Efforts in improving managerial competency of executing and supervisory position with competency based training method

The purpose of this study was to determine whether the learning method through competency based training designed according to the results of the competency gap can improve managerial competencies in cooperation and communication of executing office holders and managerial competencies in self and others development as well as decision-making of the supervisory office holders. The research was conducted in Jakarta in one of government agencies by taking the executing and supervisory officials as research target. The research method used in this study is the method of action research, which among its aims is to find solutions to problems that exist in a particular study area. The results of the study showed that (1) there are significant differences between before and after holding competency based training for executing officials. The average Post-CBT value for executing positions was 3.45 which is higher than the average Pre-CBT value of 1.75. It illustrates that the learning method through competency based training designed according to the results of competency gaps can improve managerial competencies in cooperation and communication of executing office holders, and (2) there are significant differences between before and after holding competency based training for supervisory office holders. The average Post-CBT value for supervisory positions was 3.60 which is higher than the average Pre-CBT value of 1.80 which illustrates that the learning method through competency based training designed based on the results of competency gaps can improve managerial competencies in self and others development as well as decision-making for supervisory office holders.


INTRODUCTION
Ukr. J. of Educ. Stud. and Inf. Technol. 2020, 8(2) perform government duties in providing services to public, a state apparatus should have a set of leadership competencies (public service leadership competency framework), including: establishing clear directions, creating shared vision, assess customer needs, encourage continuous innovation, build effective teams, and communicate ideas clearly.
In order to achieve competence as a minimum reference standard that must be possessed by a state civil apparatus, especially managerial competency, then a training method that aims to fulfil the gap in competency result assessments is needed. One of the distinguishing characteristics of competency based training methods according to Hodge (2007) is emphasis on the stages of identification and learning objectives that highlight the fulfillment of the competency gaps that occur from measurement results. Identifying training needs based on the competency gaps obtained from the assessment results according to Manna, Singh, and Sharma (2016) will make employees more competent in performing their job duties.
Based on the problems mentioned above, this study aims to improve the managerial competencies for executing and supervisory positions within Government Agencies using the competency based training method approach. The competency gaps obtained from the result of assessments to executing and supervisory positions, will be directly used as a reference in developing competency based training modules. Furthermore, the module is used to develop the competencies of the stakeholders through competency based training as a corrective action towards the achievement of previous competency assessment results.

Problem formulation
Based on the background of problems, the research problem can be formulated as follows: 1) Is the learning method through competency based training designed according to the results of the competency gap can improve the managerial competencies in cooperation and communication of executing office holders?
2) Is the learning method through competency based training designed according to the results of the competency gap can improve managerial competence in self and others development and decision making of supervisory office holders?

Competence
Competence is a behavior that refers to characteristics that underlie behavior motive, personal characteristic (characteristic), self-concept, values, knowledge or expertise brought by a superior performers at work (Palan, 2007). A person has competence to manage work, or is more specifically competent to Ukr. J. of Educ. Stud. and Inf. Technol. 2020, 8(2) plan a series of activities to achieve target as cited by Prihadi inside (Handayani, 2015) Berger & Berger (2007) provide a definition of competence as a characteristic (or a combination of several characteristics) that can be measured reliably and relatively long-lasting (stable) that someone, team or organization has and can statistically predict performance level criteria (size). Competence as a set of knowledge, skills, and attitudes has a very important contribution to individual and organizational performance achievement (Chouhan & Srivastava, 2014) Konigova, Urbancova, and Fejfar (2012) argue that competence refers to a term commonly used for employees who have potential for real work within organization. In Article 1 of Head of State Civil Service Agency Regulation No. 7 of 2013 concerning Guidelines for Preparing Civil Servants Managerial Competency Standards, it is stated that what is meant by competence is work characteristics and abilities that cover aspects of knowledge, skills and work attitudes according to job duties and/or job function. Whereas managerial competencies, like those regulations, are grouped into soft competency types.

Cooperation
Referring to Minister of Administrative and Bureaucratic Reform Regulation No. 38 of 2017 concerning State Civil Service Position Competency Standards, cooperative managerial competencies are defined operationally as ability to establish, build, maintain effective working relationships, have commitment to help each other in completing tasks, and optimize resources to achieve the strategic goals of organization. Cooperation according to Sanyal and Hisyam (2018) is a group of individuals who work together to achieve a certain goal. The study conducted by Wu and Chen (2014) shows that work teams that are able to produce high performance rely heavily on team integration, mutual trust and mutual support among team members.

Communication
Referring to the Minister of Administrative and Bureaucratic Reform Regulation No. 38 of 2017 concerning on State Civil Service Position Competency Standards, communication managerial competencies are defined operationally as an ability to explain views and ideas clearly, systematically with logical arguments in ways that are appropriate in both verbally and writing. It is ensuring understanding, listening actively and effectively; persuading, convincing and persuading others in order to achieve organizational goals. Communication leadership can be inspiring and able to encourage the individuals or groups to share information by using a good communication skill. A leader in the organization must have high selfconfidence when communicating, and everyone in the organization must believe that communication built by a good leader will be able to inspire and encourage high performance achievement (Luthra & Dahiya, 2015).

Self and Others Development
Referring to the Minister of Administrative and Bureaucratic Reform Regulation No. 38 of 2017 concerning State Civil Service Position Competency Ukr. J. of Educ. Stud. and Inf. Technol. 2020, 8(2) Standards, managerial competencies of self and others development are operationally defined as ability to increase knowledge and complete self-skills. It inspires others to develop and complete knowledge and skills relevant to work and long-term career development, encourages willingness to learn throughout life, provide advice/assistance, gives feedback, and gives guidance to help others to develop their potential. According to Aboalshamat, Xiang, and Strodl (2014) self and others development aims to improve self-confidence or that of others. The results of Odom's study (Odom, Boyd, & Williams, 2012) stated that there are at least 5 (five) components of the self-development, which are (a) deepening self-awareness, (b) building self-confidence, (c) forming successes in interpersonal relationships, (d) constantly applying new skills, and (e) broadening motivation.

Decision Making
Referring to the Minister of Administrative and Bureaucratic Reform Regulation No. 38 of 2017 concerning on State Civil Service Position Competency Standards, managerial competence is defined operationally as ability to make a good decision in a timely manner and with self-confidence after considering precautionary principle, systematically formulated and carefully based on various information, alternative solutions to problems and their consequences, as well as responsible for the decisions taken. In his research, Ahmed and Omotunde (Ahmed & Omotunde, 2012) stated that decision making is a stage of identifying and choosing from some alternatives or the best options in accordance with organization's goals. Helena (Negulescu, 2014) also stated in her research that the decision-making process involves the existence of decision problems that are understood by decision makers and accurately determined to get opportunity to solve these problems.
6. Competency Based Training Acquah, Frimpong, and Borkloe (2017) in their study propounded that competency based training is a development program in which skills, knowledge, and attitudes are described in development instruments that are prepared according to measurement the result of gap value with purpose to achieve a competency standard required by each position. According to (Putri, 2016) a competency based training is related to efforts made to help someone get expertise and knowledge that is in accordance with task and requirements of certain standards required in office.
A competency based training is designed based on the standards and qualifications of position contained in the position competency standards and job descriptions. Training is given in accordance with competency gap that results from job competency assessment. A competency based training according to Brightwell and Grant (2013) describes process of developing a person's ability to perform certain tasks. The concept of efforts to develop according to job assignments is interpreted as a way to adjust between what must be mastered according to standard in his position. Thus competency based training is intentionally designed to fulfill qualifications of an employee's job duties.

RESEARCH METHOD
The method that used in this study is action research methodology which one of the aims is to find solutions for problems that exist in a particular study area. Action research can be defined as "an approach where action researchers and clients collaborate in the diagnosis of problems and in developing solutions based on diagnosis." In other words, one of the main features of action research is related to the collaboration between researchers and members of the organization to solve the organizational problems (Bryman & Bell, 2011).
Action research emphasizes on the efforts to improve managerial competence in cooperation and communication of executing positions and managerial competencies in self and others development and decision making for supervisory positions, using learning methods through competency based training.
Here is the action model proposed in the action study (see Fig. 1).

Figure 1. Action model of this study
Source: own study The figure above explains on the two other aspects. First, it shows that although the basic sequence remains the same in both fields, different actions will occur in it. Second it explicit that one must plan changes in practice and evaluate the impact of changes in practice. This is important in action research because planning on how to evaluate the effects of changes in practice is

Initial Condition
-Ability of executing officials to master managerial competence of cooperation and communication and supervisory officials in mastering managerial competencies in self and others development as well as decision making which on average is still below specified level; -All clients who are targeted for research according to assessment results have substandard competency values.

Final Condition
The process/action of strengthening and enhancing competence of executing officials and supervisory officials by using learning methods through competency-based training.
-About 80% of executing officials have managerial competence in cooperation and communication that is in accordance with a predetermined level standard; -Around 80% of supervisory officials have managerial competence in self and others development as well as making decisions that are in accordance with a predetermined level standard.
Ukr. J. of Educ. Stud. and Inf. Technol. 2020, 8(2) generally far more stringent than in many other types of action investigations (Tripp, 2005). The Action research uses in this study is based on Kurt Lewin model with 4 (four) stages of action, namely planning, implementation, observation, and reflection.
The stages of the research action taken are as following table (see Table 1).

RESEARCH RESULTS
The stages of planning in action research are performed by carrying out two main activities, those are; composing action research plans and managerial measurement instruments in cooperation and communication for executing officials as well as managerial competencies for self and others development and decision making for supervisory officials. The plan for executing action research is given to 20 executors and 10 supervisors whose results of their managerial competency assessment are not in accordance with standard of each position.
Ukr. J. of Educ. Stud. and Inf. Technol. 2020, 8(2) Instrument which used to determine competency gap value and competency assessment result after being given competency based training was Leaderless Group Discussion (LGD) and Behavioral Interview Event (IDX). In conducting managerial competency assessments, researcher were assisted by 2 psychologists, while in providing competency based training after initial measurement, researcher were assisted by 2 government teaching position.
Implementation of competency improvement through competency based training is performed by creating customized learning designs according to the level of each competency. Learning methods through competency based training provided to executive and supervisory officers including; face to face/classical, group discussions, assignments, and independent learning.
As for procedure for action research performing is as follows: 1) As many as 20 executive officials and 10 supervisory officials whose competency values are still below standard according to the previous measurements result, following the competency assessments through Leaderless Group Discussion (LGD) and Behavioral Event Interview (IDX), the result of which would be initial value before being given learning through the competency based training.
2) The researcher composes modules and competency based training materials for the type of managerial competences in cooperation and communication at level 1, and managerial competencies for self and others development and decision making at level 2. As for the references for level 1 and 2 descriptions and indicators are according to the Minister of Administrative and Bureaucratic Reform Regulations No. 38 of 2017 concerning State Civil Apparatus Competency Standards.
The following (see Table 2) is a behavior indicator for each level in each competency.
3) Then all participants took part in learning through competency based training guided by 2 government teaching officials for each level of position. 4) After participating in competency based training, all executive and supervisory officials followed competency assessments through Leaderless Group Discussion (LGD) and Behavioral Event Interview (IDX) again, the results of which were final values after being given learning through competency based training. 5) Assessment technique performed by assessors, both in initial competency assessment and post-competency based training, are providing grades on a scale of 1-5 for each level, with a capability threshold value of 3.
6) The results of the action research were then compared to find out whether there was an increase in managerial competence in cooperation and communication for executing officials and managerial competencies in self and others development and decision making for supervisory officials after competency based training.
Based on the results of the executing office competency assessment, it is known the value of comparative research before and after following competency based training as in Table 3 below.
Ukr. J. of Educ. Stud. and Inf. Technol. 2020, 8(2) Ukr. J. of Educ. Stud. and Inf. Technol. 2020, 8(2) The result of testing the treatment before and after the existence of competency based training using T-Test parametric test to find out the independent comparison between before and after being given competency based training for the executing office concluded in the following Table 4. Based on T-Test table (Table 4), it is known that the average value of Post-CBT assessment is higher (3.45) than the Pre-CBT average value (1.75) with a 2-way (2-tailed) significance value less than 0.05. This means, with the learning method through competency based training designed according to the results of the competency gap, it can improve managerial competencies in cooperation and communication of executor officeholders.
While the results of supervisory position competency assessment are known to be the value of comparative action research before and after competency based training as the following table (see Table 5).
The result of competency assessment after learning through competency based training for supervisory officials for managerial competencies in self and others development and decision making are concluded as follows: 1) There is an improvement of managerial competence in self and others development and decision making in 2 supervisors or around 20% from value 1 to value 3 after being given competency based training for managerial competencies in self and others development and decision making; 2) There is an improvement of managerial competence in self and others development and decision making in 2 supervisors or around 20% of value 2 to value 3 after being given competency based training for managerial competencies in self and others development and decision making; and 3) There is an improvement of managerial competence in self and others development and decision making at 6 supervisors or around 60% from value 2 to value 4 after being given competency based training for managerial competence in self and others development and decision making.
The results of testing the treatment before and after the existence of competency based training using T-Test parametric test to find out the independent comparison between before and after being given competency based training for supervisor positions concluded in the following Table 6.
Based on T-Test table (see Table 6), it is known that the average Post-CBT assessment value is higher (3.60) than the average Pre-CBT value (1.80) with a 2-way (2-tailed) significance value less than 0.05. This means that the learning method through competency based training is designed according to the results of the competency gap can improve managerial competencies in self and others development as well as decision-making by supervisors.
In line with that, Panda and Mishra (Gayatri Panda & Sumita Mishra, 2018) in concluding the results of their research revealed that training design should be based on employee job competencies and be able to bridge the gap between current competencies and future needs.

CONCLUSIONS
The results of the study can be summarized as follows: 1) There are significant differences between before and after holding competency based training for executing officials. The average post-CBT value for executing positions of 3.45 which is higher than the Pre-CBT mean value of 1.75 illustrates that the learning method through competency based training designed according to the results of competency gaps can improve managerial competencies in cooperation and communication executing office holders; 2) There are significant differences between before and after holding competency based training for supervisory officials. The average post-CBT value for executive positions of 3.60 which is higher than the Pre-CBT mean value of 1.80 illustrates that the learning method through competency based training designed according to the results of competency gaps can improve managerial competence in self-development and people others as well as decision-making by supervisory office holders.