Cendekia Niaga

Journal of Trade Development and Studies

p-ISSN 2548-3137, e-ISSN 2548-3145

Integrating Workplace Learning Concept in The Ministry of Trade Officials Competency

Development

Ratnaningsih Hidayati*, Srie Agustina, Nadya Megawati Rachman

Pusdiklat Aparatur Perdagangan

*Corresponding author
Email : ratna.hidayati@kemendag.go,id

Abstrak
Potret ASN saat ini belum sesuai harapan, sekitar sepertiga ASN Indonesia memiliki kompetensi dan potensi rendah
serta kualitas kinerja dan integritas yang rendah. Program pengembangan kompetensi yang selama ini berjalan
dianggap belum sesuai dengan kebutuhan organisasi. Penulisan makalah ilmiah ini bertujuan untuk memberikan
gambaran tentang konsep pengembangan kompetensi ASN yang mengadopsi model belajar pada Corporate
University yaitu mengintegrasikan pengalaman di tempat kerja (workplace learning) sebagai pembelajaran ASN di
Kementerian Perdagangan. Kajian dilakukan dengan pendekatan kualitatif yaitu dengan melakukan studi pustaka
ilmiah yang relevan dan melakukan pemetaan konsep ke dalam Business Model Canvas. Hasil kajian menunjukkan
bahwa terdapat tiga nilai yang diharapkan dapat menjadi output dari perubahan paradigma pengembangan
kompetensi ASN di Kementerian Perdagangan yaitu: (1) Terjadinya proses transfer pengetahuan, keterampilan dan
sikap kerja secara efektif dan efisien tanpa harus meninggalkan tugas kantor; (2) konstruksi dan indeksasi
pengetahuan melalui experiental learning; dan (3) kontribusi pemecahan masalah di tempat kerja
Kata Kunci: ASN; pengembangan kompetensi; workplace learning

Abstract
The current portrait of Indonesia government officials is not as expected. About a third of Indonesian civil servants
have low competence, potential, quality of performance and integrity. In addition, competency development
programs that have been running are considered not in accordance with the needs of the organization. This paper
aims to provide an overview of the concept of ASN competency development that adopts the learning model at
Corporate University, which is to integrate workplace learning as part of government official learning at the
Ministry of Trade. The study was conducted using a qualitative approach, by conducting relevant scientific literature
studies and mapping the concept into the Business Model Canvas. The results of the study show that there are three
values that are expected to be the output of a paradigm shift in developing ASN potential at the Ministry of Trade,
namely: (1) The process of transferring knowledge, skills and work attitudes effectively and efficiently without
having to leave office assignments; (2) construction and indexation of knowledge through experiential learning; and
(3) contributing to problem solving in the workplace.
Keywords: : Government officials; competency development; workplace learning

INTRODUCTION needs and national development goals. Furthermore,

The current situation of the ASN (Civil Servant
Apparatus) has fallen short of expectations; as many as
34,57 percent of Indonesian civil employees lack
competence and capacity, and performance quality and
integrity remain low. Another issue is that competency
development initiatives are incompatible with corporate
traditional ASN competency development approaches
are insufficient for tackling cross-sectoral problems that
necessitate speedy and effective decision-making. The
success of BUMN businesses and the Ministry of
Finance has prompted the creation of accelerators to help

© 2022 Segala bentuk plagiarisme dan penyalahgunaan hak kekayaan intelektual akibat diterbitkannya naskah karya tulis
ilmiah ini sepenuhnya menjadi tanggung jawab penulis.
Penulis pertama dkk, Cendekia Niaga 2022, Volume Nomor: Nomor Halaman

develop ASN competencies to meet national

development goals (Suryanto, 2019). According to Law No. 5 of 2014, every federal official is
entitled to at least 20 hours of competency development
The Ministry of State Apparatus Empowerment and each year. PNS competency development is done in both
Bureaucratic Reform's Deputy of Human Resources for classical and non-classical ways. Furthermore,
Apparatus has set a vision for ASN in 2024, namely a Government Regulation Number 11 of 2017 Concerning
profile of ASN with integrity, nationalism, global Civil Servant Management stipulates that non-traditional
insight, mastering information technology and foreign training, such as e-learning, workplace support, distance
languages, service-oriented, has a network (networking), training, internships, and exchanges between civil
and is persistent and innovative. As a result, the demands servants and private employees, is permitted.
and dynamism of the times necessitate a competency
development program. (Billett, 2020) defines learning as the process of
obtaining new information, strengthening it over time,
The government has revised several articles and increasing its reach, and organizing it through the
paragraphs in PP No.11/2017 concerning Civil Servant application. Problem-solving for both new and routine
Management. Among them is Article 203, which problems can be compared to this (reinforcement). This
regulates the competence development of civil servants. form of training is ubiquitous in the workplace. 
The article contains competency development for every
civil servant, which is carried out through an integrated Additionally, according to (Knud, 2003) concepts
learning system approach called the Corporate connected to competency development or learning
University State Civil Apparatus (ASN CORP). Indeed, processes can be established in various roles such as self-
Corporate University does not have to be a formal development, socialization, and competency and
organization but is an entity for developing human qualification development.The UK Department of Labor
resource competencies which is a strategic tool for an defines workplace learning as successful learning
organization to achieve its goals by organizing activities outside of conventional academic settings. Individual
that instill a spirit of learning, increase knowledge and learners can benefit from workplace learning by
wisdom, both for individuals and the organization as a observing daily work experiences  (Evans et al., 2007).
whole. According to the findings of Eraut et al. (1998) in (Evans
et al., 2007) professionals with a high level of
This article aims to provide an overview of the concept qualification learn in various ways, including through
of developing ASN competencies using the Corporate observing their colleagues, mentoring, and learning from
University's learning methodology, which is the 70-20- their failures.
10 learning paradigm.
To recapitulate,(Tynjälä, 2008) outlines the views
Theoretical Review and Previous Research of(Resnick, 1987) and (Hager, 1998) on the distinctions
One of the goals of ASN competency development is to between formal and informal learning, as illustrated in
mold ASN professionalism into a World Class Table 1.
Bureaucracy in line with the RPJMN IV's objectives
(2019-2024). The measurement of the ASN Table 1. The distinction between formal and informal
professionalism index in 2018 yielded a "very low" workplace learning 
qualification value, according to data from the 2018 and
2019 ASN Committee publications. Even though central Formal Learning Workplace Learning
(low) and regional (very low) government employees
had varying levels of professionalism, there was no Well-planned Not well designed (+
statistically significant difference in the achievement of (specific components some intentionally
the scores (central 60.2 and regional 52.7). of the learning designed learning
process are not components)
intentionally created)
According to the results of the competency evaluation of
the JPT Pratama and Administrator samples, as many as
There is a Typically, there is no
81.71 percent of ASN have very low competence, standardized defined curriculum or
according to data from the State Civil Service Agency curriculum and set of set of learning
quoted by LAN (2020). This, of course, necessitates competencies. outcomes.
further action to accelerate the development of ASN
competence, beyond the education and training programs Unrelated to context, It is contextual because
that have been in place thus far. more abstract it deals directly with

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work-related issues. Testing, and a vocational higher education institution,

the Metrology Academy.
Focus on mental Concentration on tool The Ministry of Trade's vision, as outlined in the 2020-
activity use (as well as some 2024 Strategic Plan, will undoubtedly demand persistent
professions focused on efforts by exceptional human resources as the primary
mental activity)
players who will take the company to its vision in 2024.
Due to the dynamics of the times and the acceleration of
Produce explicit Produce implicit and
knowledge and broad tacit knowledge, as well change brought about by the Covid-19 pandemic 19,
abilities as specialized achieving the vision in 2024 will also require the support
competencies. of the appropriate strategic tools, in this case, the
Corporate University concept, which can be used to
Predictable outcomes Learning less kick-start the transformation of ASN competency
of learning predictable outcomes development within the Ministry of Trade.
The ideal learning model now used by many corporate
Individualized Emphasis is placed on universities, both public and private, is 70-20-10. This
instruction and the job experience of pattern demonstrates the usage of integrated learning to
material are individual students. enhance the user's learning impact (user unit). This
emphasized. model was and applied to competency development
programs with the following learning portions: 70% are
Individual learning Collaborative education
learning from experiences; 20% is done in the form of
peer learning or learning from other people, the practical
The division between Practical education
theory and practice based on expertise form of this model is Community of Practices which is
more informal, and 10% is structured learning, it can be
Distinction between Competence is viewed done in training classes or independent learning through
knowledge and as a complete entity, modules or other learning materials. (Kolb, 1984) in his
abilities not a collection of book states that theoretically, this experiential learning
knowledge and model is adequate. The form of learning can be
abilities. assignments and doing projects, on-the-job training, and
internships. This form has been accommodated in LAN
Source: (Tynjälä, 2008) Regulation Number 10 of 2018.
The majority of the Corporate University learning model
METHODS OF RESEARCH is based on Community of Practices and experiential
The research was performed qualitatively, including learning. Both of these outcomes are less likely to occur
reviewing the pertinent scientific literature and concept if learning continues in traditional training sessions, as
mapping into the Business Model Canvas. theoretical learning is typically distinct from the
experience gained directly on the job.
RESULT AND DISCUSSION (Casey, 2012) Discusses how workplace learning styles
Minister of Trade Regulation No. 46 of 2020, which have evolved. Historically, professionals would do an
contains the Ministry of Trade's Strategic Plan for 2020- internship in one sector of work and then specialize in
2024, established the Ministry of Trade's vision for that field for the remainder of their careers. With today's
2020-2024, namely "A Reliable, Professional, technology advancements, ordinary operations requiring
Innovative, and Integrity Ministry of Trade to Realize an little talent can be automated or performed by artificial
Advanced Indonesia that is Sovereign, Independent, and intelligence, hence eliminating the need for workers. As
Has a Mutual Cooperation-Based Personality." a result of this transition, workers must possess various
In keeping with this goal, one of the missions of the abilities. Uniform training manuals for all employees
Ministry of Trade is "Improving the Quality of will be phased away in favor of adaptable problem-
Indonesian Humans." This mission is inextricably linked solving abilities and "high-sense work"; the workplace
to developing trade sector human resource competencies. will no longer accept routines. This requirement results
At the moment, the responsibility for developing in "fewer organizational levels," where employees are
competence is shared between several training held accountable for offering their skills and selling their
institutions, including the Center for Trade Education abilities to demonstrate their ability to contribute to the
and Training, the Center for Metrological Resources team.
Development, the Indonesian Export Training and According to (Billett, 2000) the workplace's physical
Education Center, the Training Center for Goods Quality environment contributes significant hints, cues, and
models that enhance individuals' thoughts and actions, as

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well as their learning and comprehension. Additionally,
through direct observation and contact, other workers are
employed as role models for performance (although in
various ways) and as sources of information about how
job activities should be accomplished. Additionally,
engagement in these daily work activities contributes to
developing the knowledge required for job performance.
Figure 1. Berbagai Jenis ba (learning space) dalam konsep
workplace learning
Source: (Nonaka & Konno, 1998) modified by (Tynjälä, 2008)
(Nonaka & Konno, 1998) proposed the concept of a "Ba"
learning space. Ba can be understood as a common area
for developing relationships in the Japanese notion. Ba
can take the form of physical, virtual, or conceptual
space, or a combination of these, and ba can serve as a
platform for developing both individual and collective
knowledge. For instance, a team can be a "Ba" to its
members, and an organizational network might be a "Ba"
to the organizations that participate in it. The numerous
sorts of ba as a learning area in the workplace are
depicted in Figure 1. An Originating "Ba" serves as a
social area, a place where individuals may gather in
person and discuss their emotions, experiences, and
mental models. Originating "Ba" is the primary
foundation upon which the process of knowledge
generation is founded. Interaction generates an
environment conducive to externalization or the explicit
expression of hidden knowledge. Individuals exchange
and reflect on their mental models in this space. Cyber
"Ba" encapsulates the phase of knowledge formation in
which explicit knowledge is joined with implicit
knowledge. Cyber "Ba" can occur in various settings,
including internet networks, documents, and databases.
The final "Ba" is Exercising Ba, which facilitates the
internalization of explicit information while applying
knowledge in explicit activities.
4
According to Wenger (1998) social interaction in a
community is critical for informal learning in a
Community of Practices (Boud & Middleton, 2003).
This social interaction translates into professional
practices and interactions, which can contribute to
developing an identity and meaning for the learning
process. Social interaction can be used in conjunction
with informal education. By involving practitioners, a
community of practice enables members to share skills
that transcend sectoral borders, and all members can
participate in and contribute to peer-to-peer learning
activities (Snyder et al., 2004).
The knowledge creation necessary for professional
performance can be accomplished through actual
workplace learning experiences. The learning process is
facilitated by goal-directed activities (problem-solving)
that have cognitive implications for the primary work
activity. Learners will swiftly understand other
employees who already possess the skills necessary to
accomplish company objectives. Participating in daily
tasks enables learners to develop the precise solutions
required. This problem-solving process will be iterative
and will conclude in the indexation of knowledge
necessary to enable the achievement of workplace
objectives. This guided learning strategy enables learners
to build a mature approach to the procedures required to
complete tasks by testing and refining their approach
(Billett, 1996)
Along with the previously outlined characteristics of
workplace learning, this learning model also has hurdles
that require attention, as stated by(Ellström, 2001)
especially barriers connected to the readiness of each
individual involved in the workplace learning process.
The learning model in the workplace can increase the
competence of the State Civil Apparatus by creating and
developing focused and quantifiable training programs
and curricula. For instance, developing ASN competency
through an internship program must be planned and
developed so that the activities supplied align with their
daily duties and functions, and it is preferable if the ASN
can contribute to the company. The Ministry of Trade's
draft idea for ASN competency development is
illustrated in the Business Model Canvas (Figure 2),
Penulis pertama dkk, Cendekia Niaga 2022, Volume Nomor: Nomor Halaman
along with examples of ASN competency development
cases in specific functional roles of Trade Negotiator.
Figure 2. Business Model Canvas ASN Competency
Development of the Ministry of Trade Through
Workplace Learning for JFT Trade Negotiators
Source: Secondary data, processed (Author, 2020)
The learning model's design demonstrates that at least
three values may be delivered to stakeholders due to the
paradigm change in the development of ASN
competence at the Ministry of Trade. These three things
are the process of successfully and efficiently
transferring information, skills, and work attitudes
without abandoning office activities, knowledge
creation, and indexation through experiential learning
and contributing to workplace problem resolution.
Additionally, based on the risk analysis, it was
determined that numerous factors could become
impediments that require special consideration during the
program's design. These factors include a skewed
workplace learning paradigm, assignments unrelated to
the learning topic, and underprepared human resources
and other resources for conducting workplace learning.
CLOSING
Currently, the growth of ASN capabilities is insufficient
to achieve the Ministry of State Apparatus
Empowerment and Bureaucratic Reform's 2024 ASN
objective. The accomplishment of this objective is
intended to be hastened by a pattern of competency
development through Corporate Universities that is both
centralized and aligned with the field of ASN
responsibilities in various
Ministries/Institutions/BPSDM throughout the regions.
The integration of learning in the workplace (workplace
learning) is a concept that can be applied in keeping with
the times and aided by technological advancements. The
application of workplace learning at the Ministry of
Trade provides several benefits to stakeholders,
including the following:
 The process of effectively and efficiently
transferring knowledge, skills, and work
attitudes without having to leave office
assignments
 Knowledge construction and indexation through
experiential learning
 Contribution to workplace problem-solving
These three qualities are envisaged to result from a
paradigm shift in the Ministry of Trade's development of
ASN competency.
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