HRD AND ITS CRITICAL FACTORS ACCORDING TO PRACTITIONERS

IN THE TRAINING DIVISION OF TELKOM INDONESIA

A Dissertation

by

SISWO

Submitted to the Office of Graduate Studies of

Texas A&M University
in partial fulfillment of the requirements for the degree of

DOCTOR OF PHILOSOPHY

May 2004

Major Subject: Educational Human Resource Development

 UMI Number: 3132129

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 HRD AND ITS CRITICAL FACTORS ACCORDING TO PRACTITIONERS

IN THE TRAINING DIVISION OF TELKOM INDONESIA

A Dissertation

by

SISWO

Submitted to Texas A&M University

in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Approved as to style and content by:

_____________________________
Kenneth E. Paprock
(Chair of Committee)

_____________________________ ______________________________
Larry M. Dooley Stephen L. Stark
(Member) (Member)

_____________________________ ______________________________
David A. Erlandson Yvonna S. Lincoln
(Member) (Head of Department)

May 2004

Major Subject: Educational Human Resource Development

 iii

ABSTRACT

HRD and Its Critical Factors According to Practitioners in the Training Division

of Telkom Indonesia. (May 2004)

Siswo, B.S., Institute of Teacher Training and Education Manado;

M.M., Bandung Graduate School of Management

Chair of Advisory Committee: Dr. Kenneth E. Paprock

This study of an Indonesian company, Telkom Indonesia, identifies how human

resource development (HRD) practitioners view or define HRD, what factors they

consider critical for HRD practice, and specific issues related to training. Interviews with

20 practitioners in the company’s Training Division were used as the primary vehicle for

gathering information, while observations and documents supplemented the interviews.

The practitioners essentially equate HRD with training and development (T&D), but the

company’s practice reflects the presence of considerable attention not only to training

and development but also to organization development (OD) and career development

(CD). The practitioners’ comments about critical factors for HRD can be categorized

into four broad groups: corporate, workplace, supplier, and internal; and the company’s

training interventions are classified into three major clusters: telecommunications

technology, business management, and leadership. This study also underscores the

presence of some forces that lead HRD practice to stick around the training area and

some other forces that promote a movement toward a more strategic HRD orientation.
 iv

DEDICATION

This dissertation is dedicated to my family: my late father, Suryadi; my mother,

Sini; my wife, Siti Aminah; my sons, Muhammad Faizullah and Fakhrul Mubarak; my

daughter, Fairuz Az Zabiedah; my brother, Gunawan, and my sister, Siswati, whose

support and encouragement are invaluable in advancing my profession. This dissertation

is also devoted to H. Asy’ari Al-Hakiem, my revered guru, whose teaching is

enlightening my heart, and to all friends in my workplace, my village, and my farm as

well for their willingness to share knowledge and experiences, and for their supportive

actions for many endeavors.

 v

ACKNOWLEDGMENTS

I would like to thank the 20 HRD practitioners in the Training Division of

Telkom Indonesia for their participation in this study. I would also like to thank my

dissertation committee (Dr. Kenneth E. Paprock, Dr. Larry M. Dooley, Dr. David A.

Erlandson, Dr. Stephen L. Stark, and Dr. Paulette T. Beatty) for their supervision and

facilitation of this study. Support of this study also came from Dr. Yvonna S. Lincoln,

Dr. Bryan R. Cole, Dr. Steven Grossman, Clarice Fulton, Dawne Hicks, Paul Bruthiaux,

the thesis/dissertation support group in Student Counseling Service (Dr. Bryan K.

Williams, Kristin Clemens, Becky Petitt, Robert Corbett, Karina Y. Garza, Michael

Moore, and Michele D. Brown) and my friends in the College of Education and Human

Development (Elsa M. Gonzales, Roemer Visser, Prakash Krishnan, Isca Dolfina,

Miriam Scotland, Vivian Huang, Jie Ke, Vince Jeong, Meera Alagaraja, Yi Hsuan Lee

and Jungil Kim).

 vi

TABLE OF CONTENTS

Page

ABSTRACT…………………………………………………………………………… iii

DEDICATION………………………………………………………………………… iv

ACKNOWLEDGMENTS….…………………………………………………………... v

TABLE OF CONTENTS……………………………………………………………… vi

LIST OF FIGURES…….………………………………………………………………. x

LIST OF TABLES ......................................................................................................... xi

CHAPTER

I INTRODUCTION....................................................................................1

Statement of Problem……..……………………………………. 3
Purpose of the Study………….………………………………... 3
Definition of Terms……………….……………………………. 4
Assumptions of the Study…………………………………….…5
Limitations of the Study ...............................................................5
Significance of the Study .............................................................6
Design of the Dissertation……………………………………… 7

II REVIEW OF THE LITERATURE AND THE SETTING………….….8

Review of the Literature: Human Resource Development ..........8

Definition……………………………….…………….…8
McLagan’s and Swanson’s Definition .................9
Definition in the Global Context........................10
Issue of a Unifying Definition............................ 13
Human Resource Development Orientation…………...13
Learning and Performance Paradigm .................14
Activity-Based and Results-Driven Practice......16
Strategic Human Resource Development ..........17
Review of the Setting….……………………………………….20
Indonesia and Telecommunications…………………... 20
Telkom Indonesia……………………………………... 22
 vii

TABLE OF CONTENTS (CONTINUED)

Page
CHAPTER

People Development in Telkom Indonesia………….…24

Training Division...…………………………………….29

III METHODS….……………………………………………...……….…36

Procedures………………………………...…………………....37
Instrumentation...............................................................37
Interviews ...........................................................38
Observation ........................................................39
Documents..........................................................39
Data Analysis………………………………………………..…40
Trustworthiness……………………………………………….. 41

IV FINDINGS AND INTERPRETATIONS………………..…………… 44

Human Resource Development: Viewpoints and Practices .......45

Goal…………………………………………………… 46
Beneficiaries...................................................................46
Company and External Institutions ....................46
Employees ..........................................................48
HRD Intervention..……………………………………. 48
Corporate Intervention .......................................48
Organization Development ....................49
Career Development...............................49
Intervention in the Training Division.................50
Intervention in the Workplace............................51
Other Viewpoints………………………………………52
HRD as Process and Function............................53
HRD as Whole Development of
Individuals..........................................................54
HRD as Continuous Individual Development....54
Summary of “Human Resource Development:
Viewpoints and Practices”……………………………..55
Critical Factors for Human Resource Development….………. 56
Corporate Factors ...........................................................57
Top Management Support ..................................57
Policy Support ........................................58
Financial Support ...................................60
Personal Involvement .............................61
 viii

TABLE OF CONTENTS (CONTINUED)

Page
CHAPTER

Management System…………………………...62
Profit Center Treatment..........................62
Quality Management System .................64
Competency-Based Human Resource
Management ...........................................65
Workplace Factors……………………….………….…68
People……………………………………….… 69
Management ...........................................69
Employees ..............................................73
System ………………………………………... 74
Facility..………………………………………..75
External Factors..............................................................76
Logistic Suppliers...............................................76
Expertise Suppliers………………………….....77
Internal Factors...............................................................78
People……………………………………….… 79
Role ........................................................79
Hiring Trainer.........................................81
Experience and Subject ..........................81
Educational Background ........................83
Location Factor ......................................83
Practitioner Development.......................84
System ................................................................85
Quality Management System for the
Training Function...................................85
Competency-Based Training and
Development ..........................................87
Facility………………………………………… 89
Summary of “Critical Factors for Human Resource
Development”….………………………………………90
Training Intervention..................................................................92
Telecommunications Technology Training…………....92
Non-Technology Training…………………………….. 96
Business Management Training…………….... 97
Leadership Training..…………………………. 98
Summary of “Training Intervention”………………… 99
 ix

TABLE OF CONTENTS (CONTINUED)

Page
CHAPTER

V SUMMARY, DISCUSSION, CONCLUSIONS, AND

RECOMMENDATIONS………………….. .......................................101

Summary ..................................................................................101
Human Resource Development....................................103
Critical Factors for Human Resource Development ...104
Training Intervention…………………………………104
Discussion …...……………………….………………………106
Management Commitment ...........................................106
Practitioners’ Perception and Daily Activity ...............107
Structural Position ........................................................108
Profit Center Policy......................................................110
Promoting Strategically Oriented HRD .......................111
Conclusions……. .....................................................................113
Recommendations and Reflection............................................114
Recommendations for Future Study.............................115
Recommendations for Practice.....................................115
Reflection .....................................................................116

REFERENCES.............................................................................................................117

APPENDIX A INTERVIEW PROTOCOL………………………………………… 121

APPENDIX B INFORMED CONSENT DOCUMENT…………………………… 123

VITA……………………………….………………………………………………... 124
 x

LIST OF FIGURES

Page

Figure 1. Map of Indonesia ............................................................................................20

Figure 2. Telkom Indonesia and Its Training/Education Scheme ..................................28

Figure 3. Training Centers of Telkom Indonesia ...........................................................30

Figure 4. The Four Categories of Factors ......................................................................56

Figure 5. Corporate Factors............................................................................................57

Figure 6. Telkom Indonesia’s Competency Model ........................................................66

Figure 7. Workplace Factors ..........................................................................................68

Figure 8. Internal Factors ...............................................................................................79

Figure 9. Critical Factors for HRD in the Company ......................................................91

Figure 10. Training Intervention ....................................................................................92

Figure 11. HR and HRD Function in the Company .....................................................109

Figure 12. HRD Intervention and Processes ................................................................112

 xi

LIST OF TABLES

Page

Table 1. Key Components of McLagan’s and Swanson’s Definitions ..........................10

Table 2. Key Components of HRD Definition...............................................................11

Table 3. Key Components of McLean and McLean’s Definition..................................12

Table 4. Three Streams of the Learning Paradigm.........................................................15

Table 5. Performance Paradigm .....................................................................................15

Table 6. Transactional and Transformational Roles of HRD.........................................17

Table 7. HRD Orientation: Training, HRD, and SHRD ....……………………………19

Table 8. The Findings: Section and Description ............................................................44

Table 9. Viewpoints on the Primary Beneficiary ...........................................................48

Table 10. Practice of HRD Interventions in Telkom Indonesia .....................................53

Table 11. Key Components of HRD: Viewpoints..........................................................55

Table 12. Viewpoints on the Role of Top Management Support for HRD ...................58

Table 13. 3-2-1 Policy....................................................................................................59

Table 14. Viewpoints on the Profit Center Treatment ...................................................63

Table 15. Typical Views of the Profit Center Treatment ...............................................63

Table 16. Core and Generic Competencies ....................................................................67

Table 17. Power of People Versus System Inflencing HRD Practice............................74

Table 18. Role Classification in the Training Division of Telkom Indonesia ...............81

Table 19. Practitioners: Their Backgrounds and the Subjects They Teach....................82

Table 20. Comments on ISO 9000 Standards ................................................................86

 xii

LIST OF TABLES (CONTINUED)

Page

Table 21. Viewpoints on the Role of ISO 9000 Standards ............................................86

Table 22. Viewpoints on Competency-Based Training and Development ....................87

Table 23. Viewpoints on the Usefulness of the Competency-Based Training

Approach ........................................................................................................88

Table 24. Comments on Facility Issues .........................................................................89

 1

CHAPTER I

INTRODUCTION

As the world is becoming more and more global, scholars must be

knowledgeable about the global environment and understand viewpoints, needs, and

experiences of others from different parts of the world or different countries. Scholars in

the field of human resource development (HRD) are no exception and need to carry out

even more global or international HRD investigation because the field is relatively

young and not mature yet (Elliot, 2000; Marquardt and Engel, 1993; Swanson, 2001;

Swanson and Holton, 2001), and the current discussion on HRD is dominated by

American scholars and practitioners (Streumer, Van der Klink, and Van de Brink, 1999).

Osman-Gani (2000) further considers ASEAN (the Association of South East

Asian Nations) a significant area for international HRD investigation. The association

consists of ten member countries ─ Brunei, Cambodia, Indonesia, Laos, Malaysia,

Myanmar, Philippines, Singapore, Thailand, and Vietnam─ and is “ranked among the

world’s largest host of foreign direct investment inflows” (p. 215).

Indonesia plays a significant role in ASEAN as the country is one of the founders

of the association and has the highest population and largest area of all the members.

With more than two hundred million people living in more than 13,000 islands, being

strategically located between two continents (Asia and Australia) and between two

_______________

This dissertation follows the style and format of Human Resource Development Quarterly.
 2

oceans (the Pacific and the Indian), and speaking hundreds of different languages, the

country is geographically unique, and culturally diverse. Under such circumstances, an

international HRD investigation in Indonesia is a challenging endeavor.

A well-known literature review about international HRD investigation was the

work of Hansen and Brooks (1994). Essential of the review was the identification of two

major shortages of international HRD investigations. The first shortage pertained to the

approaches utilized in the investigations. The review indicated that most international

HRD studies lacked in-depth understanding of the settings investigated because of the

typically dominant use of positivistic approaches. To enrich the body of knowledge of

international HRD with a more in-depth understanding of the settings investigated,

Hansen and Brooks suggested a more qualitative or naturalistic study. The second

shortage of international HRD studies pertained to the issue of who performed the

studies. With regard to this issue, Hansen and Brooks found that the results of

international HRD studies tended to be biased by American scholars and practitioners’

HRD perspectives because most of the studies were conducted by non-native

researchers, typically Americans, who were by and large unfamiliar with the local

settings being investigated. Hansen and Brooks then called for international HRD studies

performed by native researchers. In short, Hansen and Brooks’ review of international

HRD investigations revealed the need for more qualitative or naturalistic studies

performed by native researchers. This dissertation is a naturalistic endeavor and the

investigator is a native person of the setting being investigated.

The discussion above by and large conveys four major points. First, HRD
 3

scholars are concerned with international investigations (Marquardt and Engel, 1993;

Streumer et al., 1999; Swanson and Holton, 2001). Second, there is a suggestion

regarding the need for HRD investigations in ASEAN member countries (Osman-Gani,

2000). Third, Indonesia is a country that plays a significant role in ASEAN, and fourth,

the review of international HRD literature indicates the lack of naturalistic studies

performed by native researchers (Hansen and Brooks, 1994). In response to these

matters, the investigator conducted an HRD study in an Indonesian telecommunications

service company, “Telkom Indonesia”. The company was selected for its important role

in the country, the investigator’s work experience in the company, and the significant

size of its training division.

Statement of the Problem

The HRD literature recognizes Weinberger (1998) for her study about HRD

definitions of US perspectives, Rouna (2000) for her study about HRD definitions from

the perspectives of ten active HRD scholars, and McLean and McLean (2001) for their

study about HRD definitions of the non-US scholars such as those from China, Taiwan,

Cote d’Ivoire, France, Germany, India, Japan, Korea, the Netherlands, Singapore,

Thailand, and the UK. These studies, however, are limited typically to HRD academic

scholars and many countries in the world such as Indonesia are not included. Little is

known about an international HRD study focusing on practitioners’ perspectives in

corporate setting.

Purpose of the Study

The purpose of this study was to explore HRD practices in Telkom Indonesia,
 4

particularly in its Training Division, by focusing on the issues pertinent to how HRD

practitioners view or define HRD and what factors or issues they consider critical for

HRD in the company. The investigator, hence, raised the following research questions:

1. How do the HRD practitioners in the Training Division of Telkom Indonesia

view or define HRD?

2. What factors or issues are critical for HRD practices in the company?

Definition of Terms

The term “HRD” is loosely used. Scholars do not fully agree regarding the

boundaries of the field. In “Models for HRD Practice,” McLagan (1989) affirms that

HRD consists of three interventions: training and development (T&D), organization

development (OD), and career development (CD). Swanson and Holton (2001) also

include training and development and organization development as part of HRD, but

leave out career development in their model or definition. Professional organizations

such as the Academy of Human Resource Development (AHRD), the American Society

for Training and Development (ASTD), and the International Society for Performance

Improvement (ISPI) more or less discuss HRD issues, although they may use different

frames or approaches in looking at the field; this is also an indication that HRD is an

ambiguous field.

In practice, the term “HRD” is not a standard one, and it is often interchangeably

used with other terms. For example, a company might call its HRD unit a training

division, an HRD department, a training department, a performance department, a

corporate university, or the like. HRD programs or activities might be called training,
 5

training and development, staff development, employee development, adult education,

and so forth (Beder, 1989; Robinson and Robinson, 1996; Swanson and Holton, 2001).

This study uses the term “HRD” as a broad umbrella and an interchangeable term

with training and development, depending on the context of the discussion. Training and

development is viewed as only one form of HRD, but it is the major form used and, thus,

it might dominate the discussion. In this study, the term “HRD practitioners” refers to

those who perform roles, hold positions, or are individuals such as trainers, training

designers/developers, or other training administrators/staff in the organization highly

involved in the HRD process. The term “HRD practice” refers to programs, events,

activities, systems, and even viewpoints that the company or HRD practitioners might

have or embrace.

Assumptions of the Study

The investigator began this study with the following assumptions:

1. The construction of the informants participating in the study, the settings

observed, and the documents collected reflect HRD practices in Telkom

Indonesia.

2. Corporate practices influence HRD practices and the practices of the Training

Division in Telkom Indonesia.

Limitations of the Study

1. This study is limited to one corporation, Telkom Indonesia, and therefore it

does not represent all companies in Indonesia. As Telkom Indonesia is a large

business in the country, this study does not correspond to small businesses.
 6

2. HRD scope is broader than training, and the setting investigated was

primarily the company’s Training Division. As such, some HRD-related

activities outside the Training Division were not directly explored.

3. The investigator used a naturalistic approach in which the sampling was

purposive. The intent of purposive sampling is to maximize information

(Erlandson, Harris, Skipper, and Allen, 1993). In such a study, there is no

precise generalization, although to some extent, this study may be

transferable to other similar settings.

4. In addition, in that change always happens and because the environment

under study here is both interactive and dynamic, interpreting this study

entails care even though the findings will be used only to discern Telkom

Indonesia, the company studied.

Significance of the Study

This study is an endeavor to contribute to the field of HRD in an international

setting by exploring Indonesia, about which literature in almost any social field is

lacking, and it is without a doubt that in the field of HRD is more lacking as HRD is a

relatively new field and not well-established yet. It is an exploratory investigation to

help understand HRD practices in the country, particularly in the corporate setting, and it

is a study from the perspective of practitioners. The findings then could be tied to the

current HRD literature or the notions of HRD scholars. In addition to its contribution to

the body of knowledge of international HRD in corporate setting, this study is also a

practical endeavor. Using a naturalistic approach, the investigator directly interacted

 7

with practitioners whose backgrounds varied and who typically possessed different

viewpoints when looking at the field of HRD. In other words, this study promotes a

mutually beneficial relationship between the investigator and the informants.

Design of the Dissertation

This dissertation is organized into five major chapters. Chapter I, Introduction,

contains the statement of the problem, the purpose of the study, a definition of terms, the

assumptions of this study, its limitations, the significance of the study, and the design of

the dissertation. This chapter sets the direction of the content and the structure of this

report. Chapter II provides a review of the literature and introduces the setting of this

study. The review basically highlights the relevant literature and is intended to provide a

conceptual background for the study. A description of the setting is given to facilitate the

presentation of the findings. Chapter III provides an overview of the methodological

approach used by the investigator, and Chapter IV reports the findings and analysis

interwoven. The last chapter, Chapter V, presents the summary, discussion, conclusions,

and recommendations.
 8

CHAPTER II

REVIEW OF THE LITERATURE AND THE SETTING

This chapter is organized into two primary sections: “Review of the Literature:

Human Resource Development” and “Review of the Setting.” The former is derived

from scholarly endeavors, presenting theoretical backgrounds that can be used as lenses

to interpret and discuss the findings of this study. The later is written from practice

rather than the literature and is intended to introduce the settings investigated and to

better understand the context of the study.

Review of the Literature: Human Resource Development

This section centers on two major issues: HRD definitions and HRD orientations.

The former addresses scholarly issues regarding what HRD is, and the later deals with

more philosophically oriented issues pertaining to what scholars consider as a strategic

HRD orientation, a practice of HRD that moves beyond training, the common HRD

intervention.

Definition

The role of a definition in any field is important. Unfortunately, the field of HRD

is not well defined yet and there is no consensus among scholars in regard to what HRD

really is. One reason for this may be due to the fact that HRD is “a relatively young

academic discipline” (Swanson and Holton, 2001, p. 3). Another reason may relate to the

nature of HRD as a cross-disciplinary field and the lack of clarity regarding the root

disciplines that form the field (Kuchinke, 2001; Swanson, 2001). By and large, HRD
 9

scholars label the field as complicated and ambiguous (Evarts, 1998; Kuchinke, 2001).

The ambiguity of HRD, however, may be viewed as an opportunity rather than an

obstacle. Mankin (2001), for instance, argues that it is its ambiguity that makes the field

of HRD distinctive.

McLagan’s and Swanson’s Definition. Among numerous definitions that

emerge in the literature, McLagan’s definition of HRD as “the integrated use of training

and development, organization development, and career development to improve

individual, group and organizational effectiveness” (McLagan, 1989, p. 7) is the one

most widely recognized. Essential to this definition is the promotion of three HRD

interventions, i.e., training and development, organization development, and career

development. McLagan further describes each intervention. Training and development

intervention is a “planned individual learning, whether accomplished through training,

on the job learning, coaching, or other means of fostering individual learning”;

organization development is an intervention emphasizing “relationships and processes

between and among individuals and groups”; and career development aims “to create

optimal matches of people and work”. Other important points of McLagan’s definition

are the inclusion of three beneficiaries of HRD (i.e., individual, group, and organization)

and the notion of effectiveness as the goal of HRD intervention.

Another well-known HRD definition is presented by Swanson (2001, p. 304),

who defines HRD as “a process of developing and/or unleashing human expertise

through organization development (OD) and personnel training and development (T&D)

for the purpose of improving performance.” While de-emphasizing career development

 10

intervention, Swanson focuses his definition on two interventions: training and

development and organization development, and he describes each as follows. Training

and development is “the process of systematically developing expertise in individuals for

the purpose of improving performance,” and organization development is “the process of

implementing organizational change for the purpose of improving performance.”

Swanson’s definition refers to performance instead of effectiveness as the goal of

HRD and points out three performance domains: the organization, the work process, and

the group/individual (p. 304).

Table 1 compares key components of McLagan’s and Swanson’s definitions:

Table 1. Key Components of McLagan’s and Swanson’s Definitions

Intervention Beneficiaries Goal
McLagan • Training and • Individual • Effectiveness
development • Group
• Organization • Organization
development
• Career
development
Swanson • Training and • Individual/ • Performance
development group
• Organization • Process
development • Organization

Definition in the Global Context. In essence, any field should benefit all human

beings regardless of their origin. The field of HRD is no exception. HRD investigations

around the world are not only necessary, but also critical to enrich and confirm the

existing body of knowledge. To help identify an HRD definition in the global context,
 11

Table 2 highlights key components of HRD according to Weinberger (1998), cited in

Swanson (2001), and McLean and McLean (2001). The former reflects viewpoints of the

U.S. scholars, while the latter represents viewpoints of non-U.S. scholars, specifically

from the People’s Republic of China, Taiwan, Cote d’Ivoire, France, Germany, India,

Japan, Korea, Netherlands, Singapore, Thailand, and the UK.

Table 2. Key Components of HRD Definition

U.S. Non-U.S.
(Weinberger, 1998) (McLean and McLean, 2001)
• Behavioral change • Planned and organized
• Adult learning • Process
• Human performance • Skills
• Performance goals • Attitudes
• Organizational goals • Behaviors
• Personal goals • Manpower planning
• T&D • T&D
• Formal adult learning • Same as HR
• Informal adult learning • OD
• Performance • CD
• Organizational performance • Social development
• Individual performance • Continuous and planned
• CD • Present or future capabilities
• OD • Culture
• Learning capacity • Individual development
• Learning activities • Realization of potential
• Performance improvement at • Tied to economic growth
the organization level • Planned
• Performance improvement at • Behavior/ change learning
the work process level • Strategic
• Performance improvement at
individual level

The components presented in the table vary, but training and development,

organization development, and career development emerge on both sides—the U.S. and
 12

the non-U.S. versions.

McLean and McLean (2001, p. 322) further define HRD as “any process or

activity that, either initially or over the long term, has the potential to develop adults’

work-based knowledge, expertise, productivity and satisfaction, whether for personal or

group/team gain, or for the benefit of an organization, community, nation or, ultimately,

the whole of humanity.” As this definition considers notions from numerous countries, it

is not surprising that its scope is broader than that of either McLagan’s or Swanson’s

definitions.

Table 3 maps out key components of McLean and McLean’s (2001) definition in

terms of intervention, beneficiaries, and purposes or goals:

Table 3. Key Components of McLean and McLean’s Definition

Intervention Beneficiaries Goals
• Any process • Individual • Adults’ work-
or activity • Group based knowledge
• Organization • Expertise
• Community • Productivity
• Nation • Satisfaction
• The whole of
humanity

McLean and McLean (2001, pp. 321-322) also identify six findings related to

HRD in an international context. First, the most extensive HRD literature is in “the U.S.

and the UK, with India emerging as having extensive literature.” Second, the influence

of the U.S. definitions may “be explained by the fact that many international students are

being educated about HRD in the U.S.” Third, “professional organizations seem to play
 13

an important role.” Fourth, “the definition of HRD is influenced by a country’s value

system.” Fifth, HRD “is still in an emerging state in many countries.” Sixth, “in several

countries, HRD is not distinguished from HR but is seen, systematically, as being a part

of HR.”

Issue of a Unifying Definition. The emergence of numerous definitions in the

literature raises the issue of whether an HRD definition needs to be unified or not.

Swanson (2001), for instance, affirms that a unifying definition plays an important role

in building the field of HRD into a solid body of knowledge and that the unifying

definition must rest on integrating three primary disciplines: psychology, economics, and

system theory (Woodall, 2001). Lee (2001), however, rejects a unifying HRD definition

and argues that developing the field of HRD requires a highly dynamic process. She also

states that a unifying definition might limit enriching the body of knowledge of the HRD

field and that: “to proffer definitions of HRD is to misrepresent it as a thing of being

rather than a process of becoming (p. 327).” Kuchinke (2001) also rejects Swanson’s

notion by arguing that HRD is not a discipline in the academic sense and pointing out

that system theory, which is included by Swanson as a contributing discipline to the field

of HRD, is basically not a discipline.

Human Resource Development Orientation

In addition to the definitional issues, several notions related to philosophical

belief, worldview, paradigm, or orientation about HRD also emerge in the literature.

HRD orientation, which may be defined as a tendency toward “a particular strategic

HRD role, or a combination over several roles, over others”, is “the key factor affecting
 14

the use of training and development activities in companies” (Louma, 1999, p. 13).

Understanding HRD orientations in an organization helps recognize the reason why a

particular HRD practice takes place in the organization or “why HRD practitioners

behave the way they do” (Gilley and Gilley, 2003, p. 5). Several notions related to HRD

orientation will be presented for their role as lenses for looking at HRD practices in an

organization.

Learning and Performance Paradigm. Barrie and Pace (1998) identify learning

and performance orientation as two dominant paradigms in the field of HRD. The former

emerges due to the extensive discourse of the adult education field and the latter surfaces

as a consequence of the general practice that HRD is part of personnel or human

resource management (HRM).

Swanson and Holton (2001, p. 129) further articulate the learning and

performance paradigm. In regard with the learning paradigm, they categorize it into

three streams: “individual learning”, “performance-based learning”, and “whole systems

learning” (see Table 4). Individual learning focuses primarily on “individual learning as

an outcome and the individual learner as the target of interventions,” performance-based

learning centers on “individual performance resulting from learning,” and whole systems

learning sets its sights on “enhancing team and organizational performance through

learning, in addition to individual performance (p. 128).”

Swanson and Holton (2001, p. 130) classify the performance paradigm into two

streams: “individual performance improvement” and “whole systems performance

improvement” (see Table 5). Individual performance improvement addresses “individual

 15

Table 4. Three Streams of the Learning Paradigm

Individual Performance- Whole Systems
Learning based Learning Learning
Outcome Enhancing Enhancing Enhancing
focus individual individual multiple levels of
learning performance performance
through learning through learning
Intervention • Individual • Individual • Individual,
focus learning learning team, and
• Organizational organizational
systems to learning
support • Organizational
individual systems to
learning support
multiple levels
of learning
Representa- • Adult • Performance- • Learning
tive research learning based organization
streams • Instruction- instruction
al design • Transfer of
learning

Table 5. Performance Paradigm

Whole Systems
Individual Performance Performance
Improvement Improvement
Outcome focus Enhancing individual Enhancing multiple
performance levels of performance
Intervention • Non-learning • Non-learning
focus individual multiple-level
performance system performance system
interventions interventions
• Learning if • Multiple-level
appropriate learning if
appropriate
Representative • Human performance • Performance
research technology improvement
streams

level performance systems” by utilizing learning and non-learning interventions. Whole

 16

systems performance improvement also utilizes learning and non-learning interventions,

but the interventions occur at multiple levels in the organization, not just at the

individual level.

While recognizing the difference between the learning and performance

paradigm and classifying each paradigm into different streams, Swanson and Holton

(2001) also identify five substantial overlaps or common grounds between the learning

and performance paradigms: a strong belief in learning and development as avenues to

individual growth, a belief that organizations can be improved through learning and

development activities, a commitment to people and human potential, a deep desire to

see people grow as individuals, and a passion for learning.

In essence, Swanson and Holton propose a notion that the learning and

performance paradigms could be reconciled by treating performance as the primary

purpose of HRD and learning as the primary driver of performance.

Activity-Based and Results-Driven Practice. Gilley and Gilley (2003) raise

another important notion regarding HRD orientation by advancing two distinct

philosophical categories: activity-based HRD and results-driven HRD. The former is

viewed as a training-oriented HRD practice in which practitioners under this

philosophical category focus on activities such as designing, developing, delivering, and

evaluating training programs. Training is often conducted with a “hit and miss approach”

(p. 6), some training is on target, but most is not. The latter is considered as a more

strategic practice and it is based on three strategic domains: organizational learning,

organizational performance, and organizational change.

 17

Gilley and Gilley also explain that practitioners under activity-based HRD play a

transactional role, while those under results-driven HRD perform a transformational role

in their organization. Table 6 contrasts these two different roles, transactional (McLagan,

1989) and transformational (Gilley and Gilley, 2003).

Table 6. Transactional and Transformational Roles of HRD

McLagan’s Eleven Roles of Gilley and Gilley’s Six Roles of
HRD (Transactional) HRD (Transformational)
• Researcher • Relationship builder
• Marketer • Organizational architect
• Organization change • Strategist
agent • Performance Engineer
• Needs analyst • Change champion
• Program designer • Political navigator
• HRD material developer
• Instructor/facilitator
• Individual career
development advisor
• Administrator
• Evaluator
• HRD manager

Gilley and Gilley (2003) further state:

Transactional and transformational roles differ in their focus and contributions to

an organization. Transactional professionals emphasize training whereas
transformational professionals aim to maximize organizational performance and
effectiveness. The first strategy embraces a business-as-usual approach; the latter
is results-driven and requires you to adopt a new and exciting role. (p. 100)

Strategic Human Resource Development. The notion of performance-oriented

HRD (Robinson and Robinson, 1996; Rummler and Brache, 1995; Swanson and Holton,

2001) and results-driven HRD (Gilley and Gilley, 2003) bring an essential message that
 18

HRD endeavor should not excessively or blindly rely on training, its usual business or its

common major intervention, because training is only a means that does not always

contribute significantly to the company’s bottom line, performance or results. In the

words of Garavan (1991, p. 31): “to make a significant contribution to the success of an

organization”, HRD function must be “strategically oriented.” Garavan further identifies

nine key characteristics of strategic HRD (SHRD): integration with organizational

missions and goals; top management support; environmental scanning; HRD plans and

policies; line manager commitment and involvement; existence of complementary HRM

activities; expanded trainer role; recognition of culture; and emphasis on evaluation.

McCracken and Wallace (2000) refine Garavan’s notion and present three types of HRD

orientation: training, HRD, and SHRD (see Table 7).

The following key points summarize the various perspectives related to HRD

definitions and orientations mentioned above. HRD is an ambiguous field but within this

ambiguity lies the power of HRD, and practitioners and academics must tolerate the

ambiguous concept of HRD. Training and development, organization development, and

career development are the three primary areas of HRD intervention. HRD beneficiaries

may include an individual, a group, a process, an organization, a community, a nation,

and even the whole of humanity. Several HRD orientations under different names such

as performance-oriented HRD, results-driven HRD, and strategic HRD that emerge in

the literature are important lenses to confirm HRD practices in an organization. The

essence of performance-oriented HRD, results-driven HRD, or strategic HRD is that

HRD endeavor should not excessively and blindly rely on training, the usual business or
 19

the common major HRD intervention, because training is only one kind of HRD

intervention that may not always significantly link to the needs or problems of an

organization.

Table 7. HRD Orientation: Training, HRD, and SHRD

Training HRD SHRD
Focus • Administrative/ • Learning • Strategic change
delivery consultancy

Organization • Strategically not • Strategically • Strategically very

very mature in HRD quite mature in mature in HRD
terms HRD terms terms

Characteristics • Poor integration • Integration with • Shaping

with organizational organizational organizational
missions and goals missions and missions and goals
goals
• Little top • Top management • Top management
management support support leadership
• Little environmental • Environmental • Environmental
scanning scanning scanning by senior
management,
specifically in
HRD terms
• Few HRD plans and • HRD plans and • HRD strategies,
policies policies plans, and policies
• Little line manager • Line manager • Strategic
commitment and commitment and partnerships with
involvement involvement line management
• Lack of • Existence of • Strategic
complementary complementary partnerships with
HRM activities HRM activities HRM
• Lack of expanded • Expanded trainer • Trainers as
trainer role role organizational
change consultants
• Little recognition of • Recognition of • Ability to influence
culture culture corporate culture
• Little emphasis on • Emphasis on • Emphasis on cost
evaluation evaluation effectiveness
evaluation
Learning • No • Weak • Strong
culture
 20

Review of the Setting

To better facilitate and understand the findings presented in Chapter IV, this

section firstly introduces the general background by describing the country of Indonesia

and telecommunications, highlighting the company’s history and providing an overview

of people development in the company. This section then ends with a specific

description of the company’s training division and its surrounding physical environment.

Indonesia and Telecommunications

Located in Southeast Asia between the two continents of Asia and Australia,

Indonesia is geographically unique. It is an archipelago nation (see Figure 1), consisting

of approximately 13,000 islands ranging in size from that of a tennis court to larger. The

Figure 1. Map of Indonesia

exact number of islands changes frequently due to siltation and volcanic eruptions

(Cribb, 1992). The area of the country is 1,904,000 square kilometers. Cribb (1992, p.

xvi) states: "As Indonesia lies in the tropics, temperature are determined primarily by the
 21

time of day and by elevation. The maximum recorded temperature range in Jakarta [the

capital of Indonesia] is 18 to 36 C [64.4 to 96.8 F]." There are only two seasons⎯the

rainy season and the dry season. In other words, half the year it rains almost every day,

and half the year, there is no rain.

The country is demographically diverse. There are hundreds of ethnic groups and

hundreds of languages are spoken in the archipelago. Indonesia is Asia’s third largest

country in both population and area, with China being the largest and India the second

largest. Its population is more than 200 million and about half of the people live on the

island of Java. As such, the population is not evenly distributed. Islam is the majority

religion, but the country is not run under Islamic rule. There are also a significant

number of Christians (Protestants and Catholics), Hindus, and Buddhists. The population

distribution based on religion also varies. Though Islam is the majority religion in the

country, it is not always the case that Islam is the major religion for each province. In

some provinces, such as North Sulawesi and Maluku, the majority religion is Christian,

not Islam, and, in the Bali province, Hindu is the majority religion.

In short, the country of Indonesia possesses two primary features: archipelagic

lands and diverse people. One informant, I1, also affirmed these two features and he

further underlined that due to such features, telecommunications have become a more

critical infrastructure for the country. He remarked: “We need to pay attention to two

natural factors: our lands that are isolated by seas and our people that are diverse. A

crucial challenge is how to make a better connection between our diverse people in our
 22

isolated areas. One of the keys in doing so is improving the telecommunications

infrastructure.”

Aware of the significant role of the telecommunications infrastructure for the

country and the reality that numerous cities were poorly facilitated, the government took

a strategic step to improve telecommunications services. A satellite communications

system was adopted, though many groups in the country at that time considered this

choice to be very costly. In 1976, the government, through Telkom Indonesia, which was

a state-owned company, launched a telecommunications satellite named Palapa. Before

using Palapa, the company had operated other transmission systems such as physical

cable, microwave terrestrial, and other radio transmission systems. The use of Palapa,

however, was a major shift for the areas covered and the telecommunications traffic

handled. With Palapa, the coverage areas of telecommunications service and that of

television broadcasts in the country significantly increased. Palapa covered all areas of

the country and reduced the number of isolated regions in the country. If it had not used

the Palapa satellite, or if the company had kept going with merely non-satellite

transmission systems, the company would have taken an enormous amount of time to

provide telecommunications services incorporating all areas of the country.

Telkom Indonesia

PT Telekomunikasi Indonesia Tbk, abbreviated and known in Indonesia as

“Telkom” and in this study mostly called “Telkom Indonesia,” is the country’s major

telecommunications network and service provider. Originally established in the Dutch

Colonial period, the company has undergone several transformations. The following are
 23

some notes on the company’s history, particularly during the independent period of the

country.

On August 17, 1945, Indonesia proclaimed its independence.

In 1965, PN Postel, a company owned by the government, was divided into two

state-owned companies: PN Pos dan Giro and PN Telekomunikasi. The former provided

postal services while the latter provided telecommunications services and operated a unit

that produced telecommunications equipment.

In 1974, PN Telekomunikasi was further divided into two companies:

Perusahaan Umum Telekomunikasi (Perumtel), which focused on telecommunications

service, and PT Inti, which manufactured telecommunications equipment.

In 1980, the international service unit was transferred from Perumtel to another

company, Indosat. As a result, Perumtel provided domestic telecommunications service

only, while Indosat focused on serving international telecommunications. However,

Perumtel (currently called Telkom Indonesia) and Indosat now have the right to operate

both domestic and international telecommunications services. In other words, today both

companies compete for the same telecommunications market.

In 1991, the government transformed the company from Perumtel, a state owned-

company with a public service orientation, to PT Telekomunikasi Indonesia or Telkom

Indonesia, a state-owned company with a commercial orientation.

Prior to 1995, Telkom Indonesia’s business was segregated into 12 regional

operating units, which were strongly controlled by the company’s headquarters located

in the city of Bandung.

 24

In 1995, the company launched a restructuring program, making the company

more decentralized. As part of the restructuring program, the 12 regional operating units

were eliminated and changed into 7 regional divisions (Division I, Sumatra; Division II,

Jakarta and the surrounding area; Division III, West Java; Division IV, Middle Java and

Yogyakarta; Division V, East Java; Division VI, Kalimantan; Division VII, East

Indonesia), and a new division, the Network Services Division, which was established to

focus on providing long distance telephone services through the operation of the

nationwide backbone transmission network. According to the restructuring program, the

company’s business activities were divided into three main areas: primary business,

related business, and business support. The seven regional divisions and the Network

Services Division are essentially the divisions that deal with the company’s primary

business. Mobile phone service was considered as a related business and, currently, a

major mobile phone company in Indonesia is Telkomsel, of which Telkom Indonesia is

the majority owner. The Training Division in which this study was conducted is one of

the company’s business supports or support divisions.

People Development in Telkom Indonesia

International studies⎯presented in English⎯ in Indonesia are limited, and there

is no doubt that the shortage of studies is even greater for a relatively new field such as

HRD. Therefore, this investigation may be a pioneer endeavor in the field of HRD

conducted in Indonesia. The shortage may pertain to just the lack of studies in the field

of HRD itself. Before entering the United States to study HRD, the investigator,

sponsored by Telkom Indonesia, looked for HRD majors in some Indonesia’s

 25

universities but, unfortunately, there was no university in the country that offered this

major. In short, the interest of the investigator and the needs of the sponsoring company,

Telkom Indonesia, could not be fulfilled in the country at that time (1998).

A similar experience took place when the investigator attempted to find and join

an HRD professional organization. At that time, there was no such organization in the

country. There was a professional organization named AMSDM, but this organization

addressed the field of HRM (Human Resource Management), not HRD. In Indonesian,

AMSDM is the abbreviation of Asosiasi Manajer Sumber Daya Manusia, and in English

this might be translated as the Human Resource Manager Association. Though AMSDM

did not entirely fit the interest of the investigator, the investigator joined it, following a

common proverb in the country: “Tak ada rotan akarpun jadi,” translated in English as

“If one needs a rattan, but there is not an available one, he or she should use a root

instead.” In other words, if one cannot find what he or she really wants, it is better to use

something similar or close enough. On one occasion, the investigator participated in a

seminar sponsored by AMSDM in the province of Bali, a well-known tourism area in

Indonesia.

For a naturalistic inquiry, attendance in the physical setting investigated is

critically important. In this sense, one of the reasons for the lack of study in the country

may also be associated with logistical difficulty though, in this case, the level of

difficulty might vary depending on the location of a study. Infrastructure in the country

of Indonesia is not uniformly distributed—some regions are well developed while many

others are poorly facilitated. Many areas are isolated, and some people still live in
 26

relatively primitive circumstances. In essence, in this country, there are a lot of settings

that differ due to an unequal infrastructure or environment. The significant difference

between one place and another is a reminder for outsiders not to hastily generalize the

findings of an investigation in Indonesia.

Still another reason for the shortage of studies may pertain to the language barrier

between a researcher and his/her informants, particularly for one who is an outsider or

from other countries. It may be surprising for some to learn that the national language of

Indonesia, Bahasa Indonesia, is the second language for most Indonesians. This is

understandable, however, as their first language is mostly the local or native one,

depending on where they live or with what tribes they are associated. Some tribes in

locations such as Java even speak Indonesian as their third language. Java, containing

the majority of the country’s population, speaks two versions of language that are totally

different. The first version is used among people with the same age/level, or who are

already familiar with each other. The second version, considered to be a high order

language, is usually spoken by the young to the old or by those who are not familiar with

each other.

In addition, that many people in Indonesia do not speak English may be due to a

historical factor. Before proclaiming its independence in 1945, Indonesia had lived under

the Dutch occupation for about 350 years. As a result, generations of Indonesians, the

old in particular, are more familiar with Dutch rather than English. Only recently has the

Indonesian government strongly promoted English. The development of English in

Indonesia is somewhat different from its neighboring countries, such as Malaysia and the
 27

Philippines. Because Malaysia was previously under UK occupation and the Philippines

were previously under U.S. occupation, their people might be more commonly familiar

with English.

It is unknown up to now whether HRD practices in Telkom Indonesia are similar

to or different from HRD practices in other companies within the country and other

countries as well. Investigating Telkom Indonesia is a useful starting point for future

investigations in Indonesia as the company’s branch offices are located all over the

country, in all cities and in numerous districts. The company has also traded its shares in

international markets, in New York and in London.

Education and training are two major approaches to improving an employee’s

competitiveness and it is not uncommon that the company sends its employees to study

at universities, domestically and abroad. The company’s Training Division, School of

Telecommunications Technology, and School of Management, all in the city of

Bandung, however, are three institutions that play a significant role (see Figure 2). These

institutions are essentially under the company’s control though the degree or nature of

the control might be different.

The Bandung School of Management and the School of Telecommunications

Technology were established and managed by the company through its educational

foundation. Through a selection process, some employees are sent to study in these two

institutions. These two schools, however, are also open to the general public.
 28

Figure 2. Telkom Indonesia and Its Training/Education Scheme

Telkom Indonesia

Core Support Telkom Educational

Divisions Divisions Foundation

Regional Training School of

Divisions Division Management

Network R&D School of

Division Division Telecommunications
Technology

While the School of Telecommunications Technology and the Bandung School

of Management are operated through the company’s educational foundation, the

Training Division is under the direct control of the company. The company categorizes

its divisions into two: core divisions and support divisions, and the Training Division is

one of the company’s support divisions. As such, the Training Division is part of the

company’s organization and the company strongly influences the Division. Still, the

company strongly influences the Bandung School of Management and the School of

Telecommunications Technology as the company contributes to financing the schools.

All of these institutions are in Bandung, the city in which the company’s headquarters is
 29

located.

In addition to developing its people in its own institutions, Telkom Indonesia also

sends its employees to study at universities in Indonesia and in other countries. The

number of employees sent to study at universities may currently have decreased due to

the 1997 economic crisis in the country that also impacted on the company’s financial

capability. The people development programs, however, still continue and, in general,

the company’s commitment to human resource development is unquestionable.

While many institutions or universities are involved in educating both Telkom

Indonesia’s employees and the general public, the Training Division of the company in

which this study was conducted merely focuses on providing training interventions for

the company itself.

Training Division

The Training Division of Telkom Indonesia operates its Primary Training Center

(PTC) in the city of Bandung. In addition, the Training Division runs five Regional

Training Centers (RTCs) in other cities, namely Medan, Jakarta, Semarang, Surabaya,

and Makasar (Figure 3). There are also two Branch Training Centers (BTCs), one

located in the city of Palembang and the other in the city of Balikpapan. The former, the

Palembang Training Center, is under the direct control of the Medan Training Center

and the latter, the Balikpapan Training Center, is the subordinate of the Surabaya

Training Center. As such, there are in total eight training centers: one Primary Training

Center (Bandung Training Center), four Regional Training Centers (Medan Training

Center, Jakarta Training Center, Semarang Training Center, and Surabaya Training
 30

Center), and two Branch Training Centers (Palembang Training Center and Balikpapan

Training Center).

Figure 3. Training Centers of Telkom Indonesia

Bandung Training Center

(PTC)

Medan Jakarta Semarang Surabaya Makasar

Training Training Training Training Training
Center Center Center Center Center
(RTC) (RTC) (RTC) (RTC) (RTC)

Palembang Balikpapan
Training PTC= Primary Training Center; Training
Center RTC= Regional Training Center; Center
(BTC) BTC= Branch Training Center (BTC)

Regarding the location of the training centers and their relationship to the

company and the country, one informant commented:

How the Training Division locates its training centers is essential for the purpose
of efficiently and effectively reaching out to the company’s people who work in
the branch offices. How the company locates its branch offices basically reflects
the population distribution of the country. About half of the country’s population
lives in Java Island, and precisely half of the training centers [four training
centers] are located in Java Island, while the other half [the other four training
centers] are located outside Java Island.

The setting studied by the investigator is the Primary Training Center, Bandung
 31

Training Center, on Gegerkalong Hilir Street 47, in the city of Bandung, West Java

Province, Indonesia. The land area of the campus is approximately 11 hectares at a

height of 800 meters above sea level. On Gegerkalong Hilir Street, the Bandung

Training Center building is the largest and, as such, those who live in the surrounding

area are familiar with it.

Training participants from all over the country may travel to the city of Bandung

by train, bus, plane, or personal car, depending on factors such as distance and personal

preference. However, the train seems the most preferred form of transportation for

several reasons. First, the Bandung Train Station is not too far from the Training

Division. From the station to the Training Division, one may spend 30 minutes by cab,

though it is typical that more time is needed because traffic jams are common in the city

of Bandung, especially during rush hour. Participants may also favor the train over the

bus. Traveling by bus is very tiring and time-consuming as many roads in the country

are narrow, and many areas that the bus passes through are mountainous. Travel by train

is also cheaper than travel by airplane.

It is not difficult to get to the Training Division, even for those who are visiting

the city of Bandung for the first time. Numerous cabs are available in front of the station

and the drivers know where “Divlat Telkom” (the Training Division of Telkom

Indonesia) is. Unfortunately, how much one pays for the cab in the city of Bandung is

generally based on negotiation. From the Bandung Station to the Division, the fare is

about 15,000 rupiahs (Indonesian currency) or $1.50. Having cash in rupees before

arriving at the station of Bandung helps ease travel as there are no moneychangers
 32

around the station.

At the entrance of the training center is a security post and those who go into the

training center must pass through this post. Two guards with dark blue uniforms guard

the gate day and night.

In the morning, some people, mostly trainees, jog in the yard of the training

center. This yard seems to be the only comfortable place for morning exercise in that

neighborhood. However, the street of Gegerkalong Hilir is not a good place to do

morning exercises or even just to walk. This street is so narrow that there is only room

for two passing cars, and it is almost always busy with traffic any time of the day. For

strangers, it is hard to believe that many old –green—vehicles still run on the street.

These cars are not in a parade but function as public transportation and are operated by

drivers who are not usually the owners. Five drivers were asked if they owned the cars

they drove, and none of them did.

Regardless of the messy traffic on the street of Gegerkalong Hilir, the Training

Division of Telkom Indonesia is well known not only by people from inside the

company, but also by people from outside the company. It is the site where Telkom

employees, who mostly come from different cities and may speak different first

languages, develop their skills and knowledge in the areas of telecommunications

technology, business management, and leadership. For insiders, the training center is

often referred to or viewed as the company’s center of excellence.

The training center at this Gegerkalong site was inaugurated on June 18, 1979,

but some training activities were run in this location long before the inauguration.
 33

Buildings are commonly named by letters such as A, B, …, H, I, and K . Some

buildings, however, also use names (e.g. Widyaloka and Saraswati).

About 25 meters from the entrance is a library with a variety of collections, but

telecommunications subjects seem to dominate. The library serves course participants

but, unfortunately, the participants usually have limited time to access the library,

typically because their courses are conducted within a very short time, from one to five

weeks. Also, their daily course schedule is tightfrom 8.00 AM to 5.00 PMwith about

three breaks. Furthermore, the library hours are parallel with the daily course schedule.

Trainers and management/administrative staff in the Training Division, respectively

about 106 and 127 persons, may have more flexibility to visit the library than the course

participants. In addition to the company’s employees, many students from universities in

the city of Bandung, particularly those whose major is telecommunications, also visit the

library.

In front of the library, there is an attractive auditorium named the Saraswati, with

400 chairs. Saraswati, according to Hinduism, is the god of knowledge. Management

from the company headquarters usually briefs the course participants in this auditorium.

The briefing is usually done during the closing ceremony of the courses and a typical

time for closing a course is on Friday afternoon. The management who are invited to

brief the course participants may vary, depending on the kinds of courses or who the

course participants are. For instance, if the course is about finance, the management

invited is from the finance department of the company. Such a meeting is crucial as this

is an opportunity for management to communicate the company’s policies, and also

 34

management might identify workplace issues that they need to address from the meeting.

As such, the role of the Training Division is not just to train but also to facilitate learning

that links with the workplace environment. The participants who come from different

workplaces all over the country and headquarters management may rarely have such an

opportunity otherwise.

On the whole, the dorms have 888 rooms and the capacity of each room is mostly

four persons, though some might only be large enough for three persons. Two dorms,

Widyaloka I and Widyaloka I Extension, are near the entrance; one dorm, Widyaloka II,

is in the middle of the area of the Training Division; and one dorm, Widyaloka III,

which is more luxurious than the others, is in the back section. During the field

investigation, the researcher mostly stayed in the Widyaloka I Extension dorm. Staying

in the dorm is cheaper than staying at the hotels outside the training center. The dorm

costs about 20,000 rupees or about $2.00 per day. In addition, the dorm offered

significant opportunity for the investigator to get acquainted with the setting and with the

trainees in particular. For course participants, staying in the dorm is important as the

dorm is close to classes and it is easier for them to coordinate or work together on their

group projects after class or at night. Classes run from 8.00 AM to 5.00 PM. The

investigator found that night discussions are common for Leadership Development

(Suspim). A typical assignment from the leadership course is that the class has to

produce a paper addressing workplace or company issues and make some

recommendations for the company. Again, this is also part of the effort to link training

and workplace issues.

 35

There are 52 class/discussion rooms in the Bandung Training Center. Some

rooms use air conditioners, but many do not as the average temperature in the city of

Bandung is about 24 degrees Celsius or 75 degrees Fahrenheit. During the whole year,

the temperature in Bandung and also in other cities of Indonesia is stable and is no less

than 20 degrees Celcius. Heaters are not needed. The Bandung Training Center operates

42 laboratories and most of them are related to the telecommunications service industry.

Unlike classrooms, the laboratories always need air conditioners to maintain the

telecommunications equipment that consists of many electronic components, which need

a lower temperature—between 18 and 22 degrees Celsius.

Most courses use live instruction. There is, however, a system called “Indonet.”

This is a two-way communication system where an audiovisual or television is

transmitted from the Bandung Training Center to other training centers and several

locations via satellite. The messages received by the Bandung Training Center, however,

are in an audio or a text form, which is sent by telephone network or by facsimile. This

system is used not only for distance learning classes but also for the company’s

management meetings. Top management often communicates with managers and

employees all over the country through Indonet in the Training Division. The company

also recently established and developed an E-learning project called “Telkom E-

learning.” This project is still in the initial stage. Other facilities in the training center

include a health center, a sports center, a post office, a cafeteria, and a mosque.
 36

CHAPTER III

METHODS

This study used naturalistic and qualitative approaches, which were chosen for

two primary reasons. First, naturalistic and qualitative inquiry largely relies on spoken

and written words and human interaction (Creswell, 2003; Merriam, 1998; Erlandson et

al., 1993) and so did this study. This study was to understand how HRD practitioners in

the Training Division of Telkom Indonesia viewed or defined HRD and what factors or

issues they considered critical for HRD in the company. The data gathered from this

study, therefore, were predominantly in the forms of practitioners’ statements obtained

through interaction between the investigator and the members of the organization, the

HRD practitioners in particular.

Second, an exploratory study is better conducted under a naturalistic approach

(Creswell, 2003). This study was an exploratory investigation as no prior significant

HRD investigation in Indonesia was available. Even, this study might be considered as a

pioneer HRD study in the country. It was driven particularly by Streumer et al. (1999),

who identified that international HRD investigation was lacking, and also by Osman-

Gani (2000), who pointed out the need for HRD investigation in the Southeast Asian

countries, in which Indonesia is included. Another reason for using a naturalistic

approach in this study also pertained to Hansen and Brooks’ (1994) review of

international HRD investigations indicating that a naturalistic approach was more

lacking than a positivist one.

 37

Procedures

A naturalistic inquiry is conducted in a natural setting (Creswell, 2003), and a

human, the researcher himself, is the primary instrument (Erlandson et al. 1993; Lincoln

and Guba, 1985). For such an inquiry, a physical closeness between the investigator and

the setting was key. The investigator visited the Training Division of Telkom Indonesia

for three months—from August to October 2001. Access to the organization and its

members for data collection in this study was relatively smooth because the investigator

had contacted some key persons in the organization long before visiting the field. In

addition, the investigator is the company’s employee who had worked in the setting

under study for about one year in 1997. In short, even before the investigation began, the

investigator was familiar with the setting and with some of the informants. Such

familiarity helped ease the investigation process and some personal experiences might be

used. The investigator, however, was aware that changes always happen and, during the

field visit, identified some changes in the organization. Some people had already moved

out, some others had changed their positions or roles, and some members were new and

unknown to the investigator. Other changes in the organization included the

abandonment or modification of some practices and the adoption of new ones.

Instrumentation

As a human instrument, the investigator attempted to maximally capture the

surroundings phenomena in the field by keeping in mind the basic question of

exploratory investigation: “What’s happening here?” (Erlandson et al., 1993, p. 14). In

this study, interviews were the primary vehicle for data gathering, while observations
 38

and documents functioned as supplements. The basis for choosing the people

interviewed, the settings observed, and the documents incorporated was the possible

input each could provide regarding rich and relevant information.

Interviews. In qualitative research, an interview may be described “as a

conversation with a purpose” (Rossman and Rallis, 1998, p. 124). Focusing on finding

answers for the two research questions of this study, the investigator searched for

prospective informants. The search for such informants, however, was often not

straightforward and snowball strategies were brought into play. There were even some

trial and error activities, but as the search continued the trial and error process decreased.

The investigator became more aware regarding whom to contact and what questions to

ask. The more the investigator interacted with the informants, the better the setting was

understood.

The investigator incorporated trainers and managers as the primary informants;

however, other training staff or administrative staff also became informants. On the

whole, trainers, managers, and other staff in the Training Division were called

“practitioners.” Twenty practitioners were officially interviewed. They were selected

based on their role, position, or expertise related to the issues explored. The Manager of

Leadership Training, for instance, was selected to explore issues related to Leadership

Training. The investigator also adopted informal discussions or conversations. Although

such discussions or conversations were less structured and were often conducted by

chance, they frequently revealed helpful information and facilitated in building rapport

between the investigator and the informants. In other words, informal conversation
 39

played an important role during the investigation process because it built both

information and rapport. Interviewees were coded as I1, I2, I3, etc.

Observation. Exploring the setting through interviews required time

arrangements between the investigator and the informants. Observations, on the other

hand, needed a slightly different scheme. To conduct an observation, the investigator

firstly considered factors such as what settings to examine, whether the settings were

rich with information, and when and where the observation would be performed. During

the investigation process, the settings observed were usually offices and classes. In the

offices, the investigator examined how trainers and administrative staff behaved, how

they communicated with each other, and how they ran their work. In the classes, the

investigator watched how trainers interacted with their participants and observed which

issues concerned the class. In addition to the classroom setting, places such as the

dormitory and the cafeteria were also examined. The investigator even stayed in the

dormitory.

Documents. In a naturalistic inquiry, “the term document refers to the broad

range of written and symbolic records, as well as any available materials and data”

(Erlandson et al., 1993, p. 99). An important feature or benefit of documents is their

unobtrusiveness, a feature that an interview generally does not possess. For this study,

the documents were freely obtained and the investigator was thus able to make efficient

use of his time. Documents also allowed the investigator to confirm other data obtained

from interviews and observations. Documents, therefore, became an important part of

the data gathering process. The investigator had to pay careful attention when selecting
 40

relevant documents because many documents might not have been “produced for the

research purpose” (Merriam, 1998, p. 119). In this study, the primary documents

included reports, policies, the company's magazine, and the internal bulletin of the

Training Division, “Journal Divlat.” External documents such as journals, magazines,

newspapers, and books were used as supplements.

Data Analysis

Data analysis is the process of bringing order, structure, and meaning to the mass

of collected data (Erlandson et al., 1993; Rossman and Rallis, 1998). Data gathered from

interviews, observations, and documents were processed according to the constant

comparative method (Glaser and Strauss, 1967; Lincoln and Guba, 1985; Merriam,

1998). Using this method, the investigator identified categories and properties from the

data obtained and noticed “hypotheses that are the conceptual links between and among

the categories and properties” (Merriam, 1998, p.159).

The investigator transformed the raw data collected from the interviews

(interview transcripts, and informal interview field notes), observation field notes,

documents, and the reflexive journal into a data reduction in the form of both electronic

files and index cards (4” x 6”). The index cards, therefore, contained critical incidents

from the raw data. The investigator labeled certain categories on each card and the cards

were ordered and structured in such a way that themes and meanings appeared from

them. This was an interactive, dynamic, and on-going process so that a construction of

the findings was created.

 41

The steps of data analysis resembled the following approach presented by

Erlandson et al. (1993):

(1) Read the first unit of data. Set it aside as the first entry in the first category.
(2) Read the second unit. If its content has the same tacit feel as the first unit,
then add it to the same pile as the first. If not, then set it aside as the first
entry in the second category.
(3) Proceed in this fashion until all units have been assigned to categories.
(4) Develop category titles or descriptive sentences or both that distinguish
each category from the others. These are not set in concrete; they should
serve as tentative decision rules for inclusion or exclusion from the various
categories for each piece of datum.
(5) Start over. Use the cards or sheets bearing the title or descriptive sentence
as markers for each category. Begin with the first card of the first category
and repeat the process that has already been followed. This important step
enables the researcher to further focus the content of each category. One
must allow new categories to dissipate as empty sets. It is probable that the
researcher will move cards from one category to another in this step. This
process may be repeated as frequently as the data warrant.
(Erlandson, et al. 1993, pp.118-119)

Trustworthiness

In any research, the results that are trustworthy credible, transferable,

dependable, and confirmable become the major concern (Merriam, 1998). To establish

the trustworthiness of this study, the investigator utilized a number of methods.

Prolonged engagement was used to establish credibility (Erlandson et al. 1993)

or internal validity─ “the extent to which research findings are congruent with reality”

(Merriam, 1998, p. 218). The investigator had sufficient time to interact with the setting.

Before studying at Texas A&M University, the investigator had worked in the company

and, in fact, the current status of the investigator is still an employee of the company.

The investigator’s working experience with the company provided adequate help for this

study, at least facilitating the investigator to be somewhat familiar with some issues in
 42

the company. While actively working in the company (before 1999), the investigator

spent over three years in the field of training and development and one year in the setting

under study. For this study, the investigator also devoted an exclusive period of about

three months, from August to October 2001, in the Training Division of the company.

In addition to keeping in touch with developments and current issues in the company, the

investigator maintained contact with some of the respondents in this study and with

friends in the company through emails and phone calls.

Triangulation was also brought into play to promote the credibility of the study.

The essence of triangulation is collecting “information about different events and

relationships from different points of view” (Erlandson et al. 1993, p. 31). The

investigator used triangulation by incorporating different methods (interviews,

observation, and documents), different respondents (trainers, managers, trainees, and

administrative staff), and different places (offices, classes, and dormitories).

In addition, member checks (verifying data and interpretations to the informants)

were utilized to build credibility (Erlandson et al., 1993).Verification of data,

information, or interpretation was done both during and outside the interviews. In some

cases, the result of verifications directed the researcher to obtain data through other data

collection methods, particularly documents.

Purposive sampling was used to support the transferability of the study

(Erlandson et al. 1993). The procedure of purposive sampling, “that is governed by

emerging insights about what is relevant to the study based on the focus determined by

the problem, and purposively seeks both the typical and divergent data to maximize the
 43

range of information obtained,” enables a researcher to describe the context of the

findings (pp. 147-148). It is the context that facilitates transferability the extent to

which research findings could be applied to other settings (Erlandson et al., 1993;

Lincoln and Guba, 1985).

A reflexive journal was incorporated to promote credibility, transferability,

dependability, and confirmability (Erlandson et al., 1993). This journal is “a kind of

diary in which the investigator on a regular basis records information about him—or

herself” (Erlandson et al., 1993, p. 143; Lincoln and Guba, 1985). The investigator used

reflexive journals that were created before, during, and after the investigation process.

The journals were collected over a long period of time, and were based on a long journey

that began when the investigator took courses in the field of HRD at Texas A&M

University, particularly when the investigator began learning qualitative research

methodology during Spring 2000.

An audit trail that promotes both dependability and confirmability (Erlandson et

al., 1993) was maintained to enable data tracking.

 44

CHAPTER IV

FINDINGS AND INTERPRETATIONS

This chapter reports the findings related to the two research questions of this

study. In addition, some findings are included for their contribution to better

understanding the setting described and the exploratory nature of this study. This chapter

is then organized into three major sections: two sections as responses to Research

Question 1 and Research Question 2, and one section on Training Intervention as an

additional finding. It is also important to note that based on the qualitative approach of

this study, the findings and interpretations are interwoven. Table 8 provides an advanced

organizer for this chapter.

Table 8. The Findings: Section and Description

Section Description

Human Resource Development: Findings related to Research

Viewpoints and Practices Question 1: “How do practitioners
view or define HRD?”

Critical Factors for HRD Findings related to Research

Question 2: “What factors or
issues are critical for HRD in the
company?”

Training Intervention Additional findings

 45

Human Resource Development: Viewpoints and Practices

This section organizes and constructs the findings related to Research Question

1, “How do practitioners in the Training Division of Telkom Indonesia view or define

HRD?” Guided by this research question, the investigator interviewed practitioners in

the Division. Documents and observations supplemented the interviews, and the

collected data were processed according to the constant comparative method.

The investigator began the investigation process, particularly the interview

session with practitioners, by asking how they defined HRD and identifying what

features or elements they believed important to be incorporated into HRD. Exploring

how practitioners defined HRD, however, was a challenging endeavor because it

involved diverse statements or comments from different individuals who might not

directly address the definition of HRD. In addition, most of the practitioners were

surprised when the investigator asked them to define HRD. They seemed to pay very

little attention to what HRD was and they even viewed the issue of defining HRD as the

job of academicians rather than practitioners. One practitioner, I1, for instance, said to

the investigator, “You are an academician, aren’t you? I have been working in the

Training Division for a long time, but I have to acknowledge that I never paid specific

attention to what HRD really is.”

Nevertheless, the practitioners welcomed the opportunity to talk about their work

and even advanced a wide variety of comments conveying messages that were helpful in

understanding how they viewed or defined HRD. The investigator grouped their

viewpoints into three primary categories: the goal, the beneficiaries, and HRD
 46

interventions. The following are viewpoints, comments, notions, or issues for each

category, while others beyond these three categories are grouped under the section of

“Other Viewpoints.”

Goal

The following were typical responses from the interviewees when the

investigator asked them about the goal of HRD: “HRD is to improve skill, knowledge,

and attitude (I1);” “HRD is to close the skill gap (I12);” “HRD is to facilitate learning.

The final destination of HRD is competency improvement (I7);” and “HRD is to

enhance capability (I16).” In essence, the goal statements expressed by practitioners

could be categorized as training-oriented statements. They seemed to equate HRD with

training and tended to view their primary role as trainer or facilitator for developing the

company’s employees. The common and more standardized language they used for the

goal of HRD, however, was “competency improvement” instead of skill, knowledge, and

attitude or capability improvement, and the like.

Beneficiaries

In addition to the goal component, the investigation also raised the issue of the

beneficiaries of HRD. From the beneficiary perspective, interviewees advanced the

notion that their HRD or training programs were primarily devoted to the company and

the employees. They recognized, however, that external institutions also benefited from

their programs.

Company and External Institutions. The practitioners expressed several

common statements: HRD exists “for the company, (I5)” “to support the company, (I2)”
 47

“to help the company achieve its goals, (I7)” “to improve the company’s

competitiveness, (I11),” etc. Such statements signified that interviewees mostly

considered their work within the company’s context. In other words, their HRD or

training programs were viewed primarily for the company’s benefit. The Training

Division was considered as a tool for the company to achieve its goals. I1 explicitly said

so: “HRD is the company’s tool to develop the company’s employees. The Training

Division is established to do HRD jobs for the company. All HRD programs that are

designed, developed, and executed by the Training Division must be dedicated to the

company.”

The majority of the training participants in the Training Division were the

company’s employees, a sign that was consistent with the practitioners’ statement that

the Division was primarily devoted to the company. Some training participants were

from outside the company, but their numbers were small. As such, external institutions

might be considered as the secondary beneficiary of the company’s training programs.

When the investigator asked I3 to explain the reasons for incorporating external

participants into the company’s training programs, he responded:

Incorporating external participants into our training program is merely due to

excess capacity. We need to maximize the utilization of resources such as
classrooms and trainers of the Training Division. Incorporating external
participants is also for the purpose of establishing or maintaining good
networking or a partnership with external institutions.

By and large, HRD programs in the company were first and foremost dedicated

to the company, but external institutions were also enabled to benefit from the

company’s HRD programs.

 48

Employees. The company’s employees were also viewed as beneficiaries of the

HRD or training programs. I3 said, “HRD programs are for the company to move

forward but the programs must also make the employees happy.” When the investigator

asked some practitioners to confirm which, the company or the employee, should get

priority, half of them chose the company rather than the employee. The other half chose

not to prioritize. One interviewee who rejected making a priority between the company

and the employee, I1, said, “This is not a choice between the chicken and the egg. Both

the company and the employee are important.” Table 9 summarizes viewpoints of ten

practitioners.

Table 9. Viewpoints on the Primary Beneficiary

The Company The Employee Should Both the Company and
Should Be the Be the Primary the Employee Are the
Primary Beneficiary of the Primary Beneficiaries
Beneficiary of the HRD Program of the HRD Program
HRD Program
5 0 5
(50%) (0%) (50%)

HRD Intervention

The company’s HRD interventions emerged in many forms and could be

categorized into three levels: Corporate intervention, Training Division intervention, and

Workplace intervention.

Corporate Intervention. Directly organized by headquarters, organization

development (OD) and career development (CD) could be considered as corporate

interventions.
 49

Organization Development. Asked whether organization development was part

of the company’s HRD practice, I7 responded: “To my knowledge, I don’t see that

organization development is the primary practice of HRD. I am not saying, however,

that organization development is not important. What I am saying is that organization

development is a realm outside HRD. HRD focuses on developing people, not the

organization.” With a smile, he dismissed the notion of incorporating OD into HRD. “If

HRD incorporates OD,” he said, “we have to change the term HRD into HROD, Human

Resource and Organization Development.”

Although I7 did not recognize OD as part of HRD, the investigator identified

that the company ran a project or an organizational unit called “the Change Management

Project,” a unit that dealt with the issue of managing change in the company. The

investigator considered that this unit, at least, abounded with OD intervention. When the

investigator asked about the Change Management Project, I7 responded, “The Training

Division does not have a strong or a direct connection with the Change Management

Project.” The existence of the Change Management Project indicated that the company

embraced and even paid close attention to OD intervention. Unfortunately, due to

structural separation between the Training Division and the Change Management

Project, practitioners in the Training Division did not consider OD intervention as their

primary HRD practice.

Career Development. In addition to exploring the issue of organization

development, the investigator explored the issue of career development. Regarding the

relationship between CD and HRD practices, I8 commented:

 50

I am not sure about career development because we in the Training Division do

not deal with it. But, what I do know is that career development is also an
important issue of the company’s management. The company has even planned
to establish a career development unit. The establishment of this unit is only a
matter of time.

Practitioners’ views on career development were similar to their views on organization

development. They basically recognized that the practice of career development did exist

in the company and that the company would establish a specific unit to handle the career

development programs. Nevertheless, practitioners in the Training Division did not

define career development as part of the human resource development realm.

Intervention in the Training Division. Whereas OD and CD were not viewed as

primary HRD practices, Training and Development (T&D) was viewed as the major

focus of human resource development. The Training Division of Telkom Indonesia

exercised three kinds of interventions or services: training, education, and consulting. In

regard to training intervention, it was common for the Division to play a significant role

in supporting the implementation of any new systems or technologies in the company by

developing related training programs. I9 said, “Our history tells us that if the company

introduces a new system or technology, training always plays a major role.” He also

believed in the continuing domination of training intervention in the future: “The kinds

of training conducted by the Training Division and how the Division delivers training

may change from time to time, but training will endlessly dominate HRD intervention.”

Practitioners also considered education as an HRD intervention. I10 talked about

the education program for the company’s employees and the reasons for the Division’s

involvement in the education program: “We keep educational programs under the
 51

Training Division. Historically, the company conducted educational programs because

the company viewed that external educational institutions or universities could not

entirely fulfill the company’s need for skilled workers.” I10, however, recognized that

the current role of the Division in education programs was no longer significant. He said:

Currently, the involvement of the Training Division in education programs is not

as much as before. The company management now believes in using external
institutions to provide education programs for the company’s employees. The
Training Division arranges a partnership with external institutions or universities,
and now functions more as a coordinator rather than as an executor of education
programs.

In addition to training and education, another important intervention identified

from the investigation was the emergence of a new service ⎯ consulting⎯ as part of

HRD intervention. The consulting service was a response to a strong demand for the

Division to have a strategic impact on the workplace. I1 explained, “Consulting is a new

service. We provide consulting services for the operation divisions because we see that

training, our traditional intervention, is not enough to have a significant impact in the

workplace.” The consulting service currently focuses on the area of quality management.

Intervention in the Workplace. I9 affirmed that managers in the workplace must

join for the promotion of training and learning culture as well. He said, “While the

Training Division must identify, design, and execute sound training interventions, the

management in the workplace must promote a learning culture.” He asserted the

importance of combining the Training Division’s and the workplace’s interventions: “If

HRD incorporates both the development of training interventions in the training center

and that of a learning culture in the workplace, I believe that HRD will become the

company’s strategic weapon.” He argued that the development of a learning culture in

 52

the workplace is critical because learning is a continuous process, and problems and

customer needs in the workplace also continuously change. I9 also emphasized that the

key success factor for creating a learning culture in the workplace is the enthusiasm of

the managers. He said, “I don’t think that learning in the workplace must be formally

organized like the training intervention conducted in the Training Division. What’s

important is the enthusiasm of a manager to encourage and support his or her staff to

continuously learn and share knowledge.”

I9 provided an example regarding the practice of what the company called “Built

In Training” (BIT). BIT is a popular practice in the company and is a kind of knowledge

sharing or informal training in the workplace. In BIT, the presenters are not always

people in higher positions. He said, “Anybody in the workplace has the opportunity to

lead BIT, and they are encouraged to do so.” Employees who completed training or a

seminar in the Training Division or in other institutions conducted BIT when they went

back to their workplace. They shared their newly acquired knowledge with their peers.

One trainee in the dormitory recognized the benefit of BIT: “I learn not only from the

training programs conducted by the Training Division, but also from BITs performed by

my peers in the workplace. Arriving at the workplace, I also have to run a BIT. I will

share what I have learned from this training.”

Table 10 reflects the practice of HRD interventions in Telkom Indonesia.

Other Viewpoints

The following are some other viewpoints that emerged from the investigation.
 53

HRD as Process and Function. Another important theme that surfaced from the

investigation was the view of HRD as a process and a function. One interviewee, I12,

explained his views on this matter:

Table 10. Practice of HRD Interventions in Telkom Indonesia

T&D OD CD
• T&D • OD intervention • CD intervention
organized by was primarily existed in the
the Training organized by company but was
Division was headquarters not perceived as part
perceived as through the change of HRD practice.
the primary management • The CD unit was
HRD project, a unit planned to be
intervention separated from the established under the
• The Training Training Division. HR.
Division was The project was
structurally not even under the
under the HR HR function.
• Practitioners did
not perceive OD as
part of HRD
practice.

HRD is essentially a process. It means that HRD exists in any organization

regardless of whether the organization is big or small; the process of HRD also
exists in any organizational unit. In my view, all units in this company, not just
the Training Division, must be responsible for HRD programs in their respective
units. HRD, however, is also a function, which means that HRD is a very
important area that must be specifically paid attention to and seriously operated.

I12, however, recognized that people in the company tend to consider HRD as a function

rather than a process, and that the trainer in the company is often viewed as most

responsible for the success or failure of HRD programs. “Most people will refer to the

Training Division, particularly trainers, if people in the workplace are not skilled enough

in handling customer demands and workplace problems,” he said. While recognizing

 54

that building expertise for trainers is critical, he further emphasized that another

significant challenge is promoting the view of HRD as a process to people in the

workplace in particular.

HRD as Whole Development of Individuals. One interviewee, I4, suggested

that a trainer must strive to develop trainees as whole persons, incorporating their skills,

knowledge, and attitudes. He affirmed that if a trainer did not take notice of the

development of attitude, for instance, this trainer might contribute to leading the trainees

into channeling their knowledge and skills into improper conduct. In the context of

society, he provided the example of a lawyer: “A smart lawyer with bad morals could

interfere with the creation of a just society.” In the company context, he exemplified

how smart employees might improperly utilize their skills and knowledge: “A smart

employee with a bad attitude may exercise his or her skills and knowledge for personal

benefit rather than for the benefit of the company as a whole.”

HRD as Continuous Individual Development. I5 expressed the view that HRD

activities must be continuously conducted along the entire period of employment:

It never happens that the hired people precisely fit the job. A gap between the
people and the job almost always occurs, and there are two primary causes for
this problem. First, fresh graduates or new employees are not fully prepared to
enter a certain company, let alone to work at a specific job within the company.
Second, the job in the company itself is dynamic and always changes. As such,
we have to continuously develop both the new employees and the old ones.

Along their career paths, most employees in Telkom Indonesia only work for the

company. When employees are near their retirement age, the company provides a

development program for the preparation of their retirement. I5 further said, “Before

their retirement, employees are identified as to their interests and needs, and we may
 55

create HRD programs to prepare them to deal with their retirement.” Employee

development in the company was viewed as continuing from the time they enter the

company to the time they leave it.

Summary of “Human Resource Development: Viewpoints and Practices”

Table 11 highlights key components of HRD based on the investigation.

Table 11. Key Components of HRD: Viewpoints

The Goal The Beneficiaries HRD Interventions
Competency Primary: Corporate Interventions:
improvement • The organization • Organization
• The employees development
Secondary: • Career development
• External institutions The Training Division’s
interventions:
• Training
• Education
• Consulting
The workplace’s
interventions:
• BIT

By and large, the following key points surfaced from interviews with

practitioners and observation in the Training Division of Telkom Indonesia: Practitioners

essentially equated HRD with training; competency improvement of the employees was

viewed as the primary goal of HRD or training; the primary beneficiaries of HRD

programs were the company and the employees or individuals while external institutions

also benefited from the company’s training programs; OD and CD intervention existed

in the company, but they were not viewed explicitly as part of HRD practice; HRD was
 56

viewed as a process and a function, and as a continuous development in individuals as a

whole; practitioners viewed that HRD intervention essentially takes place not only in the

Training Division but also in the workplace; three primary interventions of the Training

Division were training, education, and consulting; training was the major intervention

and it was seen as continuously dominating HRD programs; finally, the role of the

Training Division in education is decreasing but consulting is being promoted as a new

service of the Division.

Critical Factors for Human Resource Development

This section reports the findings related to Research Question 2: “What factors or

issues are critical for HRD practices in Telkom Indonesia?” To answer this research

question, the investigator conducted interviews with practitioners in the Training

Division of Telkom Indonesia. Documents and observations supplemented the

interviews. The findings conveyed viewpoints, issues, or features that can be categorized

into corporate factors, workplace factors, external factors, and internal factors (Figure 4).

Figure 4. The Four Categories of Factors

Corporate Factors

Workplace Factors
Critical Factors for HRD

External Factors

Internal Factors
 57

Corporate Factors

The establishment of the Training Division is essentially for supporting the

company and, as such, there is no doubt regarding the significant influence of the

company to the operation of the Division. The investigator defined “corporate factors” as

phenomena, issues, events, or systems promoted by the company’s headquarters that

influenced the Division. Two major streams respectively labeled as top management

support and management system/practices were identified. Figure 5 highlights corporate

factors.

Figure 5. Corporate Factors

Policy
Top Management
Financial Support
Personal
Involvement Corporate
Factors
Profit Center
Treatment
Management
QMS System

CBHRM

Top Management Support. Practitioners voiced the importance of top

management support in order for HRD practice to succeed. I1, for instance, said,

“Without the strong support of the company’s top management, it is difficult to promote

HRD programs.” To confirm this statement, the investigator conducted a small survey
 58

with eight practitioners and the results of the survey as shown in Table 12 signified that

the role of the company’s top management was critical for the success of HRD

programs.

Table 12. Viewpoints on the Role of Top Management Support for HRD
Very Critical Critical Not Critical
6 2 0
(75%) (25%) (0%)

In I3’s view, the Human Resource Director had a specific place within the

hierarchy of the company’s five top management positions. “The Human Resource

Director communicates frequently with us. He is a significant driving force to the

Training Division. I believe, however, that the other top managements also play

important roles for the Division,” he said. The significant influence of the Human

Resource Director to the Training Division was understandable as, according to the

company’s structure, the Division was under the direct supervision of the Human

Resource Director. I5 advanced his notion that active support from top management was

needed to promote HRD into a strategic position: “What we need from top management

is not an ordinary or a passive support, but a proactive one. This is a requirement for

HRD programs to have a strategic position in the company.” Further investigation on top

management factors identified three forms of support: policy support, financial support,

and personal involvement.

Policy Support. Top management policy was viewed as critical for promoting

HRD because it comes from the most powerful position in the company and its scope
 59

includes the whole organization. I12 stated, “The higher one’s position, the stronger

one’s power. I do not have any doubts about the power of top management policy to

support HRD programs.” Another interviewee, I7, said, “The success of HRD programs

is dependent on all units in the company. This Division needs a policy that works for the

whole organization and helps promote HRD in the company. Such a policy must come

from top management, not from the Training Division’s management.” Similarly, I1

said, “If we have a top management policy conveying and promoting HRD messages,

there is no doubt that such policy will be very helpful,” and I13 affirmed, “Without a top

management policy promoting HRD, this Division is voiceless. The role of the top

management policy is to amplify the voice of the Training Division.”

When the investigator requested specific examples of a policy supporting the

HRD practice in the company, I12 referred to the company’s popular policy called “3-2-

1 Policy.” “The 3-2-1 Policy, launched by the company’s top management in the 1980s,

is clearly a policy promoting HRD. This is an old example but the obvious one,” he said.

Table 13 is a summary of the 3-2-1 Policy.

Table 13. 3-2-1 Policy

The Company’s
The Company’s Value Strategies The Company’s Goals
Cooperation 1. System approach Providing the best:
2. Human resource 1. Service
development 2. Results
3. Image
 60

The 3-2-1 Policy conveyed three primary components: goals, strategies, and

basic values. It directed the company’s members to achieve three company’s goals (the

best service, the best result, and the best image) by implementing two of the company’s

strategies (the System approach and HRD) and by embracing the company’s basic

value—cooperation. Incorporating HRD as one of the company’s two strategies, the 3-2-

1 Policy was considered helpful in leveraging the HRD programs and in promoting the

strategic position of the Training Division. I12 affirmed: “You see that, according to this

policy, human resource development is part of the company’s strategy. This means that

each unit in this company is duty-bound to promote human resource development

activities. This makes the job of a trainer easier.”

Although the 3-2-1 Policy was launched in the 1980s, the spirit of human

resource development imparted by the policy seems to still flourish in the company,

regardless of the fact that company leaders and several employees have changed. I15

said, “I think the 3-2-1 Policy still inspires the current company’s members and sticks in

their mind as a reminder from our previous leaders to continuously recognize and

promote human resource development endeavors because human resources are the key

to whether the company lives or dies.” He further said, “The 3-2-1 Policy is a well

known policy. If you ask anybody in this company about it, I guarantee he/she knows

it.”

Financial Support. Regarding financial support, I1 said, “You know that money

is the blood of any activity. Without significant funding, HRD programs are voiceless

and could not even take place.” However, he reminded the investigator that an annual
 61

HRD program and budget must be well planned in order to obtain financial support from

management. “The role of an annual HRD program and budget is important. Financial

support does not mean that management will automatically approve any money we ask

for. We must clearly articulate the programs’ benefits,” he said. When asked to further

explain the requirements for an acceptable program, he commented: “Firstly, a program

must be tightly linked to the company’s goals and problems. In other words, the program

must effectively address the company’s needs. Secondly, a program must be

inexpensive. In short, the general rules for an acceptable program are its effectiveness

and its efficiency.” Asked to add any other requirements for having a program approved,

he enthusiastically said: “Oh yes… networking. Networking is important. Experience

has shown me that having a sound program or proposal without good networking is not

enough. Without appropriate networking, a good proposal may stop on someone’s desk

or end up in the trash can.”

Personal Involvement. In addition to policy and financial support, practitioners

viewed top management’s personal involvement as important. I1, for instance, stated

that policy and financial support from management were important but not enough to

significantly promote HRD because policy and money were only papers or things having

no soul: “Papers are not living things but people are. Papers have no engagement but

people do. The only thing that can proactively spark the spirit of a man to learn and

change is a man. And, a leader is a specially selected man who must be able to inspire

and who must become an example for his people.”

 62

Asked to specify an example of top management’s engagement to human

resource development, I1 responded: “How a manager engages in human resource

development is reflected in how he communicates with his employees. The key is how

he empowers people to continuously learn and improve their competencies.” When the

investigator asked I1 to comment about the condition of management’s engagement to

human resource development in the company, he smiled and replied:

I could say that we are lucky because our management has a strong commitment
to human resource development. The fact that the company’s top management
frequently visits this Training Division to lecture and talk with training
participants and trainers signifies that the management’s engagement to HRD in
this company is undeniably high.

Management System. Corporate factors influencing the operation of the Division

could be in the form of policies, systems, practices, or approaches adopted by the

company. The investigator labeled such factors as “management systems” or

“management practices” and identified the profit center treatment, the implementation of

a quality management system, and the adoption of competency-based human resource

management as three practices that significantly influenced the Division.

Profit Center Treatment. The company treated the Training Division as a profit

center, a unit in which its profit is used as an indicator to measure its performance. This

treatment has been implemented since 1995, when a restructuring program took place in

the company. I7 said:

The underlying thinking of the profit center policy is that for the company to
achieve better performance, all units of the company must generate money.
Management treated the company’s support divisions, such the Training Division
and the Research Division, as profit centers. The company’s operational
divisions, on the other hand, were treated as investment centers.
 63

Although it has long since been implemented, the profit center treatment still

raises debate among the organizational members; some practitioners supported the

policy while others opposed it. Table 14 provides a quantitative summary of a small

survey among eight practitioners, and Table 15 presents their typical reasons.

I12 illustrated how the profit center treatment influences the Training Division:

As a consequence of the profit center status, profit is included as an element in

measuring the Training Division’s performance. As a result, how to increase the
Division’s profit becomes the primary concern of the Division’s members. To
increase its profit, the Training Division increases its revenue, reduces its costs,
or does both. This means that increasing the number of training participants is a
must.

Table 14. Viewpoints on the Profit Center Treatment

Pros Cons Neutral
1 4 3
(12.5%) (50%) (37.5%)

Table 15. Typical Views of the Profit Center Treatment

Proponents Opponents
• The profit center status • With the profit center
encourages the Training status, the Training
Division to work hard and Division tends to sell
promotes training. training rather than
• The profit center status identify the real training
encourages the Training needs.
Division to be more • The profit obtained by the
productive and efficient. Training Division is a
pseudo profit because the
profit comes from the
company itself. It means
the more profit, the more
costly it is for the
company.
 64

An important point here is that the profit center status has driven the Training Division

to increase the number of training participants, and the more participants the better. I1

voiced a similar view: “We have to work hard to promote training and must invite more

participants to join our programs if we want to better perform.”

To attract more participants from both inside and outside the company, the

Training Division established a marketing unit. However, there were questions regarding

the presence of the marketing unit and its aggressiveness in promoting training. I2, for

instance, suggested that the emphasis on promoting training by the marketing unit could

spoil the effectiveness of training: “What I worry about regarding the marketing unit is

its emphasis on promoting training. I am not sure whether the training programs we run

are driven by real training needs or by the promotion activities of the marketing unit.”

Quality Management System. The company implemented ISO 9000 Standards as

its quality management system and began introducing another quality management

approach, the Malcolm Baldrige Model. The quality management system was

implemented for all units under the company. As such, it was obligatory for the Training

Division to implement this system. I14, however, affirmed that the implementation of

quality management should be viewed as not only an obligation but also an opportunity.

“Our task is not only to implement but also to support the company in implementing ISO

and MB [the Malcolm Baldrige Model] program,” he said.

When asked to explain the reason for adopting ISO Standards, I1 responded:

“You know that ISO Standards is a well-known practice that has been adopted by many

companies around the world. As the most recognized company in this country, Telkom
 65

Indonesia must become a good example for other companies.” Another interviewee, I17,

said, “We want to be a world class company and to achieve that goal, we have to adopt

world class practices such as ISO Standards and the Malcolm Baldrige Model.” I3,

however, rejected the adoption of ISO Standards and the Malcolm Baldrige Model

simply based on their popularity as world-class practices. He emphasized that people in

the company must be aware that the primary reason for adopting a quality management

system, either ISO Standards or the Malcolm Baldrige Model, is to use them as vehicles

for continuous improvement. I1 pointed out the critical role of external consultants in

regard to knowledge of the quality management systems entering the company. He said,

“I think the role of consultants in helping the company to implement ISO Standards and

the Malcolm Baldrige Model is undeniable.” Global events, external experts, and the

internal need for continuous improvement seemed to be the primary ingredients for

adopting the two quality management systems, ISO Standards and the Malcolm Baldrige

Model.

Competency-Based Human Resource Management. While the implementation of

quality management influenced the Training Division, so did the adoption of a human

resource management system. In the field of human resource, the company has decided

to adopt competency-based human resource management (CBHRM) as an approach to

managing its people. The underlying factor to implementing CBHRM, according to one

interviewee, I1, was to provide linkages among human resource processes: “We adopted

CBHRM because we wanted to link human resource processes: recruitment and

 66

selection, training and development, and compensation in particular. We believe that

such linkages will make human resource activities more effective.”

In general, the CBHRM approach uses competency as the integrating factor of all

human resource functions. I11 said, “By adopting CBHRM, we use competency as an

integrating factor or a common language. We hire and develop people on the basis of

competencies, and we also assess people’s performance on the basis of competencies.”

As an initial step in the adoption of the CBHRM approach, the company created a

competency model as shown in Figure 6.

Figure 6. Telkom Indonesia’s Competency Model

Competency Directory

Core Competency Generic Competency Specific Competency

Personal Quality Skill & Knowledge

• Information
• Telecommunication
• Business/Service
• Support

The model divides competency into two major elements: personal quality, and

skill and knowledge. The former is represented by “core competency” and “generic
 67

competency” while the latter represents “specific competency.” Therefore, competencies

are divided into three groups ─ core competency, generic competency, and specific

competency. Table 16 lists core and generic competencies. Core competency is a

competency that every employee in the company must have. Generic competency is

organized into three streams—executive, managerial, and specialist. Specific

competency varies depending on one’s position and is organized into four groups:

information, telecommunications, business/service, and support, as presented in Figure

6.

Table 16. Core and Generic Competencies

Core Competency Generic Competency
Executive Managerial Specialist
• Customer • Strategic • Empowering • Conceptual
orientation orientation • Managing thinking
• Information • Action people and • Analytical
technology management change thinking
• Telecommuni- • Leadership of • Business • Self
cations change awareness manage-
technology • Organizational • Organizational ment
• Achievement development awareness • Expertise
orientation climate • Decision • Information
• Communication • Networking making seeking
• Innovation • Interpersonal
process relationship
improvement
• Teamwork
• Adaptability
and diversity
management
• Self
development
 68

The company’s adoption of CBHRM has driven the Training Division to

implement competency-based training and development (CBTD). I7 said, “Competency-

based human resource management is a large human resource program that we in the

Training Division must support. We are in the process of developing CBTD.”

Workplace Factors

Practitioners asserted that the success factor of human resource development

endeavors in the company was dependent on not only the Training Division but also the

workplace, the company units where the employees serve their customers. Notions

regarding the workplace factors influencing human resource development endeavor vary

but, by and large, they can be categorized into three themes: people, system, and facility

(Figure 7).

Figure 7. Workplace Factors

Management

People

Employees
Workplace Factors
System

Facilities
 69

People. I7 advanced his ideas regarding the important role of people, whoever

they are—managers, supervisors or subordinates—in the workplace for HRD programs

in the company to succeed: “The key for any activity or program in any organization to

succeed is the people, and the same is true for HRD programs. No expert or trainer can

change the workplace’s people if they themselves do not have the desire and

commitment to change.” In addition, I3 told the investigator that the workplace is

actually abundant in knowledge and there are many things that any workplace member

could learn. Agreeing with I7’s views, I3 also asserted that the success of the human

resource development endeavor largely depends on the workplace members themselves.

While they worked in the Training Division and not in the workplace, the

practitioners presented numerous views regarding people in the workplace. Curious

about some practitioners’ knowledge regarding the workplace settings, the investigator

explored further and identified their knowledge regarding the workplace issues as

essentially caming from three major sources. First, they frequently talked with the

training participants in the classes they led. Second, they mostly possessed years of

experience in the workplace before they moved to the Training Division. Third, they

usually explored the workplace issues through the company’s internal bulletin, “Bulki.”

On the whole, practitioners’ notions regarding people in the workplace could be linked

to two major workplace roles, the managerial role and the employee or subordinate role.

The following presents issues related to each of these roles.

Management. The importance of workplace management pertains to his or her

role as a decision maker for a wide variety of activities, including training. Decisions
 70

related to training include sending employees to training, determining budget and

training priorities, identifying relevant training, selecting participants, encouraging

participants, and partnering in the need assessment and evaluation processes.

In general, management practice in the company was more decentralized, giving

the workplace’s management more authority. In regard to the training practice, a

manager in the workplace was relatively independent to make a decision for sending his

subordinates to the Training Division. Such decentralization in the training area began in

1995 when the company’s top management restructured the organization. It is important

to note that, before the restructuring program, decision making was more centralized in

that the company’s top management and the management of the Training Division made

the final decisions about who should attend training programs. The current status is more

decentralized though an exception remains particularly for Leadership Training. It is the

headquarters that selects the participants of Leadership Training.

Budgeting as one of the common functions in management also plays a

considerable role for workplace management. Inadequate cost allocation for training

often becomes a barrier for supporting training programs. I19, for instance, viewed that a

frequent reason for a manager not to send his subordinates to the Division was budget

limitations. He said:

Often, managers in the workplace do not send their subordinates to the Training
Division because of money. To send an employee to this Training Division, a
significant amount of money is needed, particularly if the workplace is far away
from the training center. You know that the more distant the training participants
are from the training center, the more expensive transportation and
accommodation are.
 71

The issue of cost priority also emerged from the investigation. A training cost

was viewed as a non-priority one. I18 advanced his view regarding the superiority of

operational cost over non-operational cost such as training cost. An operational cost is

the cost that is directly linked to the customers’ needs while non-operational cost is

considered as indirect support or less urgent for the company to serve its customers. I18

said, “It is a common practice that the operational cost has a higher priority than the non-

operational one. Training is often not a priority.” I18 also affirmed that the workplace’s

management who does not greatly commit to human resource development usually does

not prioritize training programs and, therefore, insignificant amounts of money are

allocated for training.

I14, however, had a different view. I14 believed that the decision not to send

employees to a training program was often due to the management’s belief in the

relevance and the significance of training to the workplace. I14 said, “I think the

workplace management will send his employees for training if he sees a clear benefit of

a training program to the workplace.” I14 further suggested this reality to be the driving

force for the Training Division to better design and deliver training.

Another interviewee, I7, was very concerned about the issue of participant

selection for improving training effectiveness. He observed the frequent occurrence of

irrelevant participants in the Training Division. He said, “I often lead participants who

have no clear reason to attend. I don’t know why the workplace management sends them

to my class. If management does not send the right participants, the money we spend is

wasted.” He admitted that he could not further investigate the matter and that he often
 72

assumed that there was a reason for management to make such a decision. “The

workplace management may plan to move the participants to other units, but to be frank,

I am not sure about that,” he said.

Encouraging training participants before they go to the Training Division was

also viewed as an important event for supporting the HRD endeavor. I1 said that some

managers met with their subordinates to convey certain messages before the

subordinates left for training, but many did not do so. He said, “I know such is the case

because I often talk to my participants about workplace events related to training.” He

further said that it is very important for a management to encourage and prepare his

subordinates for training. Although only I1 advanced the notion that encouraging the

employees is part of the management job in improving HRD effectiveness, four

practitioners to whom the investigator spoke agreed with the notion.

The importance of workplace management also pertained to his partnership role

in supporting the need assessment and evaluation of training programs. Asked about how

the partnership should be established, I11 underscored two points. First, he raised the

issue of the need for a more thorough need assessment process. He said, “It is not

uncommon that the workplace’s manager complains about a subordinate’s behavior,

such as lack of motivation. Then, the manager asks the Training Division to solve the

problem with training. It is not impossible that the manager himself could not motivate

his subordinates.” In addition, I11 suggested that in order to maintain objectivity,

evaluation of training programs must not be tied to performance appraisals of

individuals.
 73

Employees. Several employee issues (i.e., training preparation; need assessment

and training evaluation; learning, implementing, and disseminating knowledge; and the

issues of new employees) emerged from the investigation.

Practitioners advanced their views regarding the need for an employee to prepare

well before he/she joined a training program. I14 said, “Preparation is essential for any

activity and I believe that a well-prepared trainee learns better during the training

program and helps enhance the effectiveness of training.” When the investigator asked

him how to promote a well-prepared trainee, he affirmed two things. First, employees

must be well informed regarding the training program they are going to join. Second,

they must also identify the workplace issues related to the program. I14 said:

Before attending a course, an employee must have a clear picture of the course
and after having a clear picture, he must begin identifying workplace problems or
issues related to the course. As a trainer, I am very happy if my trainees raise
workplace issues relevant to the topics discussed in the class because, by doing
so, they make the class come to life.

Practitioners also discussed the important role of employees during the need

assessment and training evaluation processes. I19 advanced his view regarding the need

to involve both management and employees/subordinates. I13 expressed a similar

concern and said, “If you want the whole picture, ask management and if you want a

detailed picture, ask employees.”

Interviewee I3 raised the issue of learning, implementing, and disseminating

knowledge. He said:

Training in the Training Division is an infrastructure for an employee to learn.

But, this is only the first step. The other two important steps are implementing
what he learns and sharing his knowledge with others in the workplace. The
 74

Training Division cannot do much about the implementation and the

dissemination of knowledge. This hinges on the workplace.

The difference between the old and the new generation of employees was

underscored by I4. He said: “I see that the current, younger employees are different than

the old ones. The current generation works faster and is more familiar with information

technology.” He further said, “We need to understand the employees’ profiles so that if

we create a program, it will be effective. Our program will not be effective if we don’t

know the profiles of our current employees.”

System. Practitioners viewed that a system or common practice in the workplace

is a powerful force influencing people’s development processes. They specifically stated

that the system is more powerful than the people. Table 17 quantitatively presents a

comparison of practitioners’ viewpoints regarding the power of people and that of the

system.

Table 17. Power of People Versus System Influencing HRD Practice

The System Is
People Are Stronger Stronger It Depends
3 9 3
(20%) (60%) (20%)

The first group viewed that the influence of people is stronger than that of the

system. I14 said, “The influence of people is stronger than that of the system because

people create the system.” The second group reasoned that people were often powerless

under a system and even changed themselves and followed the system. The third group

commented “it depends,” stating that if the person is a leader or management, changing
 75

the system is not impossible. I2 suggested conditioning the workplace to be a place that

encourages people to learn: “A good person may not perform well in a bad system. To

improve HRD effectiveness, we have to take care to condition the workplace as a place

not only to work, but also to learn.”

The issue of the current reward system for management was viewed as a barrier

to promoting a better HRD practice. I11 talked about it:

You know that a manager usually holds his position for a very short time, about
three or four years. To move to a higher position, he is evaluated based on his
unit’s performance in that period. Because of such a reward system, it is not
surprising that he is very much concerned with the current performance of his
unit, which is short-term in nature. Training and development is often future
oriented, an activity that may not deal with the current performance. A manager
may be reluctant to send his subordinates for training and development because
he cannot exploit his subordinates if they are following the program.

Facility. While admitting the importance of people and of the system, I14 added

the important role of facilities in the workplace. He said:

I have observed how new employees developed their capabilities. I was curious
why some employees developed faster than others. I found that those who
developed faster were very much supported by facilities or equipment in their
work environment. I believe that facilities significantly contribute to people’s
development.

Asked to point out specific examples of facilities that could be used to promote

HRD effectiveness, I15 responded: “Facilities could be any workplace equipment

provided primarily to serve customers or specific facilities intended to support people

development such as intranet facilities for the company’s distance learning program.” He

further underscored that because the company’s branch offices are spread out all over the

country, distance-learning programs in the company help reduce transportation costs for

trainees.
 76

External Factors

In addition to advancing their view that support from headquarters and a

partnership with the workplace were critical for training programs to succeed,

practitioners also expressed the importance of the role of external institutions, vendors,

or suppliers to the Division. “To some extent, the quality of our programs depends on the

quality of our suppliers,” I7 said. The suppliers of the Division could be grouped into

two major categories, logistic and expertise.

Logistic Suppliers. I9 talked about the importance of logistic support to training:

“Logistic support is not the heart of any training program but without it, the program

could not succeed.” Logistic support is a service that is routinely needed to conduct

training programs, particularly during the execution process. This includes copying and

printing, food, laundry, and dormitory services. Practitioners viewed that fulfilling the

logistic needs for training was more efficient through outsourcing from external

suppliers. Here are several comments regarding the importance of the Division to partner

with external factors in fulfilling its logistic needs: “Logistic outsourcing is needed

because it is efficient (I9);” “logistic service is not our core competence and, therefore, it

is better be served by vendors (I1);” “partnering with qualified logistic suppliers makes

us more productive because, by doing so, we can focus on more strategic processes

(I7).”

The issue of complaints from the training participants regarding logistic services

emerged from the investigation. One interviewee, I10, told the investigator:

As a trainer who has taught for a long time in this Division, I know that
participants almost always complain about logistic services for any training
 77

program we run. We have worked hard and have succeeded in minimizing the
complaints, but we should not expect an ideal condition—having no complaints
at all. People vary in their appetites and desires, particularly for food and
dormitory services.

He further underscored that the focal point for improving logistic services in outsourcing

is a quality control activity, identifying feedback from participants and passing the

feedback to the suppliers.

Expertise Suppliers. The term “expertise supplier,” as used here, is the Training

Division’s vendor that is capable of providing trainers, designing and developing

training programs, writing training materials, and serving other specific expertise needs.

Some practitioners considered the expertise supplier to be more strategic than the

logistic one. In addition, one interviewee, I1, suggested that qualified practitioners and

high level management should handle the job of working with expertise suppliers. Most

expertise suppliers in the Training Division are in the form of organizations, but several

trainers represent individuals, and some of these individual trainers are retired internal

trainers who still have the desire to serve the Division.

One reason for inviting external trainers is the overwhelming workload and/or

the numerous courses that the Division must run. One interviewee, I1, said, “Although

we have internal trainers to lead courses, we need external trainers because of the large

number of courses we have to run.” The second reason is that a certain course, a new one

in particular, has no internal trainer. In dealing with such a problem, the Division usually

asks internal trainers to apprentice in the class so that they can handle future classes.

Another reason to invite external trainers is to enhance the credibility of a training

program. In the Leadership program, for instance, the Division invites well-known
 78

public speakers to lecture the class. Successful entrepreneurs in the country are also

invited to share their practical experiences.

By and large, suppliers of the Training Division can be categorized into logistic

and expertise suppliers. Practitioners recognized the important role of suppliers and

considered expertise suppliers as strategic partners. Logistic service is routine support

needed for any training program and, thus, the nature of the partnership or contract

between the Training Division and the logistic supplier is commonly long-term. The

need for expertise suppliers, on the other hand, is not routine. It is needed on a project-

by-project basis. Some training programs may need help from external factors, while

other programs may not.

Internal Factors

While recognizing the influence of the headquarters, the workplace, and the

suppliers to the Training Division, the practitioners asserted that the HRD endeavor must

focus on the internal circumstances of the Division itself. I13 said, “Too much asking

others to do something for us or scrutinizing other units is not a good thing. What

matters most is improving processes in our unit, the Training Division itself.” I7

advanced a similar reason, arguing that emphasizing the internal factors is more

important because they are more controllable. He said, “What happens at the

headquarters, what happens in the workplace, and what happens with the suppliers are

mostly out of our control. If we want our endeavor to be effective, we must focus on the

things that are more controllable.” As the workplace factors, the internal factors also
 79

incorporate three major categories: people, system, and facility (see Figure 8). The

following section discusses issues related to each category.

Figure 8. Internal Factors

Trainer
(Core Staff)

People

Non-Trainer
(Support Staff) Internal Factors

QMS
System
CBTD

Facility

People. Conversations with practitioners regarding the issue of people in the

Training Division raised five themes: role classification, the issue of hiring trainers, the

issue of trainers’ experience and of the subjects they teach, educational background for

being a trainer, and the issue of location as an attracting factor.

Role. Practitioners viewed the company’s employees according to two major

categories, operational and support staff. The former is one who works in the workplace
 80

or the front office of the company while the latter is one who serves in the company’s

support divisions such as the Training Division. Practitioners thus considered people in

the Training Division as support staffs. Furthermore, they also classified people working

in the Training Division into two major roles, trainer and non-trainer. In the Training

Division, the former was considered as core staff while the latter was labeled as support

staff, a dichotomous view that tends to position trainers higher than other members of

the Division.

I1, however, stressed the danger of dichotomizing employees into core and

support staff and suggested emphasizing teamwork:

Labeling people as support staff means belittling their role in the organization.
We should not use such language. All members are important for organizational
success; they just play different roles. I know, however, that in this Division,
people tend to view trainers as the most important members. But, I argue that
trainers will not perform well without support from other staff. Cooperation
among all members is the key, and the view of teamwork must be promoted.

Further exploration revealed various HRD roles such as trainer,

designer/developer, analyst, evaluator, manager, and administrator. The Division

organized its trainers according to the subjects they teach. Trainers not only teach but

also design and develop training programs, write training materials, and work as internal

consultants. Need analyst, evaluator, quality specialist, administrator, and management

were viewed as non-trainer roles. Table 18 highlights role classification in the Training

Division of Telkom Indonesia. It is important to note that those who formally hold non-

trainer positions may also perform as trainers. The reverse, however, does not happen.
 81

Table 18. Role Classification in the Training Division of Telkom Indonesia

Trainer Non-trainer
• Trainer • Need analyst/marketer
• Designer/developer • Evaluator
• Training material • Quality specialist
writer • Administrator
• Internal Consultant • Management

Hiring Trainer. The issue of hiring trainers also surfaced during the

investigation. “Trainer is a well recognized position, but attracting one to be a trainer is

not an easy job,” I1 said. He further commented: “Many people in the company were not

interested in the trainer position. Their typical reason was that they had no talent.” I1,

however, believed that if the management provides a considerable reward for trainers,

many good people would apply for the trainer position. When the investigator asked

about the criteria used to hire trainers, I1 responded that, basically, the Division

emphasized the candidate’s desire and skill in the area needed. In addition, he told the

investigator that the Division often searched for trainer candidates based on a word of

mouth approach and that workplace experience and educational background were

considered important.

Experience and Subject. Before working in the Training Division, trainers

usually have years of experience in the workplace. Then, when holding the trainer

position, they tend to teach subjects related to their workplace experiences. Table 19

highlights years of experience, fields of experience, and the subject matters of three

practitioners interviewed.
 82

Table 19. Practitioners: Their Backgrounds and the Subjects They Teach
Years of
Practitioner Experience Fields of Experience Subject
P1 More than 20 Human resource Human
years planning, resource
recruitment/selection,
human resource
administration
P2 More than 15 Finance, accounting, Finance
years treasury, logistic
P3 More than 15 Telephone switching Telephone
years switching

Interviewees emphasized the importance of trainers’ understanding of the

workplace issues and believed that workplace experience helps trainers in enhancing

their agility in class. Some comments related to this notion include: “Trainers must

understand workplace issues and my workplace experience helps me lead the class

(I13);” “If a trainer does not know what happens in the workplace, he cannot effectively

tie the subjects he teaches to workplace issues. I have to admit, however, that new issues

are always emerging and a trainer must continuously assess the workplace issues (I1);”

and “Trainees typically raise issues related to what happens in their workplace. I will

quickly catch their points if I have experience regarding the issues they raise (I7).”

Although most interviewees recognized the role of workplace experience as a

useful factor for a trainer to lead a class, one interviewee, I16, warned that workplace

experience should not become a mandatory requirement for one to be a trainer. “What is

important is the trainer’s understanding of workplace issues, not the trainer’s experience.

A trainer could increase his understanding in many ways,” he said. He also exemplified

two young trainers who directly worked as trainers after their graduation. He argued that
 83

the two trainers had no problems in understanding the workplace issues. The investigator

then asked both, the two young trainers, for the purpose of identifying their efforts to

enhance their understanding about the workplace issues. They basically adopted two

strategies: discussing the workplace issues with other trainers and training participants,

and learning the issues by reading the company’s internal bulletin, “Bulki.”

Educational Background. Another issue regarding how one becomes a trainer in

the Division also pertains to educational background. I1 talked about how his

educational background moved him from the workplace to the Training Division: “The

primary reason for management to place me in the Training Division was because my

educational background was in education. Management at that time believed that those

majoring in education were best fit for the company’s Training Division.” He told the

investigator that when he entered the Training Division, many trainers tended to treat

their participants as school students. He further said, “Now, I am happy to tell you that

many trainers have learned that adults are different from children. An adult learning

approach must be embraced.”

Location Factor. Among the larger and popular cities in Indonesia is the city of

Bandung. This city seems to be an attracting factor for trainer candidates. I3 said, “I

have to tell you the truth that my primary reason for joining the Training Division was

not because I was interested in the trainer position but because I loved living in the city

of Bandung. If the Training Division is not in Bandung, I wouldn’t want to work here.”

A preference for living in the city of Bandung is not surprising for native Indonesians. In

general, the people of Indonesia prefer to live in Java, an island on which the city of
 84

Bandung and other large Indonesian cities are located. Java Island is a more developed

region compared with other parts of the country. About half of the country’s population

lives on the island, though its size is less than one-fifth of the total area of the country.

Practitioner Development. Interviewees also raised the issue of practitioner

development and said that the development of practitioners in the Division was

conducted through two major processes: training and involving trainers in the company’s

projects. Typical training for practitioners is called “TOT” (Training of Trainers), a

program used to develop new trainers regardless of the subjects they teach. The Division

runs this program through cooperation with external institutions, both domestic and

abroad. I15 commented on the TOT program:

Trainer candidates are required to join the TOT program. After passing the
program, one is given a license to teach in the Division. Mastering a subject
matter, having related workplace experience, and understanding workplace issues
do not guarantee that one is a good trainer. We run the TOT programs to improve
the trainer’s competency. Trainers must master not only what they teach but also
how they teach.

So far, practitioner development in the Division was still focusing highly on trainers.

There was no sufficient development for non-trainer positions.

Involving trainers in the company’s projects was another common approach used

to develop trainers—Telecommunications Technology trainers in particular. This

approach was implemented by having trainers work for several weeks or months in the

company’s large-scale projects such as installation of new equipments or technology

systems. As such, trainers gained expertise through real field experience in the

workplace. I1 affirmed, “We don’t want our trainers not to understand what happens in

the field.”
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System. Two categories of system or practice that surfaced from the investigation

were the implementation of quality management system for the training function and the

development of competency-based training and development. Both were in response to

two strategic decisions of the headquarters, quality management system and

competency-based human resource management, respectively.

Quality Management System for the Training Function. The adoption of quality

management system, the ISO 9000 Standards in particular, strongly influenced the

Training Division. Interviewees raised both affirmative and negative comments related

to the implementation of ISO standards in the Division, as shown in Table 20.

Although some negative comments regarding the implementation of ISO surfaced,

interviewees—including those who expressed negative comments—agreed that, on the

whole, the ISO Standards were beneficial for their practice. There were no significant

comments made regarding the implementation of the Malcolm Baldrige model because,

during the field visit, this program was just in the introductory state. Interviewees were

not familiar with the Malcolm Baldrige model yet. Table 21 summarizes a small survey

pertaining to the role of ISO 9000 Standards for the Training Division.

In addition to influence on managerial aspects, the implementation of quality

management system also influenced the products or services of the Training Division.

This implementation led the Division to provide not only training but also consulting

services in the areas of quality management and ISO. I2 said, “All divisions of the

company exercise numerous efforts and need help in acquiring and, more importantly,

applying ISO. Training, our usual business, may help introduce ISO knowledge but it is
 86

not enough to implement it. For this reason, we provide a more applied service,

consulting.”

Table 20. Comments on ISO 9000 Standards

Affirmative Comments Negative Comments
• “Before implementing ISO, • “ISO is too procedural and
we were not sure how the bureaucratic and often makes
organization operated. By quick decisions difficult.” (I2)
implementing ISO, we better • “ISO is expensive.” (I5)
understand how the • “ISO does not guarantee that
organization operates.” (I3) the organization is profitable.”
• “With ISO, it is clear who (I6)
does what.” (I7) • “People tend to focus on
• “By implementing ISO, the certification.” (I20)
management practice is clear
and does not highly depend
on who leads the
organization.” (I1)
• “With ISO, all processes and
their relationships were
identified. This helps us in
analyzing, diagnosing, and
improving organizational
problems.” (I11)
• “ISO stimulates continuous
improvement as every
process is identified and
documented.” (I13)
• “ISO certification increases
credibility.” (I4)
• “At least, we have a system,
ISO, rather than not.” (I20)

Table 21. Viewpoints on the Role of ISO 9000 Standards

Very Beneficial Beneficial Not Beneficial
8 3 0
(73%) (27%) (0%)
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Competency-Based Training and Development. As presented in the section on

“Corporate Factors,” the adoption of competency-based human resource management

has driven the Training Division to embrace competency-based training and

development as the primary approach for its training intervention. During the field visit,

however, the issue of the competency-based approach was relatively new for HRD

practitioners in the Division, and how the approach would be implemented was still in

the learning stages for the company. Regardless of the fact that the adoption of the

competency-based approach was still new, HRD practitioners raised their viewpoints.

Table 22 conveys their comments, most of which are positive.

Table 22. Viewpoints on Competency-Based Training and Development

Positive Comments Negative Comments
• “The competency approach is • “The competency needed
useful for integrating various may change over time. If
human resource processes.” (I7) this is the case, we provide
• “With the competency-based the wrong training.” (I6)
approach, we use competency as a
common language in the area of
human resources.” (I3)
• “With the competency-based
training approach, training
programs will better connect with
the hiring and performance
appraisal activities.” (I17)
• “The competency approach will
ease our job because with this
approach, our training programs
will be more standardized and less
customized.” (I2)
• “With the competency-based
approach, we spend less time on
need assessment.” (I9)
 88

In addition, a small survey was given to 11 practitioners to highlight their

perceptions on the usefulness of the competency-based approach (see Table 23).

Table 23. Viewpoints on the Usefulness of the Competency-Based

Training Approach
Very Useful Useful Not Useful
7 4 0
(63.6%) (36.4%) (0%)

Interviewees mostly believed that the competency-based approach was a helpful

practice. They viewed that the primary reason for the usefulness of the approach was its

integrating role among different human resource processes. This view of the usefulness

of the approach may also relate to the presence of a competency model as the main

target and direction of their training programs.

I8 affirmed, “By implementing a competency-based approach, training has a

clear direction. Training will be mainly designed and developed according to the

company’s competency model.” I1 advanced a similar notion:

What is important for us is that we have the model to refer to. If we don’t have a
model, we do not have a clear direction and we may go astray. HRD programs
must be effective, and to be effective, the programs must firstly have a direction.
The primary direction of our HRD or training programs is our competency
model.

In addition, I1 warned that the competency model is dynamic and must be viewed as a

moving target.
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Facility. Interviewees underscored the critical role of facilities for their training

programs to succeed and the need for significant support from the company in providing

infrastructures for the Division. Table 24 presents several comments related to facilities.

Table 24. Comments on Facility Issues

Comments Key points
• “There is no question about the • The important role of
importance of facilities to support facilities
the operation of the Training • The company support
Division and, also, there is no • The need for optimizing
question about the company facility
commitment to provide resources
needed by the Division. The
Division, however, is responsible
for optimizing the resources.”
(I20)
• “Waste is the enemy of the • Efficiency
organization if the organization
wants to be efficient. And we
should avoid waste of facilities.”
(I12)
• “People often tend to think about • Functionality
external appearances such as how
luxurious the facilities are. What
is really important is the
functionality of the facilities.”
(I2)
• “Maximizing the utilization of • Optimizing facilities
technology to help people learn is • Distance learning facilities
a must. I believe that such an
endeavor is very important and
we need to promote distance
learning.” (I7) • Distance and classroom
• “Distance learning is important, learning facilities
but it will not totally replace
classroom learning.” (I15)
 90

Comments related to facilities incorporate the following points. First,

practitioners or interviewees considered the role of facilities for HRD or training

programs in the company as critical to its success. Second, the company was highly

committed to providing infrastructures for the Division. Third, interviewees considered

optimal utilization of the Training Division’s facilities to be important. Fourth,

interviewees emphasized the need to pay more attention to functionality rather than

external appearance or luxury. Fifth, interviewees considered the importance of better

development of distance learning programs in the company for potentially reducing cost

and increasing learning speed. In addition, promoting distance learning programs was

also considered to be technologically easier for the company because of the nature of

the company’s business—information and telecommunications.

Summary of “Critical Factors for Human Resource Development”

From the perspectives of the practitioners in the Division, Figure 9 by and large

represents key points related to critical factors for HRD in the company. Critical factors

for HRD practice in the company can essentially be plotted into four major factors: the

corporate/headquarters factor, the workplace factor, the external/supplier factor, and the

internal/the Training Division factor. Under the corporate factor are two subcategories:

(1) management support that may be presented in the form of policy support, financial

support, and personal involvement, and (2) management system/practice under which

practitioners in the Division considered profit center treatment to the Division, the

implementation of quality management system, and the adoption of competency-based

human resource management as three critical factors for their work. Workplace factors
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Figure 9. Critical Factors for HRD in the Company

Top management
support
Corporate Factors

Management system

People

System Workplace Factors

Facility
Critical Factors
Logistic
External Factors

Expertise

People

Internal Factors
System

Facility

can be viewed in terms of its people (line managers and employees), workplace systems,

and workplace facilities, while external/supplier factors incorporate logistics and

expertise, in which practitioners considered that the expertise supplier is more strategic

than logistic. Finally, internal factors or factors under the direct control of the Division

were viewed by practitioners as the most important ones and, by and large, this factor
 92

can also be seen in terms of people, systems, and facilities as the common view on the

workplace factor.

Training Intervention

As an exploratory endeavor, this study not only searched for answers to its

research questions but also promoted important issues that surfaced during the field visit.

The essence of the study was to look for relevant information so that a better description

of the setting could be constructed. Issues regarding training intervention were

considered significant to be presented in this report because training was the primary

service of the Division. The Division organized its training service into three primary

areas (see Figure 10).

Figure 10. Training Intervention

Training Services

Telecommunications Business Management Leadership

Technology Training Training Training

Telecommunications Technology Training

This training area consisted of 11 clusters: Access Network, Metal Cable, Optical

Cable, Mechanical and Electrical, Multiplex Transport Network, Transmission and

 93

Terrestrial Satellite Transport Network, Network Management, NEAX Switching,

EWSD Switching, 5ESS Switching, and Computer and Communications; and numerous

course titles were listed under each cluster. As a rule, the clusters and courses reflected

telecommunications equipment operated by the company. It is also important to note that

the company’s telecommunications equipment came from different vendors or

telecommunications manufacturers. As such, courses under the telecommunications

technology area also reflected different kinds of telecommunications equipment

produced by different vendors. EWSD Switching training, for instance, involved training

on EWSD Switching equipment produced by Siemens, a telecommunications equipment

supplier from Germany.

Training in the area of telecommunications technology was intended to develop

expertise regarding how to operate, maintain, and repair telecommunications equipment,

and was considered critical for its primary targeted participants, the workplace’s

technicians, who were commonly called “core staff” for their expertise directly related to

the operation of company’s biggest asset, telecommunications equipment. I17 stated the

following about the importance of Telecommunications Technology Training for the

workplace’s technicians: “Telecommunications equipment is the company’s primary

production tool that must perform properly at any time to generate money. With such an

important function, the role of Telecommunications Technology Training for the

workplace’s technicians is critical.” I8 voiced a similar concern: “Telecommunications

Technology Training is the primary trademark of this Division. I could not imagine

where our technicians would develop their expertise if Telecommunications Technology

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Training was not available in this Division.” I19 even affirmed that Telecommunications

Technology Training was the primary reason for the Training Division to exist: “In

1979, when this training center began to operate, most courses covered technological

subjects. Though we currently provide a wide variety of training, the primary reason for

establishing this training center is to provide Telecommunications Technology

Training.”

Practitioners seemed to be delighted with the contributions made by the Division

through technology training. I1 provided an example of a historical event in which the

role of Telecommunications Technology Training was recognized. The event occurred in

1976 when the company began operating “Palapa,” the first communication satellite for

the country and a breakthrough project in expanding the coverage area of

telecommunications services. With the use of Palapa, many places previously considered

as isolated areas in the country were opened up and it became possible to receive

television signals and to operate more modern telecommunications facilities. I1 said,

“For the Palapa project, the company hired numerous high school graduates, trained

them here [in the training center] for several months, and then placed them in various

cities in this country for building, operating, and maintaining telecommunications

equipment.”

Telecommunications Technology Training was viewed as training that the

Division must operate. I7 said:

We must run Telecommunications Technology Training. It uses labs that are

very expensive, and I don’t think external training vendors in this country have
the resources to become the primary training vendor of the company. The
 95

company must design, develop, and deliver its own telecommunications

technology training for its employees.

Some telecommunications manufacturers might also provide telecommunications

technology courses, particularly when the company buys telecommunications equipment

from them. I7, however, underscored three drawbacks of such courses. First,

telecommunications manufacturers only provided training related to their products.

Second, the number of trainees that the manufacturers wished to train was limited. Third,

the manufacturers usually ran training in a very limited timeframe. I1 added two

drawbacks. First, manufacturers often did not design training according to sound

instructional practice, and second, training conducted by manufacturers was driven by a

commercial purpose. A trainee supporting this view said, “If you learn

telecommunications equipment from a manufacturer, you will only learn the goodness of

the equipment. The manufacturer will hide the weaknesses of its products.”

Although technicians were the most targeted participants in Telecommunications

Technology Training, non-technician employees were also provided with a basic course

in telecommunications technology. I14 explained the reason of technology training for

non-technicians:

We also run telecommunications technology courses for non-technician

employees because telecommunications is the business of all the company’s
members, whether they are technicians or non-technicians. Non-technicians need
to learn telecommunications technology to better understand and communicate
with technicians and customers.

He further stated that the Division created a specific design for non-technicians and that

training materials addressed to them were presented in plain language.

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The Training Division, with its Telecommunications Technology Training, was

recognized not only inside but also outside the company. The company promoted good

corporate citizenship program through the labs of the Division. University students,

typically those majoring in telecommunications engineering, were provided with an

opportunity to practice, operate, and learn about telecommunications equipment in the

labs. I7 said, “We welcome helping university students. We understand that most

universities providing a telecommunications engineering major do not have sufficient

funds to develop their labs.” He further explained that the labs of the Division were

located not only in the Bandung Training Center but also in other regional training

centers as well. “That we have labs in numerous cities,” he said, ”provides a better

opportunity for many university students majoring in telecommunications engineering in

almost the whole of the country to practice what they learn.”

While numerous courses in the area of telecommunications technology have been

executed since the establishment of the training center and have continuously developed,

it was only in the 1980s that the company began to intensively develop non-technology

training. I17 explained, “When a new management team led the company in the 1980s,

Non-Technology Training began to be received attention. Never did such a condition

exist before.” The presentation that follows further describes Non-Technology Training.

Non-Technology Training

Non-Technology Training incorporated two types: Business management and

Leadership.
 97

Business Management Training. Business Management Training was grouped

into four clusters: Finance, Logistics, and Quality Management; Customer Service;

Marketing; and Human Resource. Numerous courses were offered under each cluster.

Under the Business Management Training area, I17 asserted that the Customer

Service Training Program (CSTP) has been recognized for supporting the company’s

change from monopoly to competition. The following were his comments on the CSTP

project:

In the 1980s, the company was still a fully state-owned company, monopolizing
the telecommunications market in the country. At that time, the company’s
employees performed like administrators instead of entrepreneurs and, because
of the monopoly status, they did not work hard to generate money. The CSTP
project has been recognized for helping the company move from a monopoly to a
competitive culture. The CSTP project was unforgettable, particularly for those
who had been working in the company since the 1980s. CSTP is historical
evidence of Non-Technology Training’s contribution to the company.

It is important to note that today the company no longer has monopoly rights.

While CSTP was a well-recognized program in the 1980s for supporting the

company’s movement toward a more service-oriented culture, Quality Circle Facilitator

Training was another admired program for promoting another 1980’s movement, the

adoption of a quality management approach. Under the quality management movement,

numerous quality circles must be established in the workplace. To support the quality

management movement, the Training Division trained quality circle facilitators. These

facilitators then were assigned to transfer their knowledge and skills to their co-workers

and to establish quality circles in the workplace. I8 said, “The pioneers in promoting the

quality circle movement were quality circle facilitators that were trained here [in the

Training Division].”
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Leadership Training. I17 characterized Leadership Training as more hierarchical

than Business Management Training. Under Leadership Training, Supervisor-II training

was the lowest level, and Leadership-I was the highest level. In total, from the lowest to

the highest level, Leadership Training incorporated six courses: Supervisor-II,

Supervisor-I, Leadership-IV, Leadership-III, Leadership-II, and Leadership-I.

Leadership Training was considered as a long-term oriented program intended

for promoting good leadership practices in the company. Its participants were carefully

selected and had relatively higher educational backgrounds, better knowledge, and more

experience than other Non-Technology Training participants. I19 believed that

Leadership Training would never end: “Leadership Training is not a temporary project,

but a continuous and long term program. Its curriculum has been adjusted several times

and may be continuously modified in the near future, but I believe that the Leadership

program will never stop.”

Evaluation for Leadership Training was more demanding than that of others. A

group of mentors was involved in evaluating the classroom sessions from the beginning

to the end of the program and, therefore, the development of the class was essentially

monitored from time to time. I1 said, “Leadership Training is tough. Its participants are

not only carefully selected, but are also continuously monitored by mentors during the

training process. Most mentors are retired internal trainers who still have the desire to

serve the Training Division.” He also affirmed that an after training evaluation was

consistently conducted each year for Leadership Training. Explaining the after training

evaluation process, he said:

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We go to the workplace to evaluate Leadership Training. We send questionnaires

to our alumni, their peers, subordinates, and superiors as well. Interviews are also
utilized to collect the data or information. In essence, we use the 360-degree
feedback approach. For a better result, we protect the respondents and do not tie
any information about the alumni’s performance in the workplace to their
personal career or to the reward system.

Evaluation, during and after training, was used for curriculum development or program

improvement but it was not the only consideration. Other considerations included the

voices of mentors, trainers, and lecturers and even, according to I7, the voice of top

management often had a significant influence.

Leadership Training, as a rule, took a longer time to run than other non-

technology training, as I7 said, “Leadership Training takes a longer time because the

subjects presented in it are many and a lot of facilitators—both internal and external—

are involved during the program.”

Summary of “Training Intervention”

Key points regarding training intervention in Telkom Indonesia may be

summarized as follows. Training intervention in the company varied and incorporated

both technology and non-technology. Technology training was viewed as a critical

intervention because its primary targeted participants were technicians, whom

practitioners perceived as being key employees because technicians are those who

operate telecommunications equipment, the company’s main production tool and biggest

asset. This training area was even viewed as the primary reason for the Training Division

to exist. Also, there was a viewpoint expressed that the company should run its

telecommunications technology courses because they are vital for the company and there

was no feasible training vendor to provide such courses anywhere else in the country.
 100

The variety of telecommunications technology training courses corresponds to the

current telecommunications equipment operated, and the future telecommunications

technology anticipated by the company. However, continuous technological changes

raised a problem in developing and financing the Division’s labs. In addition, as part of

the company’s social responsibility, the labs opened to serve not only the development

of the company’s employees but also various universities’ educational programs in the

country.

Compared with Telecommunications Technology Training, Non-

Telecommunications Technology Training (Business Management Training and

Leadership Training) began rather late, but it continues to grow and gain significant

attention. Under non-technology training, Business Management Training was more

diverse than Leadership Training. Leadership Training was more hierarchical and was

considered to be a long-term investment-training program for the promotion of good

leadership practices in the company. Leadership Training participants have

comparatively higher educational backgrounds, better knowledge, and more experience.

Leadership Training took a longer time to run, and its evaluation process was more

demanding.
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CHAPTER V

SUMMARY, DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS

The purpose of this chapter is to summarize the study, discuss the findings, and

end the report with conclusions, recommendations, and a brief reflection.

Summary

Several driving forces lead for conducting this study. First, the promotion of

international HRD investigation is important for the world is becoming more and more

global and for the field of HRD is set to mature (Marquardt and Engel, 1993; Streumer et

al., 1999; Swanson and Holton, 2001). Second, ASEAN member countries are

noteworthy areas of international HRD investigation for “they were ranked among the

world’s largest host of foreign direct investment flows” (Osman-Gani, 2000, p. 215).

Third, Indonesia is a significant member of ASEAN for the country is one of the

founders and has the highest population and the largest area of all members. Fourth, the

review of international HRD identifies the need for naturalistic international HRD

studies performed by native researchers (Hansen and Brooks, 1994). Fifth, studying

HRD in Telkom Indonesia is justified by the critical role of the company in the country,

the investigator’s work experience in the company, and the significant size of the

company’s training division.

In addition, The HRD literature recognizes Weinberger (1998) for her study

about HRD definitions of US perspectives, Rouna (2000) for her study about HRD

definitions from the perspectives of ten active HRD scholars, and McLean and McLean
 102

(2001) for their study about HRD definitions of the non-US scholars such as those from

China, Taiwan, Cote d’Ivoire, France, Germany, India, Japan, Korea, the Netherlands,

Singapore, Thailand, and the UK. These studies, however, are limited typically to HRD

academic scholars and many countries in the world such as Indonesia are not included.

Little is known about an international HRD study focusing on practitioners’ perspectives

in corporate setting.

This study explored HRD practices in Telkom Indonesia, particularly in its

Training Division, by focusing on issues pertinent to how HRD practitioners view or

define HRD and what factors they consider critical for HRD in the company. The

investigator visited the Training Division of Telkom Indonesia—which is located in the

city of Bandung, West Java province, Indonesia—for three months. Interviews with 20

practitioners in the Division were used as the primary vehicle for gathering information,

while observations and documents supplemented the interviews. To construct the

findings, the collected information was processed according to the constant comparative

method.

Three major sets of findings were identified and then summarized here according

to three headings: Human Resource Development, Critical Factors for Human Resource

Development, and Training Intervention. The first and the second sets of findings were

in response to Research Question 1 and Research Question 2, while the third was an

additional finding.
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Human Resource Development

Research Question 1 asked, “How do HRD practitioners in the Training Division

of Telkom Indonesia view or define HRD?” This study found that practitioners

essentially equated HRD with training and development; they perceived that the primary

purpose of HRD was to improve employee competencies, and that the primary

beneficiaries of HRD programs were the company and the employees. In addition,

external institutions were viewed as the secondary beneficiaries. Practitioners also

perceived that HRD was a process that must take place not only in the training unit but

also in the workplace; that it was a function or specialization, and that it involved

continuous development of the individual as a whole. OD and CD intervention did exist

in the company and even received substantial attention from the company’s

management, but practitioners considered neither OD nor CD to be part of HRD

practice.

In essence, the company channels its HRD programs into three levels of

intervention: corporate, training unit, and workplace. At the corporate level are change

management and career development interventions; at the training unit level are three

interventions: training and development, education, and internal consulting. Training and

development is the dominant intervention and is believed to continuously dominate HRD

intervention. Education is a decreasing intervention whereas internal consulting is the

emerging one. At the workplace level, HRD intervention is in the form of BIT (Built In

Training), a practice of knowledge sharing among co-workers, in which the primary

purpose is to promote continuous learning and learning culture in the workplace.

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Critical Factors for Human Resource Development

Research Question 2 asked, “What factors or issues are critical for HRD practices

in Telkom Indonesia?” In regard to this question, the investigation identified

practitioners’ comments that essentially could be categorized or framed into four major

factors: corporate/headquarters, workplace, external/supplier, and internal/the Training

Division. Under the corporate factor were two subcategories: management support and

management system/practice. Examples of the former are policy support, financial

support, and personal involvement; examples of the latter include the profit center

treatment to the Division, the implementation of quality management system, and the

adoption of competency-based human resource management. The workplace factor was

viewed in terms of its people (line managers and employees), system, and facility, while

external/supplier was categorized into two kinds: logistic and expertise supplier, in

which the latter was considered more strategic than the former. Finally, the internal

factor, under direct control of the Division, was viewed by practitioners as the most

important one and, by and large, the Division (internal factor) was viewed in terms of its

people, system, and facility in the same way as the workplace factor.

Training Intervention

Issues related to training interventions were exposed because training was the

major intervention of the Division. This inclusion was also intended to provide a better

understanding of the setting investigated.

In general, training intervention in the company varied and incorporated both

technology and non-technology training. Technology training was viewed as a critical

 105

intervention because its primary targeted participants were technicians, whom

practitioners perceived as being key employees because technicians are those who

operate telecommunications equipment, the company’s production tool and biggest

asset. This training area was even viewed as the primary reason for the Training Division

to exist. Also, there was a viewpoint that the company must run its own technology

courses because they were vital for the company and because no training vendor

anywhere else in the country is capable of providing technology courses. The variety of

technology courses corresponds to the telecommunications equipment operated and the

future technology anticipated by the company. Continuous technological changes,

however, raised a problem in developing and financing the Division’s labs. As part of

the company’s social responsibility, the labs opened to serve not only the development

of the company’s employees but also universities’ educational programs in the country.

Compared with technology training, non-technology training (Business

Management Training and Leadership Training) began rather late. Nevertheless, it

continued to grow and gain increasing attention. Business Management Training

incorporated a wider variety of courses than Leadership Training. Leadership Training,

on the other hand, was more hierarchical and was considered as a long term investment

training program for the promotion of good leadership practices in the company; its

participants had higher educational backgrounds, better knowledge, and more

experience; its course duration was longer and its evaluation process was more

demanding.
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Discussion

Training is often considered as the major HRD intervention. Such a common

practice may relate to the historical background in which training is the origin of HRD.

Contemporary HRD literature, however, recognizes HRD as an endeavor broader than

training and raises several notions about HRD practice orientations or directions that

organizations should embrace. Of these notions, strategic HRD (Garavan, 1991;

McCracken and Wallace, 2000, Gilley and Gilley, 2003), performance-oriented HRD

(Rummler and Brache, 1995; Robinson and Robinson, 1996; Swanson and Holton,

2001), and result-driven HRD (Gilley and Gilley, 2003) are well-known. While each

notion differs from others and scholars articulate their notions differently, there is a

common agreement that HRD practice needs to move from training-oriented to

strategically oriented HRD. Unfortunately, in practice many organizations still keep

preaching the former and others move only slowly toward the later (Gilley and Gilley,

2003). Under the perspective of a movement toward strategically oriented HRD, several

issues from the findings of this study are critical. These issues include the company’s

management commitment to HRD endeavor, the practitioners’ perception about HRD,

and the potential barriers constituted by structural position and profit center policy in the

company.

Management Commitment

For any innovations to take place in organizations, the role of management

support is critical (Rogers, 1995). For strategically oriented HRD to occur, the

company’s top management must be the change agent. From the viewpoint of HRD
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practitioners in the Training Division of Telkom Indonesia, there is little doubt about the

management’s commitment to supporting training programs. Such support seems to be a

tradition from one management generation to the next. For instance, the company’s

management always promotes technology training although this training needs a

significant amount of money for the use of high-tech laboratories and for frequent

changes of technology. In addition, the management encourages not only technology

training but also various types of business management training and leadership

development. Furthermore, the company conducts its training programs not only in the

Primary Training Center (PTC) located in the city of Bandung where the company’s

headquarters are situated but also in five Regional Training Centers (RTCs) and two

Branch Training Centers (BTCs) located in some regions of the country. By and large,

the company’s management continuously develops and adopts a wide variety of training

programs and provides a considerable financial and facility supports for the training

function. Training programs are viewed as an important vehicle for enhancing

employees’ skills and knowledge for the purpose of improving the company’s

performance and for positioning the company to be the most competitive

telecommunications service providers in Indonesia. That the company’s management

commitment to training programs is high may be considered as a cornerstone for the

advancement of the company’s HRD practice and for moving toward strategically

oriented HRD practice in the company.

Practitioners’ Perception and Daily Activity

The company’s management commitment to HRD endeavor is a good starting

 108

point but it is not enough for promoting strategically oriented HRD practice. HRD

practitioners must also have the right knowledge, perception, and action compatible with

the notion of strategically oriented HRD. With regard to perceptions about HRD, the

practitioners’ numerous comments indicate that they essentially equate HRD with

training and believe in the significant impact of their training programs for the company

to succeed. Furthermore, the practitioners’ daily work indicates that they focus their

activities on identification, design, development, and evaluation of the company’s

training programs. If a training request from management in the workplace comes to

them, it is most likely that training intervention will be their typical response. They give

little attention to exploring the underlying issues of the request and the root cause of

workplace problems and to promoting, or to being actively involved in, non-training

solutions. Their viewpoints that HRD is the same as training, their daily activities

focusing on training processes, and their typical response to training requests with

training solutions are potential forces that limit their mind and action to move beyond

training intervention and that block the practice of strategic HRD orientation in the

company. To transform the company’s HRD practice from training-oriented to

strategically oriented, it is therefore important to firstly promote the notion of strategic

HRD orientation to practitioners in the Training Division.

Structural Position

Defining HRD roles and delimiting the direction of HRD endeavor,

organizational structure is a powerful force influencing HRD practices (Watkins, 2000).

Figure 11 shows how HRD functions are positioned in the company’s organizational
 109

structure. The company operates three organizational units (the Training Division, the

Career Development Unit, and the Change Management Project) that by and large

represent three common HRD components (training and development, career

development, and organization development).

Figure 11. HR and HRD Function in the Company

Headquarters CEO

Human Resource Director

(HR)

Change Management
Project (OD)
Career Development Unit (CD)

Training Centers

Training Division
(T&D)

The Training Division and the Career Development Unit are positioned under the

direct supervision of the HR (Human Resource) Director, an indication that the company

treats training and career development intervention as subordinate functions of the

human resource area. Organization development process reflected by the presence of the

Change Management Project, on the other hand, is not under the direct supervision of
 110

the HR Director. For their better access to the top management, organization

development specialists working in the Change Management Project seem to have a

more strategic position than HRD practitioners in the Training Division. The implication

is that any effort for exercising non-training interventions initiated by HRD practitioners

in the Training Division will face a more structural barrier than efforts by those in the

Change Management Project. In short, that the Training Division focuses on training

intervention is a consequence of the structural position of the Division in the company.

Until the position and mission of the Training Division is changed or transformed, it is

difficult for the Division to embrace strategically oriented HRD.

Profit Center Policy

In addition to the structural position, another potential force influencing the

Training Division in staying in a training-oriented HRD practice may also relate to the

profit center policy, a treatment that uses profit to measure the Division’s performance.

This policy encourages the Division to provide more training. The Division tends to

provide more training because more training leads to more profit for the Division and

more profit, according to the policy, means better performance. As such, quantity or the

number of training programs is the primary attention, and the quality or the effectiveness

of the company’s training programs then becomes questionable. Some training may be

wasted. Gilley and Gilley (2003, p. 6) call such a phenomenon a “hit and miss”

approach: “some training is on target, but most is not.” Some of the interviewed

practitioners were aware of such a problem and recognized that training is only a means

for developing people and that developing people is not a necessary intervention if the
 111

root cause of performance problems is systems rather than people’s knowledge and

skills. They, however, are powerless to deal with this problem, as the root cause is the

company’s policy. The profit center policy then is a potential force that inhibits

practitioners from considering non-training solutions.

Promoting Strategically Oriented HRD

So far the discussion has underscored two important components of strategically

oriented HRD: (1) management commitment to HRD endeavor and (2) HRD

practitioners’ perception about HRD. The discussion also identifies two potential

barriers: (1) the structural position of HRD functions and (2) the profit center policy of

the Training Division. Further question may pertain to the issue of facilitation: “What

facilitations are needed to promote strategically oriented HRD in the company?”

Although, to answer such a question, a specific or further study is necessary, the essence

is that the organization should open to various types of interventions: training, non-

training, or combined interventions. Furthermore, while HRD interventions may vary,

they essentially possess a similar process, incorporating four basic phases: (1)

assessment, (2) design/development, (3) implementation, and (4) evaluation. For HRD

endeavor to be effective and efficient, this discussion proposes the use of the

assessment/evaluation phase. The logic of this suggestion is because the

assessment/evaluation phase is a meeting point of all interventions (see Figure 12).

With regard to HRD intervention, this study identified that Telkom Indonesia

adopts and pays considerable attention to a wide variety of interventions: (1) the

company’s headquarters exercises change management and career development systems

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for the whole company; (2) the Training Division serves training and education for the

employees and provides consulting services for the organizational units; and (3) the

workplace embraces BIT (Built In Training) as a tool for promoting a learning culture

within the workplace itself. Unfortunately, synchronization among all interventions is

still a big issue. The need assessment phase tends to be partially conducted and so does

the evaluation phase. For instance, practitioners in the Marketing Unit of the Training

Division very much focus on identifying and promoting training interventions and those

in the Evaluation Unit also merely evaluate these interventions.

Figure 12. HRD Intervention and Processes

Intervention 1: Design, Development,

Implementation

Intervention 2: Design, Development,

Implementation

Assessment Evaluation

Intervention n: Design, Development,

Implementation
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Conclusions

As stated at the beginning of this dissertation, the purpose of this study was to

explore HRD practices in Telkom Indonesia. The following are key points reflecting the

company’s HRD practice:

1. From the perspective of practitioners in the Training Division, HRD is

essentially an endeavor to develop knowledge and skills of the company’s

employees through training, education, and other development processes.

2. The company’s HRD practice, however, indicates that organization

development and career development receive substantial attention. The

company’s HRD practice then could be considered reasonably inclusive,

incorporating three well recognized components in the HRD literature:

training and development, organization development, and career

development.

3. The practice of training dominates HRD intervention and is believed to

continuously dominate the future HRD practice of the company; the practice

of education is decreasing and that of internal consulting is emerging.

4. The company’s training intervention varies and is divided into two primary

categories: technology and non-technology training. The later is further

grouped into business management training and leadership development.

5. The practitioners’ views on critical factors for HRD practice can be grouped

into four categories or factors: corporate, workplace, supplier, and internal.

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6. The corporate factor is in essence divided into two forms: top management

supports such as policy support, financial support, and personal involvement,

and management practice, in which two types are exposed: the

implementation of quality management system and the adoption of

competency-based human resource management.

7. The supplier factor is classified into two types: logistic supplier and expertise

supplier, in which the later is considered more strategic.

8. The workplace factor and internal factor (factors inside the Training

Division) are each grouped into three types: people, system, and facility.

Regarding the internal factor, two important issues exposed are the

implementation of quality management system for the Training Division and

the adoption of competency-based training and development.

9. For the promotion of strategically oriented HRD, this study considers two

critical components (management commitment to HRD endeavor and

practitioners’ perception about HRD), two potential barriers (structural

position and profit center policy), and the use of the assessment/evaluation

phase to synergize HRD interventions.

Recommendations and Reflection

This study was conducted in only one company, Telkom Indonesia. As such, it

was not intended to generalize the findings into other settings or companies. In addition,

as the respondents of this study were limited to HRD practitioners in the company’s

Training Division, in which their primary work pertains mostly to training activities, the
 115

findings must be carefully considered to understand the practice of HRD in the company

as a whole.

Recommendations for Future Study

Suggestions for future study might include similar studies conducted in other

companies in Indonesia. The purpose of such studies could be to find similarities and

differences between the practice of HRD in the company and in other companies in the

country so that a more representative picture regarding the practice of HRD in the

country as a whole could be finally obtained. Further development of this study in the

company is another possibility. For instance, a study may be directed toward the

exploration of organization development issues in the company’s Change Management

Project or that of career development issues in the company’s Career Development Unit.

The reason for conducting such a study is to better portray HRD practice in the

company. A specific study addressing the issue of strategically oriented HRD is also

compelling. The discussion section of this study is just a starting point on the issue that

clearly needs further study. Such a study may include the exploration of potential forces

influencing the promotion of strategically oriented HRD practice in organizations. This

qualitative study of HRD in Telkom Indonesia is an exploratory investigation that could

be utilized to open the door for further investigation in the country. Future studies may

also be carried out by using different approaches.

Recommendations for Practice

The company’s commitment to supporting HRD programs is an important

cornerstone for the further development of the company’s HRD practice. Further
 116

transformation toward strategically oriented HRD in the company, however, is necessary

as the company’s HRD practice is still in the training-oriented stage. Training oriented

HRD could become a double-edged sword that might endanger the company’s

performance, particularly if extensive financial resources are utilized blindly. The

company’s training interventions must be strategically re-assessed to enhance their

effectiveness, other non-training solutions for improving the company’s performance

must be identified, and a more comprehensive assessment and evaluation phase in order

to synergize HRD interventions must be the primary focus of attention. The practice of

strategically oriented HRD as suggested by some scholars is promising and it is critical

for the company to consider the adoption of such a practice.

Reflection

HRD investigation in an international setting is a challenging endeavor.

Researchers may face barriers in accommodation, accessibility, funding, language, and

cultural differences. International HRD investigations, however, must be continuously

promoted for the body of knowledge to be richer, more mature, and more legitimate.

HRD professionals are both helpers and learners, and international HRD investigations

are significant opportunities to prove their commitment to the profession. If HRD

scholars claim that their profession benefits organizational practices, they should not

stay in an ivory tower or work in a space that is remote from the world of organizational

practices. They must share their knowledge and experiences with practitioners and

identify problems in natural settings around the world. This study is dedicated to both

scholars and practitioners, or scholar practitioners and practitioner scholars.

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APPENDIX A

INTERVIEW PROTOCOL

The main objective of this individual interview is to understand human resource

development (HRD) practices in Telkom Indonesia. The basic questions that will be

explored during the interview are “How are HRD programs, activities, or processes viewed

by the HRD stakeholders (trainer, trainee, managers, and other related staff)?” and “What

critical factors influence the HRD practice?” Some questions derived from those two basic

questions may include:

1. What are your views regarding the role of HRD in a company? What do you

think the role of HRD is in Telkom Indonesia?

2. What factors influence the HRD process in the company?

3. Among those factors, which are critical for the success of HRD programs in the

company?

4. How do you classify HRD programs?

5. How do you design HRD programs in the company? What are the bases for

designing HRD programs? Who is involved in the design process? What are

some barriers for designing HRD programs?

6. How do you implement HRD programs in the company? What are the important

factors to consider in implementing HRD programs?

7. How do you evaluate or assess HRD programs? Who is involved in assessing

HRD programs?

8. What do you think can improve the HRD process in the company?
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INTERVIEW PROTOCOL/GUIDELINE (REVISED)

1. Explain your background (education, experience, and role)

2. How do you define HRD? (benefit, goal, etc.)

3. What factors are critical for HRD to succeed? (external, internal, etc.)

4. Tell the history/the development of HRD in the company

5. Tell me about HRD programs (types, design, develop, evaluation, barriers)

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APPENDIX B
INFORMED CONSENT DOCUMENT
Project: HRD in Telkom Indonesia
The study I am being asked to participate in is a research project designed to develop
a better understanding of human resource development (HRD) in a corporate setting. It is
hoped that the findings of this study will help HRD scholars understand the practice of
International HRD in Telkom Indonesia. This study will be conducted from August to
December 2001 and the number of participants is estimated about 20 employees. May
participation in this project is voluntarily.
As a participant in this project I will be interviewed and each interview will take
place for about one hour. If necessary and I agree, the interviews may be audiotaped.
Furthermore, the interview notes will be taken for further analysis. Once the tapes are
transcribed, the audiotapes will then be erased. If I experience any distress due to my
involvement in this study, I can withdraw from this participation. I understand that
participation will not affect my employment status.
I understand that this research study has been reviewed and approved by the
Institutional Review Board-Human Subjects in Research, Texas A&M University. For
research-related problems or questions regarding subjects’ rights, I can contact the
Institutional Review Board through Dr. Michael Buckley, IRB Coordinator, Office of Vice
President for Research and Associate Provost for Graduate Studies at (979) 845-8585 and
Dr. Kenneth E. Paprock, Faculty Advisor, EAHR Department, College od Education at
(979) 845-5488.
_____________________
Siswo, Principal Investigator
Consent Form
I have read and understand the explanation provided to me. I have been given a copy of this
consent form.
_____ Yes, I voluntarily agree to participate and to be audiotaped in this study.
_____ Yes, I voluntarily agree to participate without to be audiotaped in this study.
_____ No, I do not wish to participate in the study.

_________________ ___________
Signature of Participant Date
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VITA

Name: Siswo

Permanent Address: Kampungbaru, Tanjunganom, Nganjuk, East Java, Indonesia

64483

Education: Ph.D., Educational Human Resource Development,

Texas A&M University, May 2004

M.M., Management,
Bandung Graduate School of Management, West Java,
Indonesia, April 1994

B.S., Electrical Engineering,

Institute of Teacher Training and Education Manado, North
Sulawesi, Indonesia, January 1986

Experience: Telecommunications Technician, Manado, North Sulawesi,

Indonesia, 1978-1986

Technician and Logistic Supervisor, Bojonegoro, East Java,

Indonesia, 1986-1989

Training Supervisor, Makassar, South Sulawesi, Indonesia,

1989-1990

Secretary, Makassar, South Sulawesi, 1991

Human Resource Specialist, Denpasar, Bali, Indonesia, 1994

Training Manager, Singaraja, Bali, Indonesia, 1995-1996

Training Specialist, Bandung, West Java, Indonesia, 1997