatan dalam organisasi melakukan identifikasi pengetahuan (kebutuhan
aset intelektual, jenis pengetahuan, sifat pengetahuan, dan level akses pengetahuan);
2 Setiap level dan rumpun jabatan dalam organisasi melakukan pendokumentasian pengetahuan (baik
suceess maupun failure) dan menjadikannya aset intelektual untuk menjadi lesson learned yang
kemudian di diseminasi ke tim kerja maupun organisasi secara menyeluruh;
3 Setiap level dan rumpun jabatan struktur organisasi melakukan pengorganisasian dan penyimpanan
aset intelektual dalam software Knowledge Management System (KMS);
4 Setiap level dan rumpun jabatan struktur organisasi menjadikan aset intelektual dalam software
Knowledge Management System (KMS) sebagai acuan dalam pelaksanaan pekerjaan
5 Setiap level dan rumpun jabatan struktur organisasi melakukan evaluasi dan pemutakhiran
(updating) aset intelektual dalam software Knowledge Management System (KMS) apabila terdapat
best practice lain sesuai perkembangan situas dan kondisi riil yang terjadi di lapangan
6 Unit kerja memastikan ketersediaan peralatan untuk melakukan dokumen pengetahuan (cth:
kamera, microphone, dsb);
7 Unit kerja memiliki dokumentasi pengetahuan atas pengetahuan/ pekerjaan yang ada pada unit
kerjanya;
8 Unit kerja memastikan pegawai memiliki kompetensi yang memadai dalam mengakses aset
intelektual.

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Subsistem V: Penerapan Teknologi:
Sistem Informasi Pengetahuan,
Pembelajaran Berbasis Teknologi, dan
Sistem Pendukung Kinerja Elektronik
1 Unit kerja memastikan setiap pegawai memiliki peralatan berupa komputer atau laptop untuk mengakses
berbagai Sistem Informasi Pengetahuan, Pembelajaran Berbasis Teknologi, dan Sistem Pendukung Kinerja
Elektronik;
2 Unit kerja memastikan komputer dan laptop tersebut memiliki program/aplikasi yang diperlukan untuk
mengakses berbagai Sistem Informasi Pengetahuan, Pembelajaran Berbasis Teknologi, dan Sistem
Pendukung Kinerja Elektronik;
3 Unit kerja memastikan setiap pegawai memiliki jaringan internet dan intranet yang memadai untuk
mengaksesberbagai Sistem Informasi Pengetahuan, Pembelajaran Berbasis Teknologi, dan Sistem
Pendukung Kinerja Elektronik;
4 Unit kerja memastikan setiap pegawai memiliki akses masuk (akun) ke dalam berbagai Sistem Informasi
Pengetahuan, Pembelajaran Berbasis Teknologi, dan Sistem Pendukung Kinerja Elektronik lain yang
dibutuhkan;
5 Unit kerja memberikan kesempatan/keleluasaan untuk mengakses berbagai Sistem Informasi Pengetahuan,
Pembelajaran Berbasis Teknologi, dan Sistem Pendukung Kinerja Elektronik di jam kerja selama tidak
mengganggu pekerjaan utama;
6 Unit kerja melakukan publikasi melalui media formal (korespondensi resmi) dan informal (cth: email, WA)
secara periodik mengenai pembaharuan/update Sistem Informasi Pengetahuan, Pembelajaran Berbasis
Teknologi, dan Sistem Pendukung Kinerja Elektronik serta konten yang memiliki dampak langsung terhadap
unit kerja terkait;
7 Unit kerja memiliki tim dukungan teknis terkait Sistem Informasi Pengetahuan, Pembelajaran Berbasis
Teknologi, dan Sistem Pendukung Kinerja Elektronik;
8 Unit kerja memastikan setiap pegawai memiliki kompetensi yang cukup untuk mengakses berbagai Sistem
Informasi Pengetahuan, Pembelajaran Berbasis Teknologi, dan Sistem Pendukung Kinerja Elektronik;

Membangun-Learning-Organization-Ver-1.0-Ses-BPPK-1_revisi.pdf

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