THE
STRATEGIC ASPECTS OF FUNCTIONAL POSITION DEVELOPMENT IN DIY LOCAL GOVERNMENT
Bening
Hadilinatih
Universitas
Proklamasi 45 Yogyakarta, Sleman, Yogyakarta, Indonesia
ABSTRACT
Developing competence and distributing
human resources within the state civil apparatus (ASN) is crucial for enhancing
their professionalism. This study aimed to identify constraints and alternative
strategies for developing competence in functional positions within the
Yogyakarta Special Region Government (DIY). Using a qualitative descriptive
analysis, the research highlighted several obstacles in functional position
development, including limited training types, budget constraints, scheduling
conflicts, and insufficient information about available training. Training
institutions responsible for developing the competence of functional officials
must adhere to legal requirements, particularly those holding accreditation
from the relevant Guiding Agency. Collaboration with universities or accredited
training institutions is also necessary, particularly in education. Additionally,
there is a need to ensure that competent teaching staff are available for
specific types of functional training. To address these challenges, the
selection of training types must align with a mapped-out understanding of the
competency needs of functional officials in the DIY Regional Government. By
considering these needs, the government can better target the development of
its human resources, ensuring that functional officials receive the appropriate
training to fulfill their roles effectively. These steps will help overcome
current barriers and support ASN's long-term professionalism and competence in
functional roles.
Keywords: competency development, training,
functional position.
Corresponding Author: Bening
Hadilinatih
E-mail: [email protected]
INTRODUCTION
Bureaucratic Reform 2010-2024 mentions several
bureaucratic problems, one of which is organizational problems where government
organizations have not been properly functioning and sized (right sizing)
Indonesia’s 2010-2024 Bureaucratic Reform
Roadmap aims to streamline government operations by simplifying and
restructuring positions to improve efficiency and public service delivery. A critical
step in this process is the equalization of administrative roles into
functional positions, as mandated by Ministerial Regulation PAN RB No. 28 of
2019
The regulation is the government's strategic
basis for creating a more dynamic and professional bureaucracy to accelerate
public services
The implementation of regulations on the
equalization of Administrative Positions into Functional Positions is responded
to by local governments, especially the Regional Government of the Special
Region of Yogyakarta (Pemda DIY) by applying it to the bureaucratic environment
of the Regional Government of Yogyakarta, considering that DIY has its legal
basis and authority regarding institutions contained in Law Number 13 of 2012
concerning the Privileges of the Special Region of Yogyakarta. Simplifying the
bureaucracy within the DIY Regional Government is a challenging thing. Implementing
government policies to equalize administrator positions to functional positions
has several challenges, namely the limited types and number of functional
position formations at higher levels, which can inhibit the promotion of levels
and spatial groups.
Simplification of bureaucracy does
not automatically mean the direct transfer of administrative positions to
functional positions
Civil Servants
(PNS) who will take part in the equalization to become functional officials and
those who have become functional officials are expected to improve their
competence through education and training so that their work will be more
productive and get credit scores according to the target so that they can be
promoted / class as planned. In its
implementation, the development of functional position competencies carried out
through the functional technical training route is still small compared to leveling
training. Leveling training is only for structural training in leveling, which
includes pre-service training for groups I, II, and II, as well as Level III
and IV leadership training. Meanwhile, functional technical training includes
technical training and functional training.
The functional training held is also still
limited to training to support the competence of functional positions. This can
be seen from the data on the development of alumni of BANDIKLAT DIY Vocational
Training and Technical Training that until 2020, the number of alumni of
Leveling Training, which includes Pre-Service Training, Level III and IV
Leadership Training, is 21,059 people, while the number of alumni of Technical
and Functional Training is 12,122 people. The development of alumni of
BANDIKLAT DIY leveling and technical training from 2010 to 2020 can be seen in
the following chart
Human resources need opportunities
and space to develop. According to Chris Rowley and Keith Jackson
The career development of civil
servants is based on qualifications, competencies, performance assessments, and
the needs of government agencies, with integrity and morality playing a central
role
Competency development is an
effort to meet the competency needs of civil servants with position competency
standards and career development plans. Competency development is carried out
at the agency and national levels. The needs and competency development plans,
as mandated by Government Regulation Number 11 of 2017, which has been amended
by Government Regulation Number 17 of 2020, consist of an inventory of the
types of competencies that need to be improved by each civil servant and
competency development implementation plans. A competency gap analysis and a
performance gap analysis are carried out to prepare a competency development
plan. The competency gap analysis was carried out by comparing the competency
profile of civil servants with the competency standards of the positions
occupied and to be occupied.
Furthermore, article 208 of
Government Regulation Number 11 of 2017, which has been amended by Government
Regulation Number 17 of 2020, explains that the preparation of competency
development plans at the national level includes Technical Competence,
Managerial Competence, and Socio-Cultural Competence. Technical Competencies
consist of technical competencies and functional competencies. The LAN prepares
plans for the development of managerial and socio-cultural competencies. Technical
agencies prepare technical competency development plans. The preparation of
functional competency development plans is carried out by the Functional
Position Supervisory Agency (Article 208). The implementation of competency
development must be by the plan that has been set.
Competency development can be carried out in
the form of education and training (Article 210). Competency development in the
form of education is carried out to increase the knowledge and expertise of
civil servants through formal education in the form of providing learning
assignments (Article 211). Competency development in the form of training is
carried out through classical and non-classical training paths. Classical
training is carried out through a face-to-face learning process in the
classroom, seminars, courses, and training. Competency development in the form
of non-classical training is carried out through e-learning, on-the-job
guidance, distance training, internships, and exchanges between civil servants
and private employees.
Competency development can be
carried out independently by the relevant government agencies, together with
other Government Agencies that have accreditation to carry out the development
of certain competencies, or together with an independent competency development
institution (Article 213). Technical competency development is implemented
through training channels to achieve the requirements of position competency
standards and career development. The implementation of technical competency
development can be carried out in stages. The type and level of technical
competency development are determined by the technical agency concerned.
Technical training is organized by an accredited training institution.
Technical training accreditation is carried out by each technical agency by
referring to the accreditation guidelines set by LAN (Article 214).
Functional positions are an option
in the career development of civil servants, in addition to structural
positions (supervisory positions, administrators, and high leadership
positions). Being a functional official means having certain expertise and
skills and carrying out specific work independently and in accordance with
these skills and skills (Soviyanti Novi, 2019). Functional
position holders are expected to have high motivation in improving their
skills, competencies, and performance, as well as wide opportunities to develop
creative ideas and career paths so that the competence of functional positions can
be developed. Competency
development for functional positions is carried out to achieve competency
requirements that are in accordance with the type and level of each Functional
Position. For this reason, for Administrative Position holders who will and
have participated in the Equalization to Functional Positions as
stipulated in the PANRB Ministerial Regulation (Permen) Number 28 of 2019,
competency development through training is very necessary.
The implementation of
functional position competency development is carried out through a training
path to achieve the requirements of position competency standards and career
development. The type and level of functional competency development are
determined by the Functional Position coaching agency. This study aims to identify obstacles and
alternative strategies for developing competencies for functional positions in
the DIY Regional Government.
In light of these issues, this study seeks to explore and address the
key challenges that hinder the competency development of functional positions
within the DIY Regional Government. The complexity of functional position
development stems not only from bureaucratic constraints but also from the
limited availability of tailored training programs that align with the needs of
functional officials. Furthermore, the lack of budgetary support, inadequate
scheduling, and insufficient communication regarding available training
exacerbates the problem. As such, identifying these challenges is crucial to
formulating effective strategies for competency development.
Given these circumstances, this research aims to provide strategic
solutions that are directly responsive to the competency needs of functional
officials in the DIY Regional Government. These strategies include improving
the availability and accessibility of competency development programs,
enhancing collaboration between local government bodies and accredited training
institutions, and optimizing resource allocation to support competency
training. By addressing these challenges through targeted solutions, this study
aspires to enhance the professionalism and effectiveness of civil servants in
functional positions, ultimately contributing to the broader goals of
bureaucratic reform and efficient public service delivery within the region.
The specific objectives of this research are twofold: first, to identify
the primary challenges that hinder the development of competencies for
functional officials within the DIY Regional Government, and second, to propose
practical and strategic solutions that can be implemented to overcome these
barriers. The findings of this study are expected to serve as a foundation for
improving the competency development framework, ensuring that functional
officials are well-equipped to fulfill their roles and responsibilities
effectively.
METHODS
The research method used in this study is a mixed research method. According
to Sugiyono (2014), mixed research methods are a combination of qualitative and
quantitative research methods. Furthermore, Ninik Supriyati (2015) emphasized
that the mixed method combines quantitative and qualitative research. Triangulation
is one of the typologies of data collection and analysis in this research
method. In this triangulation, data is collected and analyzed simultaneously using
qualitative and quantitative methods.
Several
methods are used in data collection. Primary data was collected through Focus Group Discussion (FGD),
In-depth Interviews, and the collection of documents that are still needed, such
as Surveys and Documentation. The survey was conducted on functional officials
within the Yogyakarta Regional Government through a questionnaire distributed
using the Google Form application.
Respondents who filled out the questionnaire were 179 Functional
Officials from 41 Agencies/Agencies in the DIY Regional Government. Secondary
data was collected through a desk study, which collects literature and
documents related to the theories and data needed in this research.
The triangulation process involved comparing the data from surveys,
interviews, and FGDs to identify common themes and discrepancies. For instance,
if a challenge identified in the survey was echoed in the interviews and
further confirmed in the FGDs, it was considered a validated finding.
Conversely, any discrepancies across these data sources were carefully analyzed
to understand the potential reasons behind the differences, thus refining the
overall understanding of the challenges faced by functional officials. By
integrating these methods, the triangulation approach ensured that the study's
conclusions were robust and well-grounded, capturing both the breadth (through
the survey) and depth (through interviews and FGDs) of the challenges related
to competency development in the DIY Regional Government.
RESULTS AND DISCUSSION
Analysis of interview results, questionnaire
distribution, documentation studies, and Focus Group Discussion (FGD) are an
overview of the implementation of competency development for functional
officials in the DIY Regional Government. The analysis of the competency
development of functional officials is carried out with a focus on the implementation of functional
officer competency development, as well as the obstacles to meeting the needs of functional officer competency development
through training.
Implementation of Competency Development of Functional
Officials in the DIY Regional Government
Functional Officials have the authority and responsibility for work
and work results independently, and other functional personnel can assist them
in implementing work. However, the responsibility for the work results and its
authority is still attached to the Functional Officer, so it requires adequate
competence. Competency Development of Functional Officials can be carried out
through education and training, both organized by the State Administration
Institution (LAN), ministries/institutions,
BPSDM/Pusdiklat at Ministries/Institutions, and Provincial Education and
Training Agencies.
The implementation of Training for Functional Officials in the Special
Region of Yogyakarta is carried out by several training institutions in
accordance with their fields as well as by the BANDIKLAT of DIY Province. Some
of the trainings for Functional Officials in DY that have been carried out by
the DIY local government include:
1.
The workshop on Strengthening and
Developing Competencies of Functional Positions of the Regional Government of
the Special Region of Yogyakarta 2020 will be held on January 30, 2020. The
Provincial Government of the Special Region of Yogyakarta, in collaboration
with the Yogya Executive School "YES," carried out activities with 86
participants from institutions, agencies, offices, offices, and halls within
the Regional Government of the Special Region of Yogyakarta. https://www.yesjogja.com/2020/02/01/workshop-penguatan-dan-pengembangan-kompetensi-jabatan-fungsional-pemerintah-daerah-daerah-istimewa-yogyakarta-tahun-2020/
2.
BAPELKES Yogyakarta organized the
training.
Based on Governor's Regulation 97 of 2015, the primary
duties and tasks of Bapelkes Jogja are to plan, implement, and evaluate
training for apparatus and the community. Several types of training for
functional officials carried out by the health training center of Bapelkes
Jogja include:
1.
Nurse functional position
training
2.
Midwife functional position
training
3.
Training for functional
positions of public health extension workers
4.
Nutritionist functional
position training
5.
Training for dental nurse
functional positions
6.
Physiotherapy functional
position training
7.
Sanitarian functional position
training
8.
The Yogyakarta
Education and Training Agency (Bandiklat) organized the training.
Data obtained from the DIY Bandiklat show that until 2020, 21,059 people were
alumni of the Leveling Training, which includes Pre-service Training and Level
III and IV Leadership Training, while 12,122 people were alumni of Technical
and Functional Training.
According to the Governor of Yogyakarta Regulation number 71
of 2019 of the DIY Education and Training Agency, which is an amendment to
Article 37 of
the Governor's Regulation No. 78 of 2018, it is explained that Bandiklat
has a Functional Training Subdivision which has the task of carrying out the
planning, implementation, and evaluation of functional training. To carry out these tasks, the Functional
Training Subdivision has the following functions:
a.
preparation
of work programs for the Functional Training Subdivision;
b.
preparation
of materials for the formulation of technical policies for functional training
for ASN;
c.
implementation
of functional training;
d.
the
implementation of learning evaluation and testing of training materials, as
well as the evaluation of training implementation;
e.
the
implementation of special internalization training;
f.
presentation
of evaluation results and training recommendation materials for participants;
g.
competency
development through functional and socio-cultural training of ASN;
h.
monitoring,
evaluation, and preparation of Functional Training Subdivision program reports;
and
i.
the
implementation of other duties given by superiors in accordance with the duties
and functions of the Agency.
Based on the data that has been obtained from
BANDIKLAT DIY, it can be seen that the implementation of functional technical
training is still small compared to leveling training. Leveling training is
only for structural training in leveling, which includes pre-service training
for groups I, II, and II, as well as Level III and IV leadership training.
Meanwhile, functional technical training includes technical training and
functional training. The functional training held is also still limited to
training to support the competence of functional positions. Competency
development related to training in the skill leveling of functional officials
is the authority of the Supervisory agency for each type of functional
position. Although BANDIKLAT has been accredited as a training provider from
LAN, it has not been able to fully organize training on the promotion of
functional positions because it must be licensed or accredited by the
Supervisory Agency of the functional official.
Obstacles in Meeting the Needs of
Competency Development of Functional Officials
From the results of the survey that has been
carried out, it can be seen that the type of training that Functional Officials
have followed in the institution/service where they are placed can basically be
said to be quite varied, both training for appointment and training for
leveling needs. However, meeting the competency development needs of functional
officials through training is not an easy thing. This is shown through the
opinions of respondents about the existence of obstacles to meeting the needs
of competency development of functional officials through training. The
obstacles encountered can be seen in the following chart:
Source:
Primary Data (processed)
Number of
Respondents' Opinions on Obstacles in Meeting the Needs of Competency
Development of Functional Officials through Training
In the chart, it can be seen the opinions of
respondents about the obstacles in meeting the needs of Competency Development
of Functional Officials through Training. These obstacles are lack of the type
of training that suits the needs, cost/budget limitations, inconsistencies in
time and opportunities to participate in training, as well as limited
information about the existence of training, etc.
From the opinion of the respondents, in the
implementation of training for the development of functional officials'
competencies, it is hoped that BANDIKLAT and other training institutions can
determine the type of training that suits the needs of functional officials in
the DIY Regional Government, the implementation of training can be socialized
well in advance of the training so that Functional Officials or Functional
Officer Candidates who will take part can prepare themselves to be able to
Follow. In terms of financing, it is hoped that participants will not be
charged burdensome costs, both for prospective participants and for the sending
agency/agency.
The Need for Competency Development of Functional Officials in the DIY
Regional Government
Government
Regulation of the Republic of Indonesia Number 11 of 2017 Article 210 Paragraph
(2) explains that Competency Development for Civil Servants can be carried out
in the form of Education and/or Training (Diklat). Competency development in
the form of education for civil servants is carried out through formal education
with the provision of learning assignments, while competency development in the
form of training is carried out through classical and non-classical training
routes.
Article 212
Paragraph (2) "Competency Development in the form of Classical Training is
carried out through a face-to-face learning process in the classroom, at least
through training, seminars, courses, and training." Paragraph (3)
"and for competency development in the form of training, it is carried out
at least through e-learning, distance training, internships, and exchanges
between civil servants and Private Employees."
Training that is carried out to provide knowledge
and/or skills for Civil Servants in accordance with the expertise and skills
required in functional positions is referred to as Functional Education and Training
(Functional Training). Training at this functional position
level consists of:
·
Functional
training is a form of training that provides certain functional knowledge and
expertise and is directly related to the implementation of the duties of the
functional position of the skill concerned.
·
Functional
skills training is a form of training that provides certain functional
knowledge and skills and is directly related to the implementation of the
functional duties of the relevant skill position.
From the results of the survey that has been
carried out, it can be seen that the type of training that Functional Officials
have followed in the institution/service where they are placed can basically be
said to be quite varied, both training for appointment and training for
leveling needs. However, even though functional officials who are respondents
have participated in competency development training, it turns out that there
are still quite a lot (55.3%) who think that their competencies are not in
accordance with their demands and types of duties. Respondents who stated that
it was appropriate were there (44.7%).
The preparation/analysis of needs and competency
development plans of the DIY Regional Government in 2022 has been carried out
by the DIY Regional Civil Service Agency (BKD DIY). The Needs Analysis and
Competency Development Plan was carried out with the aim of finding out the
need for competency development for civil servants in the DIY Regional
Government, both structural officials, implementers, and civil servants in
functional positions. In the analysis of the training needs, it is explained
that as long as there is still a gap between the competencies required to carry
out tasks in a position and the competencies possessed, training is one of the
solutions to close the competency gap that occurs.
From the 2022 DIY Regional Government Needs and
Competency Development Plan (RPK) Report, it can be seen that the Training
Needs for Functional Officials consist of the need for Basic Training for
Functional Positions (Training for the appointment of Functional Positions) and
the Training Needs for Leveling for Certain Functional Officials who will be
promoted. This can be explained as follows:
Basic Training Needs for Functional Positions (Training for
Appointment to Functional Positions)
This
training is needed for candidates for functional positions to be appointed as
functional officials. In the 2022 RPK REPORT, it can be seen that from the
results of the verification, 46 types of basic training are required for the
appointment of Functional Positions, with the following details:
Table 1.
Basic Training Needs for Functional Positions
|
TYPES OF TRAINING |
NUMBER OF NEEDS (PEOPLE) |
|
Agricultural Extension Officer |
1 |
|
Skilled Veterinary Paramedic |
2 |
|
First Expert Feed Quality Supervisor |
2 |
|
Expert Agricultural Products Market
Analyst |
1 |
|
Social Extension |
1 |
|
Social Workers |
3 |
|
Introduction to First Jobs |
2 |
|
The First Computer System |
2 |
|
First Archivist |
1 |
|
The First Industrial Relations
Mediator |
3 |
|
First Occupational Health Advisor |
1 |
|
Skilled Health Laboratory Institutions |
6 |
|
The First Computer System |
1 |
|
Skilled Pharmacist Assistant |
2 |
|
Skilled nurses |
5 |
|
Skilled Dental Nurse |
1 |
|
Skilled Sanitarians |
3 |
|
Skilled Archivist |
2 |
|
Skilled Electromedical Technician |
1 |
|
Skilled Medical Recorder |
2 |
|
Skilled Speech Therapist |
1 |
|
First General Practitioner |
5 |
|
First Dentist |
1 |
|
First Physiotherapist |
1 |
|
The First Computer System |
1 |
|
The First Environmental Sanitation
Technique |
1 |
|
First Forestry Police |
2 |
|
The First Forestry Extension Officer |
2 |
|
The First Expert in Building and
Housing Engineering |
1 |
|
The First Expert Environmental
Sanitation Technique |
1 |
|
First Member Earth Researcher |
1 |
|
First Expert Electricity Inspector |
1 |
|
The First Expert Road and Bridge
Engineering |
2 |
|
First Expert Irrigation Techniques |
1 |
|
Skilled Irrigation Techniques |
1 |
|
The First Expert Computer System |
1 |
|
First Engineer |
7 |
|
First Research Engineer and Engineer |
1 |
|
Skilled Research Technicians and
Engineers |
2 |
|
First Industrial and Trade Extension
Officer |
3 |
|
Goods/Services Procurement Officer |
12 |
|
Shrimp regulation planner2an |
1 |
|
Archivist |
1 |
|
Computer infrastructure |
1 |
|
First Public Health
Extension Officer |
4 |
|
Auditor |
1 |
|
SUM |
98 |
Source: RPK Report 2022
The
Need for Leveling Training for Functional Officials Who Will Be Promoted
Based on
the results of the analysis of the 2022 DIY Regional Government Needs and
Competency Development Plan (RPK), from the results of the verification of
OPDs, eight types of functional position leveling training needed by functional
officials to be able to move up the ranks were obtained. The training is
detailed as follows:
Table 2. The Need for Leveling Training
for Functional Officials Who Will Be Promoted
|
No |
Types of JF Leveling Training |
Number of Needs |
|
1 |
Expert Agricultural Products Market Analyst |
3 |
|
2 |
Widyaiswara Madya |
6 |
|
3 |
Forestry Extension Supervisor |
11 |
|
4 |
First Engineer |
6 |
|
5 |
Social Workers |
11 |
|
6 |
Young PBJ |
30 |
|
7 |
PBJ Madya |
9 |
|
8 |
Pamong Praja Police (skilled to expert) |
10 |
|
Sum |
|
86 |
Source: RPK REPORT 2022
From the results of the analysis of the need for
Basic Training for Functional Positions (Training for the appointment of
Functional Positions) and the need for leveling training for Certain Functional
Officials who will be promoted to the positions mentioned above, it can be
known that the need for competency development training for functional
officials is still quite a variety of types.
In determining the type of training that Training
Institutions and BANDIKLAT will carry out, they can consider the map of the
needs of functional officials and the competency needs of Functional Officials
that need to be developed in agencies in the DIY Regional Government. For this
reason, the following will present the results of research on the Opinions of
Functional Officials in the Yogyakarta Regional Government about the needs of
functional officials and the competency needs of Functional Officials that need
to be developed.
Opinion
of Functional Officials on Competency Development Training for
Functional Positions that Are Still Needed
From the results of the survey, there are still
many types of competencies for functional positions that need to be developed
through training. This can be seen from the opinions of 119 functional
officials who were respondents; 21 (17.64%) argued that training in the
development of computer infrastructure competencies was still needed; 15 (12.60%) stated that training is still
needed for Auditor competency development, 10 (8.4%) argued that competency
development training is needed for Supervisors of Regional Government Affairs
Implementation (P2UPD), 10 (8.4%) argued that training in Public Relations
Institutions is still needed, in addition to that, competency development as
Social Workers, Archivists, Occupational Health Supervisors and also other competencies
is needed. This can be seen in the following table.
Source:
Primary Data (processed)
Figure
5.
Number of Respondents who believe in Functional Position Competencies
that need to be developed
Respondents' Opinions on the Type of Functional Position Competency
Development Training Needed
The survey results were used to find out the respondents'
opinions about the functional position competencies
that need to be developed, as described above, and to show the types of
competency development training needed. Of these several types of competency
development, respondents also argued about organizing institutions that are
considered feasible to organize training on the competencies needed. The
following table shows respondents' opinions about the types of competency
development training needed for Functional Officials and officials who will
become Functional Officials.
|
It |
Required
JF Competency Development Training |
It |
Required
JF Competency Development Training |
|
1.
|
Market
Price Analyst |
18 |
PBJ, |
|
Job
analysis |
19 |
ICT
utilization |
|
|
3.
|
Archivist |
20 |
Researchers |
|
4.
|
Forensic
Audit, |
21 |
Translator |
|
5.
|
Investigative
Audit, |
22 |
Job
Introduction |
|
Auditor |
23 |
Supervision |
|
|
Personnel
Auditor |
24 |
Professional
development |
|
|
Tourism
Functional Position, |
25 |
OPT
Operator |
|
|
expertise
in the field of IT and public speaking |
26 |
Writing
Scientific Papers |
|
|
Basic
competencies of the main tasks |
27 |
Development
Planning and Finance |
|
|
Managerial
competence |
28 |
PMHP,
Market Price Analyst |
|
|
12.
|
Competence
in Fostering Farmers and Seed Producers |
29 |
computer
infrastructure, |
|
13.
|
socio-cultural
competence |
30 |
Public
Speaking |
|
Technical
Competence, |
31 |
Librarian |
|
|
Public
service management |
32 |
All
Types of Development that support careers in functional positions |
|
|
Mediator |
33 |
Information
Technology |
|
|
Methodology |
|
|
Source:
Primary Data (processed)
For the implementation of training for
functional officials, training institutions must meet the requirements
stipulated in laws and regulations. The most essential requirement is that you
have accreditation from the Supervisory Agency responsible for developing the
functional position. Deep Organizing Various Functional Position
Training: Training institutions can collaborate with accredited universities or
training institutions to provide competent teaching staff according to the type
of functional training.
Furthermore,
to determine the type of functional technical training for officials and
prospective functional officials in the Yogyakarta Regional Government based on
the results of the technical competency survey needed by functional officials
and the 2022 RPK report can be found in the following table:
Table 3. Functional Technical Training Needs for
Functional Positions
|
No |
Functional Positions |
Types of Functional Technical Training |
|
1 |
Archivist |
·
Dynamic Archive Management ·
Arrangement of special form archives ·
Diigital Archive Management ·
IT Competencies |
|
2 |
Apparatus HR Assessor |
·
Change Management ·
Technical Decision Making |
|
3 |
Auditor |
·
IT Competencies ·
APIP ·
Procurement of Goods and Services ·
Advanced Audit ·
IT-based audits ·
Investigative audits and performance audits ·
Risk management ·
General surveillance techniques ·
Construction supervision techniques |
|
4 |
Industrial Relations Mediator |
·
Employment Law ·
Public speaking |
|
5 |
Cultural Leaders |
·
Writing Scientific Papers |
6 |
Social Workers |
·
Handling children with special needs ·
Clinical therapy ·
Child developmental psychology ·
Parenting techniques ·
Hypnotherapy |
|
7 |
Job Introduction |
·
Public speaking ·
Microteaching and presentation techniques ·
Microsoft office |
|
8 |
Agricultural Product Quality Supervisor |
·
Author of scientific papers ·
Quality assurance of food of plant origin ·
PPC training on pesticides and fertilizers ·
Understanding and application
of ISO 17025:2017 |
|
9 |
Social Extension |
·
Public relations and
communication ·
Social well-being knowledge |
|
10 |
Nurse |
·
Advanced nursing techniques ·
Mental health care |
|
11 |
Engineer |
·
Writing scientific papers ·
Research and development of
science and technology |
|
12 |
Computer Prana |
·
IT Competencies |
Source: Primary data
(processed)
CONCLUSION
Based on the findings, this study identifies key
challenges in competency development for functional positions within the DIY
Regional Government. These include limited training opportunities, budget
constraints, scheduling conflicts, and inadequate information dissemination. A
lack of coordination between training institutions, insufficient accreditation,
and a mismatch between training content and actual needs hinder the existing
efforts to implement competency development programs.
To address these challenges, several
recommendations are proposed for policymakers. First, improve collaboration
between regional and national training institutions to ensure training programs
align with the specific competency needs of functional officials. Conducting
regular needs assessments and updating training programs will help bridge
existing gaps. Second, budget allocations should be increased to ensure access
to more training opportunities. Third, offer flexible training schedules and
promote e-learning platforms to overcome scheduling conflicts and geographical
limitations. Additionally, policymakers should strengthen accreditation and
quality assurance processes for training institutions to meet the required
competency standards. Improving communication channels is also essential to
ensure functional officials are promptly informed about training opportunities.
Further research is recommended to explore the
impact of e-learning and digital platforms on competency development, track the
long-term effects of training on performance through longitudinal studies, and
conduct comparative research between regional and national competency
frameworks. These steps will provide valuable insights for improving training
models. By addressing these challenges and pursuing further research, the DIY
Regional Government can enhance the competency development of its functional
officials, resulting in a more capable and professional workforce.
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