http://www.iaeme.com/IJMET/index.asp 1593 editor@iaeme.com
International Journal of Mechanical Engineering and Technology (IJMET)
Volume 10, Issue 03, March 2019, pp. 1593-1605. Article ID: IJMET_10_03_160
Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=3
ISSN Print: 0976-6340 and ISSN Online: 0976-6359
© IAEME Publication Scopus Indexed
EVALUATION OF THE LEARNING PROCESS
OF EXECUTIVE EDUCATION II TO IMPROVE
THE LEARNING OUTCOMES IN PLN GROUP
Syiriif Abdullah S. Kom
Bina Nusantara University, Industrial Engineering, Faculty of Engineering, Jakarta, Indonesia
11480
Bachtiar H. Simamora M.Sc., Ph.D.
Management Department, BINUS Business School Undergraduate Program, Bina Nusantara
University, Jakarta, Indonesia 11480
ABSTRACT
Where to get leaders who are in line with the needs of PLN now and in the future,
leaders who can understand the issue of business so that it can be illustrated when
Indonesia Power Company (“PLN”) leaders complete their daily tasks, one of which
can be seen from the results of Leadership Learning Performance (LLP) through
Executive Education in PLN Corporate University. The purpose of this paper is to
evaluate and improve the results of LLP with increasing number of unsuccessful
participants and make a proposal for a 4DX (4 Disciplines of Execution) strategic
program for the implementation of SAQ (Speed, Agility, Quality) to improve the
outcome of leadership learning. The researcher uses Total Quality Management (TQM)
variables and Study Satisfaction (SS) as independent variables to Leadership Learning
Performance (LLP) as dependent variables. From the hypothesis compiled the results
show that all hypotheses are significant and accepted. So that by consistently applying
TQM will improve the results of LLP at PLN Group.
Keywords: Leader, Executive Education, Corporate University, Total Quality
Management, Study Satisfaction, Leadership Learning Performance, 4DX (Disciplines
of Execution).
Cite this Article Syiriif Abdullah S. Kom and Bachtiar H. Simamora, Evaluation of the
Learning Process of Executive Education Ii to Improve the Learning Outcomes in Pln
Group, International Journal of Mechanical Engineering and Technology, 10(3), 2019,
pp. 1593-1605.
http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=10&IType=3
Evaluation of the Learning Process of Executive Education Ii to Improve the Learning Outcomes
in Pln Group
http://www.iaeme.com/IJMET/index.asp 1594 editor@iaeme.com
1. INTRODUCTION
National Electric Company “Perusahaan Listrik Negara” (PLN) Group is a state-owned
company to provide electricity that continues working on improving its products and services
in Indonesia. The history of the term Corporate University began to be popular in the 80’s. One
corporation that has a big role popularizing Corporate University's term is McDonald's.
McDonald's concept was also developed in several large corporations in the world, such as GE,
Walt Disney, Motorola, Boeing, Intel, Exxon Mobil, Fiat, Hitachi, UBS, Jhonson & Jhonson,
Tyco, Caterpillar, Shell etc. At present there are approximately 4000 corporations that have a
corporate university.
In Indonesia corporations such as, Telkom, Pertamina, PLN and Semen Indonesia, also have
Corporate University. Corporate University as a strategic tool of a company to help parent
organizations achieve their mission by creating several activities aimed at exploring wisdom,
knowledge and learning, from individuals and organizations (Allen, 2002). Corporate
University is a "strategic umbrella" to build and educate employees, customers, suppliers to
align with the organization's business strategy (Maria, 2016).
Corporate University is one of the PLN strategies that integrates all learning, processes and
human resources in the company that enables the best performance of the unit by continuing to
improve the knowledge, skills and attitudes of workers in the business environment. Current
conditions at the PLN Group, one example taken is Executive Education II, shows that there
are still participants who did not pass the final stage of learning for each class. Therefore it is
necessary to improve the final results of leadership learning by evaluating what affects using
the variable Total Quality Management and Study Satisfaction. It is expected that by this
research the learning process can be improved.
There are many factors that can affect the end result, among others, from Total Quality
Management which consists of 11 indicators, including; Leadership, Measurement and
Evaluation, Process Control and Development, Benchmarking, Curriculum Design, Quality
Management Systems, Instructor Control, Recognition and Awards, Education and Training,
Focus on Students, Partnership Institutions. While for Learning Satisfaction, there are 2
indicators, among others; Learning Process and Excellent Service. Furthermore, the last
variable targeted from all of these studies is the performance of leadership learning, in this case
the final result of leadership learning (Leadership Learning Performance) wherein there are 3
indicators, among others; Pass on time, Final Class, Final Test Results. Current conditions in
the PLN Group, one of the examples taken is Executive Education II, from the available data,
it turns out there are still participants who do not pass the final examination for each class, need
to improve learning outcomes. Total Quality Management and Satisfaction Study. It is hoped
that by increasing the learning process through these variables what can be improved.
The objectives of this study include:
a. Identify each indicator of the variable used, how big and significant the effect is so that
it can improve LLP as a whole;
b. Measuring the influence of TQM on LLP;
c. Measuring the influence of TQM on the SS;
d. Measuring the magnitude of the SS influence on LLP;
e. Measure the magnitude of the SS influence as a mediation of TQM and LLP;
f. Make a proposal for a 4DX (4 Disciplines of Execution) strategic program for the
implementation of SAQ (Speed, Agility, Quality) to improve the final results of leadership
learning;
Syiriif Abdullah S. Kom and Bachtiar H. Simamora
http://www.iaeme.com/IJMET/index.asp 1595 editor@iaeme.com
2. LITERATURE REVIEW
2.1. Total Quality Management (TQM)
Lagrosen, Seyyed-Hashemi, and Leitner (2006) recommend that every organization will be able
to overcome dynamic environmental changes and provide continuous improvement if TQM is
implemented correctly. In a learning system, according to Sutanto, Hadiwidjojo, Solimun., and
Djumahir (2015), TQM (Total Quality Management) which consists of 11 indicators in it,
among others; Leadership, Measurement and Evaluation, Process Control and Development,
Benchmarking, Curriculum Design, Quality Management Systems, Instructor Involvement,
Recognition and Awards, Education and Training, Focus on Students, Partnership Institutions.
While for Study Satisfaction, there are 2 indicators, among others; Student Academic Services
and Grading (grade learning outcomes). Furthermore, the last variable targeted by all of these
studies is the performance of leadership learning, in this case the final result of leadership
learning (Leadership Learning Performance) wherein there are 3 indicators, among others; Pass
on time, Final Grade, Final Test Results.
2.2. Customer Satisfaction
Customer satisfaction is considered as one of the internal measures of the organization that is
oriented to the satisfaction of customer needs and shows the direction of product and service
quality promotion. Customer satisfaction is a situation where customers feel that product
features are in line with their expectations. Dissatisfaction is also a situation where product
weakness causes consumer dissatisfaction, complaints, and disapproval. In other words,
customer satisfaction is the response of customers / consumers to the consumption or purchase
of a product (Maleki & Darabi, 2008). Whereas for learning satisfaction is a level of comfort
for someone after participating in learning with feelings of pleasure or displeasure shown in
behavior or with the results of learning. Indicators used to measure the image of participants in
learning: satisfaction with learning, satisfaction with promotion after participating in learning,
and satisfaction with service during learning.
2.3. Leadership
Based on Satrijono, et. al., (2017), to add insight and refreshment in carrying out its roles and
duties, PLN has used a variety of learning models such as leadership management training
(LMT), assessment, In class training (ICT), on the job training (OJT) and project assignment
(PA). in principle, PLN leadership learning consistently implements a 70:20:10 learning pattern
developed by the center of creative leadership, so that the majority of learning is directed at
experiential learning.
Meanwhile, the framework for leadership learning refers to the Dave Ulrich Leadership
Code which formulates five effective character leaders, which include: Strategists, Executors,
Talent Managers, Human Capital Developers, and Self Proficient. This mindset has become the
best practice of successful leaders in the global company, which was later adapted at PLN. As
for assessment, PLN was listed as the first company in Indonesia to use the Computerized
Adaptive Testing (CAT) system, called the PLN Adaptive Test (TAP), which won October 2
in the National Innovation at PLN. Overseas, the CAT system has been used by big names such
as Microsoft, IBM, and the Pentagon (US Department of Defense).
2.4. Facility
The quality of a product both goods and services can determine the level of satisfaction of its
customers, Tjipjono and Fandy, (2003). Facilities are all things that are physical equipment
provided by the seller of services to support consumer convenience Kotler, Philip, (2009).
Evaluation of the Learning Process of Executive Education Ii to Improve the Learning Outcomes
in Pln Group
http://www.iaeme.com/IJMET/index.asp 1596 editor@iaeme.com
Facilities are the appearance, ability of facilities and the condition of the surrounding
environment in showing their existence to the external, which includes physical facilities
(building) equipment and equipment, Lupiyoadi, et. al., (2008). Which includes facilities can
be tools, objects, equipment, money, work space. The development of learning infrastructure
that has been carried out based on the master plan academy and UPDL as mentioned above
shows that the development program carried out is structured to achieve effectiveness in the
learning process. The effectiveness of learning produced, and infrastructure support is expected
to be able to realize the performance of the unit and the company.
2.5. Instructor
The effectiveness of teaching refers to teacher beliefs in their capacity to teach effectively with
various students. Optimism refers to the attitude that is owned by colleagues, especially related
to the possibility of collective success in the future. Constructive involvement refers to the
teacher's attitude towards their own efforts to study at work and influence others in their school.
These dimensions of teacher agencies are supported by research conducted in different
communities, Liu, et. al., (2016), C. Schechter and M. Qadach, (2012), Y. X. Shen, (2015).
For the status of Instructors in PLN are categorized as Permanent Instructor Candidates,
Permanent Instructors, Non-Permanent Instructor Candidates, Non-Permanent Instructors PLN,
Non-PLN Instructors, and the instructor board. The Coaching program and instructor
development are related to the competencies and expertise areas of the instructors concerned,
in this case the board of instructors plays a role in instructor coaching. The expected results
from the development and guidance of instructors is the creation of an adequate number of
instructors, qualified, nationally and internationally certified.
Based on Satrijono, Djawahir, & Sugiarsono (2017), there are three things that must be
considered to maintain the quality of instructors at PLN. First, the instructor must be certified.
Secondly, instructors who are not permanent are all PLN employees, but with the following
conditions: can teach and have a certificate of instructor competence and take part in internships
and material deepening. Instructors at PLN must be one level above the students. Third, retired
PLN who have key knowledge and competencies. All PLN instructors must be BNSP certified
(National Professional Certification Agency).
2.6. Material
The development of learning materials in accordance with the needs of the PLN Corporate
University has been carried out with various learning models and learning processes. Learning
models known in the learning environment are very numerous, so that PLN Corporate
University identifies various learning models that are suitable and appropriate for conducting
learning at PLN Corporate University. Therefore, in developing the learning process at
Corporate University will be in line with the needs of the learning program developed. In other
words, the learning material is developed based on the learning process from the results of the
analysis of learning needs and the evaluation results of learning completed.
According to Satrijono et al (2017), for PLN there are three steps to ensure the learning
material up to date. First, working with CorpU learning experts and the Subject Metter Expert
(SME) from outside CorpU. Second, collaborating with management education institutions for
learning leadership, such as PPM School of Management, Prasetya Mulya Business School,
and IPMI, and inviting their instructors or lecturers to teach at CorpU PLN. Third, PLN CorpU
updates is certified. Because the learning institutions at PLN were visited by foreign assessors,
taught how to learn like playing, for example applying gamification.
Syiriif Abdullah S. Kom and Bachtiar H. Simamora
http://www.iaeme.com/IJMET/index.asp 1597 editor@iaeme.com
2.7. Service Quality
To ensure satisfaction of the learning participants, the product/service must be of high quality.
With quality service, it can boost sales of services and create distinctive advantages compared
to competitors. Quality must begin with customer needs and end to customer perceptions
(Tjiptono, 2006).
Things that influence the development of Corporate University apart from Instructors are
infrastructure/facilities, learning materials and learning managers or administrators. What is
meant by learning managers or administrators here are those who manage the implementation
of learning at Corporate University. The role of the learning manager here is to administer
learning resources, HRD, financial, material, methods, and equipment / facilities.
2.8. Learning Organization
According to Senge (1996), learning organizations are organizations where people continually
expand the capacity to produce results seriously as they expect and want, where new and
expansive thinking patterns are grown, the collective aspirations are freed and everyone
continues to learn together. According to Februanto (2008), learning organization is the process
of organizational members facing a problem or problems, identifying alternative solutions by
using values, norms in choosing and implementing the best alternatives, and evaluating the
results. In addition, learning organization is an organizational condition that provides
opportunity for all members of the organization to learn to deal with problems and improve
their ability to identify alternative solutions. Indicators used to measure the image of learning
participants are: Building Shared Vision, Personal Mastery, System Thinking, Improving
Mental Models, Team Learning.
2.9. Mentor
Mentors are direct supervisors of learning participants, who have the task of directing what
themes or topics will be raised by the learning participants. The tasks of the Mentor includes:
2.9.1 Participate in coaching, mentoring, counseling related to project assignment
arrangement, so that participants are more conducive in carrying out their role as leaders in
resolving with breakthrough.
2.9.2 Agree on the depth level of the topic and title of the project assignment in line with
the level of learning to be followed by the participants.
2.9.3 Ensuring a minimum of 60% of the breakthrough program prepared by the mentee has
been implemented, this is one of the requirements of the project assignment test.
2.10. Counselor/Advisor
Counselors are people who are appointed by executors of learning, who have more experience
and prioritized 1 level above the level of learning participants. The counselor is divided into
two, namely:
2.10.1 Internal Counselor/Advisor:
2.10.1.1 Guiding participants in terms of how participants complete project assignments
by involving their subordinates.
2.10.1.2 Ensure that the competency targets in the training material can be carried out by
participants during the implementation of project assignment.
2.10.1.3 Motivating participants to emerge behaviors that are in accordance with job
competency requirements which are requirements for the target position.
2.10.1.4 Participants from the leadership/leadership aspect.
