BUKU STATE CIVIL APPARATUS (ASN)

32 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 2.5. FORMAT A.1.2 SKP PLAN OF ADMINISTRATOR NAME OF INSTITUTION ASSESSMENT PERIOD .. JAN to … DEC Year … OFFICERS ASSESSED PERFORMANCE ASSESSMENT OFFICER NAME NAME Employee ID Employee ID (*optional) RANK/LEVEL RANK/LEVEL POSITION POSITION UNIT KERJA UNIT KERJA NO PERFORMA NCE PLAN OF DIRECT SUPERIOR INDIVIDUAL PERFORMANCE INDICATOR ASPECT INDIVIDUA L PERFORM ANCE INDICATOR TARGET (1) (2) (3) (4) (5) (6) A. KEY PERFORMANCE 1 Intervened Performanc e Plan of Direct Superior Key Performance Plan 1 (filled with performance plans outlined in the matrix of roles and results and in accordance with the main duties of the position) Quantity / Quality / Time IKI.1.1 Target 1.1 Quantity / Quality / Time IKI.1.2 Target 1.2 B. ADDITIONAL PERFORMANCE 1 - Key Performance Plan 1 (filled with performance plans outlined in the matric of the roles and results/directives/assi gnment outside the main duties of the position) Quantity / Quality / Time IKI.1.1 Target 1.1 Quantity / Quality / Time IKI.1.2 Target 1.2 Source: PermenPANRB Attachment 8/2021

33 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 2.6. FORMAT A.1.2 SKP PLAN OF FUNCTIONAL OFFICIAL NAME OF INSTITUTION ASSESSMENT PERIOD .. JAN to … DEC Year … OFFICERS ASSESSED PERFORMANCE ASSESSMENT OFFICER NAME NAME Employee ID Employee ID (*optional) RANK/LEVEL RANK/LEVEL POSITION POSITION UNIT KERJA UNIT KERJA NO PERFORMANCE PLAN OF DIRECT SUPERIOR/WORK UNIT/ORGANIZATION INDIVIDUAL PERFORMANCE INDICATOR ASPECT INDIVIDUAL PERFORMAN CE INDICATOR TARGET (1) (2) (3) (4) (5) (6) A. KEY PERFORMANCE 1 Intervened Performance Plan of Direct Superior Key Performance Plan 1 (filled with performance plans outlined in the matrix of roles and results and in accordance with the main duties of the position) Quantity / Quality / Time IKI.1.1 Target 1.1 Quantity / Quality / Time IKI.1.2 Target 1.2 Key Performance Plan 2 (can be added directive for the achievement of organizational goals/work units that are appropriate with the main task of the position) Quantity / Quality / Time IKI.2.1 Target 2.1 Quantity / Quality / Time IKI.2.2 Target 2.2 B. ADDITIONAL PERFORMANCE 1 - Key Performance Plan 1 (filled with performance plans outlined in the matric roles and results/directive/assignmen t outside the main duties of the position) Quantity / Quality / Time IKI.1.1 Target 1.1 Quantity / Quality / Time IKI.1.2 Target 1.2 Source: PermenPANRB Attachment 8/2021 Attachments to Functional Officers are as follows Table 2.7. SKP LINKAGE WITH FUNCTIONAL OFFICIAL CREDIT NUMBERS

34 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m NAME OF INSTITUTION ASSESSMENT PERIOD .. JAN to … DEC Year … OFFICERS ASSESSED PERFORMANCE ASSESSMENT OFFICER NAME NAME Employee ID Employee ID (*optional) RANK/LEVEL RANK/LEVEL POSITION POSITION UNIT KERJA UNIT KERJA NO PERFORMANCE PLAN RELATED ACTIVITIES ACTIVITY OUTPUT CREDIT POINT (1) (2) (3) (4) (5) A. KEY PERFORMANCE 1 2 (place), (day, month, year) Officer Assessed (Name) (Employee ID)

35 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m TABLE 2.8. VERIFY THE LINKAGE OF SKP WITH FUNCTIONAL OFFICIAL CREDIT NUMBERS NAME OF INSTITUTION ASSESSMENT PERIOD …JAN to …DEC Year… OFFICERS ASSESSED PERFORMANCE ASSESSMENT OFFICER NAME NAME Employee ID Employee ID (*optional) RANK/LEVEL RANK/LEVEL POSITION POSITION UNIT KERJA UNIT KERJA NO PERFORMANCE PLAN RELEVANT ACTIVITY ACTIVITY OUTPUT CREDIT POINT CREDIT POINT VERIFICATION TEAM (1) (2) (3) (4) (5) (6) A. KEY PERFORMANCE 1 2 (place), (day, month, year) Officers assessed (Name) (Employee ID) The stages of preparing the SKP of Administrator and Functional Officer development model, after setting the following targets are as follows: Developing Categories of Performance Assessment This stage sets the level of assessment of the final result of performance to be used for each performance plan. Assessment levels are as follows:

36 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 2.9. Individual Performance Assessment Category Type of Level Standard Category of Individual Performance Very Poor (intolerable) Poor (far below target) Fair (little below target) Good (target achieved) Very Good (beyond target achieved) A. Level 2 x X B. Level 3 x X x C. Level 4 x x X x D. Level 5 x x x X x Determining how to monitor performance Determine how to monitor each performance plan and determine data sources for measurement/monitoring. FORMAT A.2.2 Table 2.10. SKP PLAN OF ADMINISTRATOR NAME OF INSTITUTION ASSESSMENT PERIOD …JAN to …DEC Year… OFFICERS ASSESSED PERFORMANCE ASSESSMENT OFFICER NAME NAME Employee ID Employee ID (*optional) RANK/LEVEL RANK/LEVEL POSITION POSITION WORK UNIT WORK UNIT NO PERFORMANCE PLAN OF DIRECT SUPERIOR INDIVIDUAL PERFORMANCE INDICATOR ASPECT INDIVIDUAL PERFORMANCE INDICATOR TARGET SCORING CATEGORY/ STANDARD DATA SOURCE POOR/ FAR BELOW TARGET FAIR / LITTLE BELOW TARGET (1) (2) (3) (4) (5) (6) (7) (8) (9) C. KEY PERFORMANCE

37 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m 1 Intervened Performance Plan of Direct Superior Key Performance Plan 1 (filled with performance plans outlined in the matrix of roles and results and in accordance with the main duties of the position) Quantity / Quality / Time IKI.1.1 Target 1.1 Quantity / Quality / Time IKI.1.2 Target 1.2 D. ADDITIONAL PERFORMANCE 1 - Key Performance Plan 1 (filled with performance plans outlined in the matric of the role and results/directives / presumptions outside the main duties of the position) Quantity / Quality / Time IKI.1.1 Target 1.1 Quantity / Quality / Time IKI.1.2 Target 1.2 Source: PermenPANRB Attachment 8/2021 FORMAT A.2.3 Table 2.11. FUNCTIONAL OFFICIAL SKP PLAN NAME OF INSTITUTION ASSESSMENT PERIOD …JAN to …DEC Year… OFFICERS ASSESSED PERFORMANCE ASSESMENT OFFICER NAME NAME Employee ID Employee ID (*optional) RANK/LEVEL RANK/LEVEL POSITION POSITION WORK UNIT WORK UNIT NO PERFORMANCE PLAN OF DIRECT SUPERIOR INDIVIDUAL PERFORMANCE INDICATOR ASPECT INDIVIDUAL PERFORMANCE INDICATOR TARGET SCORING CATEGORY / STANDARD DATA SOURCE POO R/ FAR BELO W TAR GET FAIR / LITTLE BELOW TARGET (1) (2) (3) (4) (5) (6) (7) (8) (9) A. KEY PERFORMANCE

38 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m 1 Intervened Performance Plan of Direct Superior Key Performance Plan 1 (filledwith performance plans outlined in the matrix of roles and results and in accordance with the main duties of the position) Quantity / Quality / Time IKI.1.1 Target 1.1 Key Performance Plan 2 (can be added directive for the achievement of organizational goals/ work units that are appropriate with the main task of the position) Quantity / Quality / Time IKI.1.2 Target 1.2 B. ADDITIONAL PERFORMANCE 1 - Key Performance Plan 1 (filled with performance plan contained in roles and results matrix/directiv e/assignment outside the main tasks of the position) Quantity / Quality / Time IKI.1.1 Target 1.1 Quantity / Quality / Time IKI.1.2 Target 1.2 Work Behavior Work Behavior is any behavior, attitude or action carried out by civil servants or not doing something that should be done in accordance with the provisions of the laws and regulations. Civil servants' work behavior includes 5 aspects, namely service orientation, commitment, work initiatives, cooperation, and leadership. Aspects of leadership are applied to employees who occupy high leadership positions, administrators, supervisors, and functional positions with activities that require aspects of leadership. These five aspects are held in the following 7 levels of behavior:

39 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 2.12. Aspects of Service Orientation ASPECTS OF SERVICE ORIENTATION WORK BEHAVIOR DEFINITION Employee attitudes and work behavior in providing the best service to those served, among others, the community, superiors, co-workers, related work units, or other agencies. LEVEL OF WORK BEHAVIOR INDICATORS OF WORK BEHAVIOR SITUATION 1 Understand and provide good service according to standards When providing services to the parties served When building relationships with the parties served When it is expected to provide growing value for the services provided to the parties served When adapting to using digital technology When faced with a conflict of interest 2 Understand and provide good service according to standards 3 Providing above-standard services to ensure the decisions of the parties served in accordance with the direction of superiors 4 Provide services above standards and build added value in service 5 Strive to meet fundamental needs in service and speed up problem handling 6 Evaluate and anticipate the needs of the parties served 7 Developing a new service system is long-term to ensure the needs and satisfaction of those served

40 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 2.13. Commitment Aspects ASPECTS OF COMMITTED WORK BEHAVIOR DEFINITION Willingness and ability to align attitudes and actions to realize organizational goals by prioritizing the interests of the service rather than the interests of themselves, a person and / or groups LEVEL OF WORK BEHAVIOR INDICATORS OF WORK BEHAVIOR SITUATION 1 Understand and provide basic behaviors regarding organizational commitment When carrying out duties and obligations as a member of the organization When it comes to maintaining the image of the organization When faced with a dilemma When expected to cultivate the spirit of nationalism When faced with the problem of CCN 2 Demonstrate behavior and actions in accordance with the rules or values of the organization to the extent of following the directions of superiors 3 Demonstrate consistent behavior and actions and imitate committed behavior to the organization 4 Supporting goals and maintaining the image of the organization consistently 5 Act on the values of the organization consistently 6 Demonstrate commitment to greater interests than personal interests 7 Taking decisions or actions that foster great sacrifice (becoming an integrated model of positive behavior)

41 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 2. 14. Aspects of Work Initiative BEHAVIORAL ASPECTS OF WORK INITIATIVES DEFINITION Willingness and ability to give birth to new ideas, new ways to improve performance, willingness to help colleagues who need help, seeing problems as opportunities not threats, willingness to work better every day, as well as full of passion and enthusiasm, this aspect also includes innovations made by employees. LEVEL OF WORK BEHAVIOR INDICATORS OF WORK BEHAVIOR SITUATION 1 Understand what to do in response to a task or work, has not demonstrated the basic behaviors that the organization expects When carrying out work-related tasks When the conditions/situation resolve When being part of a team/working group When facing difficult problems When required to work better. 2 Quickly respond when accepting a task or job by setting targets, finding new ideas or showing a desire to contribute to the task, and facing problems by contacting the authorities or superiors 3 Can work independently, willing to try new things, and build networks. Able to act independently in accordance with the authority in handling routine problems 4 Act proactively in critical situations, be open to new approaches, and voluntarily develop the abilities of others 5 Draw up a plan of tactical action as well as anticipatory measures against routine problems. Make continuous improvements and appreciate others. 6 Designing short-term plans, anticipating ideas to improve performance, and providing support to others 7 Design a comprehensive plan, longterm oriented, consider the success of the organization's members and create a new breakthrough Table 2.15. Aspects of Cooperation ASPECTS OF COOPERATION BEHAVIOR

42 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m DEFINITION Willingness and ability to cooperate with colleagues, superiors, subordinates in their work units and other agencies in completing a specified task and responsibility, so as to achieve the maximum usefulness and useful results LEVEL OF WORK BEHAVIOR INDICATORS OF WORK BEHAVIOR SITUATION 1 Understand the role in the team and show positive attitudes in cooperative relationships When addressing problems with other employees/people who do not like at work When getting an unpleasant division of tasks When facing leaders who do not care about the contribution of team members When working in a group/team When required to develop a network of cooperation 2 Attempt to demonstrate cooperative behavior and professional attitude in accordance with standard procedures 3 Demonstrate commitment to professionalism and positive expectations for small teams/groups 4 Be transparent and open and respect the members of the group 5 Committed to task completion and providing active support to larger and more diverse team members 6 Build the spirit of the group and the value-added in the implementation of tasks 7 Actively maintain motivation and positive relationships in the organization Table 2.16. Leadership Aspects ASPECTS OF LEADERSHIP BEHAVIOR

43 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m DEFINITION The willingness and ability of employees to motivate and influence subordinates or others related to their field of duty in order to achieve organizational goals LEVEL OF WORK BEHAVIOR INDICATORS OF WORK BEHAVIOR SITUATION 1 Understand and provide caring attitudes, provide task direction and consider risks When becoming an informal leader in a work unit/organization When expected to be the encouragement of coworkers/subordinates When there is a dispute in a group/work unit/organization When arranging the implementation of subordinate duties/work When influencing others to achieve their goals When faced with an uncertain situation (the possibility of getting a negative result) When there are specific changes in the organization 2 Demonstrate positive behavior, provide guidance and motivation, and the courage to take personal risks 3 Willing to provide direction, motivation and show commitment to positive behavior and courage in taking risks 4 Support others and show determination to take risks 5 Demonstrate confidence and a fair and professional attitude in all situations, and be willing to take risks 6 Demonstrate independence and the ability to be a catalyst 7 Be an example in organizational leadership

44 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Standards of conduct are set according to the required levels based on type, and position level as follows: Table 2.17. REQUIRED LEVEL OF WORK BEHAVIOR POSITION DEPARTMENT LEVEL REQUIRED LEVEL High Leadership Position Head of Institution 6 Director GenralLevel 6 – 7 Director-Level 5 – 6 Administration department Administrator 4 – 5 Supervisor 3 - 4 Staff 1 - 2 Functional Department of Expertise Expert 5 – 6 Associate Expert 4 – 5 Junior 3 - 4 First-Level 2 - 3 Skilled Functional Position Specialist 3 - 4 Competent 2 - 3 Skillful 1 - 2 Junior 1 - 2

45 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m CHAPTER III PERFORMANCE IMPLEMENTATION AND MONITORING The urgency of the implementation chapter of ASN performance management in this book is that the concrete picture of performance management implementation both in the policy and practice levels has received less attention so that the design of the performance management system is difficult to understand and implement. In actual practice essentially the subchapter of performance management implementation is the implementation of performance plans and SKP in ASN daily activities. Discussion on the implementation of performance management is very important because it is related to how ASN individually performs their tasks to achieve the performance targets contained in the Employee Performance Targets (SKP), and they document the results of their day-to-day work in the form of daily performance reports. Furthermore, in order for SKP to be operationalized and become the basis of ASN individual performance assessment daily, weekly, monthly, quarterly, and annually, it requires weekly and monthly activity plan documents (action plans) and output targets compiled by the work unit. Based on the action plan and output targets that have been prepared by the work unit, each individual ASN carries out their daily activities to contribute to the achievement of output targets in accordance with their respective SKP. Thus, the performance output of each individual ASN is documented on a daily basis which at the same time becomes a daily performance document for each ASN. As such, ASN individuals have performance documents that can be formulated into daily, weekly, monthly, quarterly, semesterly, and annual performance.

46 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m The schematic overview of the ASN management process is as follows: Figure 3.1. ASN Performance Management Implementation Process Scheme Source: PP 3 and Permenpan 8 processed Therefore, in simulation, the implementation of ASN performance management can be explained as follows: After the KPI/ Work Unit performance agreement and the ASN SKP document are decided as can be seen in Chapter 2, then to bridge the process of implementing individual performance management, the unit leader draws up a monthly Work Plan/Action Plan along with its target outputs in the form of detailed and systematic weekly activities (weeks 1, 2, 3, 4 and 5). Furthermore, based on the details of the activities of the work unit, each ASN takes a role and contributes in accordance with their role and responsibilities as stated in their respective SKP. The output of the implementation of daily activities is documented as the result of the work of each ASN. For example: To achieve KPI/Performance Agreement of Work Unit A, for example, a Research Report of ASN Competency Development Needs. To produce the research report of ASN Competency Development Needs Mapping, the target achievement in the first month is Research Terms of Reference (TOR). Thus, the first-month Activity Plan/Action Plan of Work Unit A contains the steps or sequence of activities to prepare the research TOR. Examples of first-month Activity Plan/Action Plan: Preparation of Research TOR

47 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m The details of the activities mentioned above can be grouped into weekly activities that will eventually become weekly performance data documents and so on for the duration of ASN Competency Development Needs Mapping Research activities completed. Each point of the activity and action plan of the work unit can still be broken down into more detail, like collecting necessary references and supporting data can be done by each ASN in various ways and strategies. They can either browse, go to the library, take the results of previous studies or explore data support directly into the locus and others. These activities are carried out by each ASN to be able to realize the performance target of the Work Unit in the first month, namely TOR of ASN Competency Development Needs Mapping Research. Thus, there is a clear link between the achievement of the KPI/Work Unit Performance Agreement, SKP, and Activity Plan/Action Plan. The output of ASN individual performance, the contribution of individuals to the achievement of work unit performance targets either weekly, monthly, quarterly, semesterly, and annually can be seen concretely, measurably, and factually. After the performance planning, SKP is established, each employee carries out a performance plan along with output documentation. During the implementation, they are monitored by assessment officials assisted by performance managers that measure the progress achievement of SKP. At the performance implementation and monitoring stage, the management is responsible for organizing, coordinating, controlling, delegating, and directing staff. Directing and providing feedback on staff performance is the Collecting relevant and up-to-date references Collecting supporting data of TOR preparation Drafting concepts and theories Exploring actual and relevant issues Compiling logical research frame work Drafting a TOR Reviewing draft TOR Organizing a focus group discussion (FGD) to review draft TOR Finalizing TOR

48 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m key to the successful achievement of performance goals. In addition, in the performance implementation stage, it is very possible that significant environmental changes occur so that performance planning that has been made becomes irrelevant. For this reason, the management must immediately revise the performance plan, create new goals and strategies to respond to changes that occur. Performance Implementation Every employee in the organization is required to make a positive contribution through good performance, considering the performance of the organization depends on the performance of its employees (Gibson, et all, 1995: 364). Therefore, the organization uses various criteria and standards of work to assess employee performance. In Government Regulation (PP) Number 30 of 2019 on Civil Service Performance Assessment stated that civil service performance assessment aims to ensure the objectivity of civil servant coaching based on the achievement system and career system. Assessment is based on performance planning at the individual level and the level of the unit or organization, taking into account the targets, achievements, results, and benefits achieved, as well as the behavior of civil servants. Therefore, the implementation of performance through documenting performance in the form of output, results, and benefits achieved is very important in the performance management system. Performance documentation is the implementation of a documented performance plan periodically. Periodic documentation can be: daily, weekly, monthly, quarterly, semesterly, and yearly depending on the needs of the organization. Performance documentation is carried out in the form of output/end-product from the SKP performance plan. Preparation of action plan/strategic initiative is carried out for performance that cannot be measured according to the measurement period (monthly /quarterly/semesterly). What is meant by an action plan is the employee's initiative in achieving a performance plan. The action plan is structured based on aspects of quantity/quality/time/cost. The preparation of the action plan is carried out by employees through performance dialogue. For high-ranking officials and independent unit leaders, the action plan in the framework of major performance achievements is made based on the Performance Agreement with due regard to the Strategic Plan, Annual Work Plan, and Directive. For administrative officials and functional officials, in the

49 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m event that the main performance cannot be measured according to the measurement period set by the Agency, the implementation of performance is preceded by the preparation of an action plan/strategic initiative in the framework of achieving the main performance in the SKP of the concerned employee. The action plan/strategic initiative as intended can contain the employee performance plan under them as long as they are accountable for the realization of the performance plan of their subordinates. The following is an overview of High-Ranking Officials (JPT) and Administrators (JA)/Functional/Professional Officials (JF) performance plans: Figure 3.2. JPT, JA, and JF Performance Plan Flow

50 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m The strategic action plan/initiative is outlined in the following format: Figure 3. 3. Action Plan Format/ Strategic Initiative The key performance in SKP can be measured according to the performance measurement terms set by government agencies therefore performance documentation is carried out against performance achievements in the form of products or outputs from the key performance in SKP and can be in the form of other supporting data that describe performance achievements. Performance Documentation is laid out in the following format: Figure 3. 4. Performance Documentation Format The development of ICT and the industrial revolution 5.0 has encouraged a paradigm shift in human resource management including related to the management of employee performance. Therefore, related to the

51 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m implementation of ASN performance management, this book also offers performance management design oriented to the needs of future changes. Ideally ASN performance management should be able to accommodate the implementation of dynamicly agile organization and Smart ASN. Thus, it is necessary to improve and sharpen the ASN performance management system that can accommodate various changes both related to organizational dynamics and the role of ASN. The design of Employee Performance Targets (SKP) currently has not accommodated all the potentials and capabilities possessed by ASN such as ASN roles outside the organizational unit or their agencies either under official assignment and for their expertise needed by other agencies. For example, a researcher also gives lectures in college, facilitation in training, as well as motivation, and coaching in various Ministries (K)/Government Institutions (L)/Local Governments (D) related to the new development of government bureaucracy. Such matters have not been accommodated in the current SKP, so various ASN activities that contribute to efforts to achieve new development of bureaucracy have not received reasonable recognition and reward. Based on the above argument, it can be inferred that ASN performance management model and agile SKP can accommodate the roles and tasks of ASN in accordance with their field of expertise and capability.

52 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Figure 3.5. ASN Agile Performance Management Implementation Cycle Performance Monitoring Civil Service Performance Monitoring is a series of processes carried out by civil service performance assessment officers to observe the achievement of performance targets contained in SKP. This monitoring is conducted by the civil service performance assessment officers towards civil servants periodically and continuously during the SKP implementation process, at least once in each semester of the current year. This is done by observing performance achievements through performance documentation contained in non-electronic or electronic information systems. In addition to information systems, monitoring can also be done through performance dialogues. The civil Service Performance Assessment Officer is the direct superior of the civil servants. The assessment can be done by, at least, supervisors or other officials who are delegated with the authority. Monitoring of civil service performance aims to find out the progress of civil servant performance so that there are no delays and/or deviations. In the event of delays and/or irregularities, civil servants and/or civil servant performance assessment officers must immediately find the cause and must immediately attempt to overcome and accelerate itso that it can achieve the predetermined targets and objectives.

53 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m In monitoring the performance of civil servants, civil service performance assessment officers can be assisted by performance managers, namely officials who carry out the duties and functions of managing the performance of civil servants. The results of monitoring the performance of SKP implementation based on objective evidence and changes in the organizational environment can contain recommendations for SKP adjustment. The civil service Performance Assessment Officer and/or Performance Manager can make SKP adjustments if in the current year there are certain conditions that result in performance planning requiring adjustments. Certain conditions are as follows: a. change of personnel in charge. b. changes in strategies that affect the achievement of goals and objectives (changes in programs, activities, and budget allocations). c. changes in priorities or assumptions that have significant consequences in the process of achieving goals and objectives. d. Changes due to illness and leave that takes more than one month. e. changes due to the assignment of other ministries from the head of the work unit that makes the civil servants unable to carry out their duties and functions that take more than one month, namely: 1. competency development, 2. assignments to represent institutions and/or countries, and f. Other certain conditions, which can be done with the approval of the minister/at the level of the minister. Follow-up of performance monitoring results in addition to SKP adjustment recommendations can also be in the form of Performance Mentoring and Performance Coaching. Performance Mentoring and Coaching will specifically be discussed in the Performance Coaching Chapter.

54 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Figure 3. 6. Mechanism of SKP Adjustment

55 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m CHAPTER IV COUNSELING, MENTORING AND COACHING Introduction The process of implementing counseling, mentoring and coaching activities is an activity that aims to improve the civil service (ASN) performance. These three activities are specifically not listed in the Performance Management System cycle contained in Government Regulation No. 30 of 2019 concerning The Assessment of Civil Service Performance. Performance Management Cycle in accordance with Article 5 of Government Regulation No. 30 of 2019 includes: a. Performance Planning; b. Implementation, Monitoring, Performance Coaching; c. Performance Assessment; d. Follow-up and e. Civil Service Performance Information System. However, implicitly the process of counseling activities and performance guidance is explained in article 30 paragraph (2) in Government Regulation No. 30 of 2019, that the process of coaching civil servants can be done through performance guidance and performance counseling. The statement of paragraph (3) in article 30 that the process of implementing performance counseling and performance guidance is carried out continuously based on performance monitoring. Performance monitoring is part of the performance management cycle, at the time of performance monitoring there is an activity called performance measurement which is a measurement of the progress of performance that has been achieved in each period (daily, weekly, monthly, quarterly, semesterly and/or annually). The implementation of this performance measurement activity is to compare the results (ouput) with the target achievements that have been set perodically. The process of measuring performance that is carried out periodically not only measures the achievement of results(output) with the targets it wants to achieve but also measures aspects of civil servant behavior during carrying out their performance activities. Based on article 25 paragraph 1 in Government Regulation No. 30 of 2019 aspects of behavior consist of: a. service orientation; b. commitment; c. work initiatives; d. cooperation; and e. leadership. Performance monitoring activities in which there are performance

56 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m measurement activities are carried out by civil service performance assessment officers periodically and continuously in the process of implementing SKP at least 1 (one) in each semester in the current year. Thus, the process of performance counseling activities and performance guidance will be strongly correlated with performance monitoring activities. The results of this performance monitoring activity are used as the basis of the Performance Assessment Officer to determine whether the civil servant will be given counseling and/or performance guidance. Guidance activities for civil servants are also contained in Government Regulation No. 11 of 2017 concerning The Civil Service Management. Civil service work guidance is a method of competency development in the form of nonclassical training. The activities of implementing guidance in the workplace described in this chapter are mentoring and coaching. The selection of both types of guidance implementation, mentoring and coaching, due to the fact that they have specifically been given during the leadership training. But in general mentoring and coaching has also been applied in the process of human resource development in state-owned enterprises and private sectors. Human resources aspect becomes a very important element for the development of an organization because intellectual capital can be developed along with the development of scientific progress and the dynamics of environmental changes both internally and externally. The advantages of human resources are different from other factors of production sources because they have innovation and entrepreneurship capabilities, unique qualities, special skills, different services and productivity capabilities that can be developed as required (Mathis, 2003). This is a very relevant reason if counseling, mentoring and coaching can be implemented within the ASN, especially the civil servants, to improve their performance. Thus, the government's ideal to realize ASN into Human Capital in accordance with the National Medium-Term Development Plan (RPJM) in 2020 - 2024 will soon be achieved. On this basis, counseling, mentoring, and coaching activities are described in their own chapters, while the other reason is that these three activities become one part of the process of implementing the civil service performance management cycle. The implementation of counseling, mentoring, and coaching activities in a diagram related to the performance management cycle is as follows:

57 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Figure 4.1. Performance Management Cycle In order for the implementation of counseling, mentoring and coaching during the implementation of the performance management cycle to run well, this chapter can be used as a guide in the implementation within the government agencies. Explanations related to counseling, mentoring and coaching in this chapter, broadly start from understanding or definition, objectives and elements, mechanisms, and forms of activity implementation. . Counseling Counseling terminology is relatively familiar within the civil servants because the term has been used since elementary to high school, namely guidance and counseling teachers (BP Teachers) in accordance with the development of the times turned into guidance and counseling teachers (BK teachers). If a student is called by a BP/BK teacher,it means that the student has problems related to behavior and learning achievement results in school. Thus, it can be concluded that counseling activities are not new among ASN, especially civil servants, but the implementation of counseling activities is rarely applied to solve problems of civil servant’s behavior. Etymologically the term of counseling is derived from the Latin counselium meaning "together" or "talking together" which is coupled with "receiving" or"understanding". Counseling term based on the English dictionary comes from

58 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m the word Counsel which means: advice or recommendation (to obtain counsel). Thus, etymologically counseling serves as a process of giving advice, recommendation, and talking to exchange ideas. Based on this etymological understanding a number of experts such as Shertzer and Stone define counseling as follows: "Counseling is an interactive process which facilitates meaningful understanding of self and environment and results in the establishment and/or clarification of goals and values of future behavior”, that is, the process of interaction between counselors and clients so that the individual (client) is able to understand himself as well as his environment so as to enable them to make decisions in accordance with their self and organization in the future. The term, counseling, according to ASCA (American School Counsellor Association) is a face-to-face meeting that is confidential filled with attitudes of acceptance and giving opportunities from counselors to clients (clients). Counselors are professionals with the competence of knowledge and skills to help the problems that are possessed by the client. According to Lewis (in Prayitno and Amti, 2004) counseling is a process of an individual experiencing problems especially related to his behavior, so it takes someone who is able to overcome it through a persuasive approach with a number of communication and actions needed to stimulate the development of his behavior that is more effective and beneficial to his environment. Winkel W.S as an expert in guidance and counseling in the field of education explained that counseling activities have 2 (two) aspects that must be fulfilled, namely: the counseling process and face-to-face meetings. The process aspect occurs when the client (client) experiences a series of changes in him so that he realizes it will be a problem for him. This series of changes to him is in sequence as follows: expressing the problem completely by looking at the core problem more clearly and completely, facing the problem more calmly and rationally, finding a solution to the problem wisely and comprehensively, having the courage to complete the solution with a number of concrete actions after the counseling activity ends. The face-to-face aspect shows the period of meeting time between the counselor and the client in person through a number of interviews conducted related to the problem of the client. Counselors

59 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m professionally adopt certain techniques that are expected to be able to overcome the problems faced by the client. Based on a number of understandings above, counseling within the civil servants is an advocacy activity that is done face-to-face with interviews and scheduled methods. This activity is carried out by counselors (who have expertise in the field of guidance and counseling called psychologists) with clients who are civil servants related to the behavioral problem at large so as to affect work activities and the surrounding environment. The process of counseling activities is carried out after the results of assessment, measurement, and/or reporting from other parties and/or clients on the problems faced by him. The counselor will give a number of advice in accordance with the competence he has to the client to be followed up so that problems related to behavior can be resolved. Aspects of behavior handled by counselors more broadly are not only limited in accordance with Government Regulation No. 30 of 2019. Purpose of Counseling Counseling activities within the civil servants have a number of objectives that are more focused on the client as follows: a. There is an increased understanding of himself as a client so that he can find himself to be more willing to accept and be more open to the positive aspects of his personality; b. Improved development of the ability to organize himself and direct his own life to be more purposeful and beneficial to his environment; c. There is an increase in the client’s sensitivity towards other people expectations and have empathy towards others so that there is mutual care with others as a philosophy of living together; d. There is an increase in constructive attitudes and behavior as a basis for realizing the goals they want to achieve; e. Increase positive thoughts so as to be able to reduce the sense of anxiety and alienation towards him; f. The existence of increased communication with colleagues that will be useful to interact with others in providing assistance in solving work problems; The goals to be achieved in the process of implementing counseling activities are more focused on improving the aspect of behavior (attitude) that

60 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m becomes a problem. At the end of counseling activities, it is expected that this goal will be achieved by the client. Thus, the problems related to the behavior aspect can be solved, as long as the client can carry out his work well and in accordance with the goals he wants to achieve. The process to solve behavioral problems that occur in the client is an integral part of the performance management cycle, especially in the process of coaching activities (contained in the implementation cycle, monitoring, and performance coaching). The mechanism of the implementation of counseling activities as one of the methods of implementation of performance coaching is as follows: Counseling Mechanism Counseling is one of the coaching methods given to civil servants in addition to mentoring and coaching. The process of implementing counseling is carried out by a counselor who has a concern in guidance and counseling activities (usually done by psychologists) with a client who has behavioral problems. The general purpose of the implementation of counseling within the civil servant is to improve the performance of civil servants due to problems with civil servant behavior in the workplace. The process of counseling mechanisms implemented within the civil servants is as follows: 1. Behavioral Assessment before Counseling activities The mechanism of the implementation of counseling activities within the civil servants starts from the process of identifying civil servants who have problems related to the behavior (attitude). The process of identifying behavior problems is derived from a number of behavioral assessments, measurements, and/or reporting processes as follows: a. Assessment activities are carried out in 360 degrees by peers related to aspects of behavior. The process of this assessment activity is carried out on the performance assessment cycle for behavioral aspects. If the assessment of behavior is below the standard that has been established, the civil servant must carry out counseling. The performance Assessment Officer who is also the boss directly records comprehensively all of his subordinates who are obliged to carry out counseling in accordance with

61 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m the results of behavioral assessments. Behavioral assessment data was obtained at the end of December after the employee performance assessment process has been completed (both superiors and subordinates signed the results of the performance assessment). b. Measurement activities are the process of monitoring (occur in the implementation cycle, monitoring and coaching performance) performance implementation according to the performance targets he wants to achieve based on the term that has been agreed upon. If the performance (output) results are lower (in quality and/or quantity) compared to the performance targets that he wants to achieve on a periodical basis (weekly, monthly, quarterly, semesterly and/or annually), then the task of the Performance Assessment Officer is to clarify to his subordinates. If the results of clarification show that it turns out that low performance is caused by behavioral aspect, the civil servant is obliged to be counseled. c. The results of the reporting process obtained directly from subordinates related to behavioral problems (independently subordinates report problems related to behavioral aspect) or reported by other parties with evidence related to the concerned subordinate behavior. This reporting process can be done at any time because behavioral problems can occur at any time without time-bound. A direct superior who is also a Performance Assessment Officer is responsible for the civil servant coaching process. One method of civil servant’s coaching is counseling, this activity must be carried out by professional counselors (psychologists) who can competently provide a solution to problems related to behavioral aspects within the civil servants. Direct superiors who happened to have competence as psychologists can directly overcome problems related to aspects of behavior immediately. If the direct superior does not have competence as a psychologist then it is mandatory to register his subordinates to be given counseling. Recapitulation of counseling data will be given to the HR section/unit/bureau for immediate action. The identification process performed by the Performance Assessment Officer related to the process of assessing or measuring the behavior of his subordinates is recorded on the following form:

62 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 4.1. Counseling Activity Assignment Form Name (assessee) : ………………………………………………………………….. Employee ID : …………………………………………………………………… Performance Assessment Officer : ………………………………………………………………….. Employee ID : …………………………………………………………………… Work Unit : …………………………………………………………………. Effective Date : Reason for counseling : Note: Performance Assessment Officer is obliged to elaborate the reasons why their subordinates need the counseling with a number of supporting evidence. Performance Assessment Officer (………………………………..) The results of the recording conducted by the Performance Assessment Officer will be recapitulated by the head of the work Unit to be submitted to the HR Bureau/ section to be included in counseling activities by attaching table IV.1. Counseling Activity Assignment Form. The Counseling Data Recapituulation Table compiled by the Head of the Work Unit is as follows: Table 4.2. Recapitulation of Civil Servant Counseling Data Work Unit : ………………………………………………………. Counseling Method : Counseling/Mentoring/Coaching (coret yang tidak perlu) Proposed date : ………………………………………………………………………

63 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m No of Civil Servant : …… ..(in line with the name(s) in list attached) No NAME Employee ID Remark 1. 2. 3. Etc. Note:: Please kindly fill in the behavioral problems from the results of assessment or measurement and/or reporting acknowledged Director of Work Unit (……………………………) 2. Counseling Activities The HR Unit has the authority to collect all the results of recapitulation of civil servant counseling data from all work unit management within government agency to follow up on implementation. The process of implementing counseling activities carried out by the HR unit is as follows: a. The HR unit section identifies the overall collection of recapitulation of civil servant counseling data derived from the entire work unit leadership. The HR unit section does not have the right to change the recapitulation of civil servant counseling data derived from the head of the work unit but can clarify to the head of the work unit in case of discrepancy in the number of counseling activity determination forms (table IV.1) with the number of civil servants who will carry out counseling activities (table IV.2).

64 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m b. The HR section will set a schedule for the implementation of counseling activities based on the results of the collection of recapitulation of civil servant counseling data from the head of the work unit. The HR department has contacted its counselor (psychologist) to adjust the implementation of counseling activities on a scheduled basis. c. The HR section will send a letter to the client who is a civil servant carbon copied to the Head of the Work Unit and/or performance assessment officer related to the schedule of counseling implementation. The client and the Head of the Work Unit and/or performance assessment officer must comply with the schedule set by the HR section unless on the date that has been set, the client has earlier obtained the task from the Performance Assessment Officer or the client is sick, it can be rescheduled. The rescheduling process will be carried out by the HR section by communicating with the counselor (psychologist). d. To facilitate the process of implementing counseling activities, the HR section compiled a table for the implementation of counseling activities that are scheduled as follows:

65 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 4.3. List of Names of Counseling Activity Participants Starting Date : ………………………………………………… Duration : …………………………(maksimal 4 jam) Name of Counselor (Psikologist) : ………………………….. Venue *) : ……………………………………………… No Name Employee ID Work Unit Schedule **) 1. …………… … ……………… ……………… ……… 2. …………… …. ……………… . ……………….. ………. 3. …………… … …………….. ……………. ………. Etc. Head of HR Bureau/Division (………………………………………) Note: *) Counseling can be done face-to-face either online or offline. If done online, HR section must include the address of the zoom meeting to be given to the client, as well as if done offline, the venue must be listed. **) The maximum allocation of counseling time is one hour so that participants must be present 30 minutes prior to the counseling schedule at the location where thecounseling takes place. e. Professionally, counselors with the competence that they have conduct counseling activities by interviewing the client, namely civil servants. The process of conducting interviews between counselors and clients can be done offline or online. The maximum interview process between the

66 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m counselor and the client is 60 minutes. The instrument of conducting counseling interviews authorized by the counselor cannot be displayed in this chapter. The results of this interview are submitted to HR to be submitted to the Performance Assessment Officer. Performance Assessment Officials will keep the results of counseling implementation. The obligation of the Performance Assessment Officer is to follow up on the results compiled by the counselor to be adhered to. Similarly, the client is obliged to carry out advice and notes provided by the counselor at the time of counseling. A number of advice and notes provided by counselors to the client are required to be implemented and the supervisory process is carried out by the Performance Assessment Officer as the direct supervisor of the client. f. The HR section will compile a list of participants' names after carrying out counseling activities with the following instruments:

67 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 4.4. List of Post-Counseling Participants Starting Date : ………………………………………………… Duration : …………………………(maximum 4 hours) Name of Counselor (Psikologist) : ………………………….. Venue *) : ……………………………………………… No Name Employee ID Work Unit Result **) 1. …………… ………… ……………… ……… 2. …………… ………… ……………….. ………. 3. …………… …………….. ……………. ………. Dst Head of HR Bureau /Division (………………………………………) Note: *) Counseling can be done face-to-face either online or offline. If done online, HR section must include the address of the zoom meeting to be given to the client, as well as if done offline, the venue must be listed. **) The results of counseling are based on the instruments written by the counselor submitted to the HR division and carbon copied to the Performance Assessment Officer. g. The process of counseling will end if the results of the counselor state that the client does not require the implementation of counseling activities. Mentoring The implementation of mentoring activities is based on a reference to a literary work of Greek mythology written by Homer under the title Odyssey. This literary work tells the story of Mentor, an elderly man who was given the task of

68 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m the Odyssey to look after his son named Telemachus, when the Odyssey went to war. In this story, there is not much information related to Mentor's interaction with Odyssey. The story develops then the role of Mentor is taken over by the Goddess Athena who guides the Odyssey who begs to find her father. Based on the story of ancient Greek mythology it turns out that mentoring activities have been formed for a long time, and the process of duplication of this activity is also carried out in a number of professions, a number of examples of duplication of mentoring activities that succeed in the field of literature (Gertrude strain mentoring Ernest Hemingway), the field of science (Henry Harlow mentoring Abraham Maslow) and in the field of politics (George Wyth mentoring Thomas Jeferson). Based on a number of successful mentoring activities in a number of job professions, a number of experts define mentoring, among others: Crawford (2010) defines mentoring as "interpersonal relationships in the form of support and care between someone who has the experience and knowledge with someone who has less experience and a little less knowledge". Zachary (2005), in Sutrisno, W (2017) explains that mentoring is "A relationship of mutual and collaborative learning between two or more people who share the same responsibility and accountability to help mentee work to achieve clear and shared learning goals" According to Santrock (2007) Mentoring is "Guidance given through demonstration, instruction, challenge, and encouragement on a regular basis over a period of time. Mentoring is usually done by older individuals to improve the competence as well as the character of younger individuals. During this process, the mentor and the mentee develop a bond of mutual commitment involving emotional character and is colored by respect and loyalty." Based on a number of definitions, the understanding of mentoring activities within the civil servant is a mentoring process carried out demonstratively by someone who has extensive experience, excellent knowledge, and skills in a field of work (called mentor) with the aim to improve competence (knowledge and skills) and character of experience to the younger (seen from the aspect of experience, competence and/or age called mentee). This mentoring process is carried out regularly, scheduled, and organized in an emotional bond that respects and trusts each other. Thus, it can be concluded that the process of mentoring activities is carried out by a mentor who has the experience, knowledge, and skills in a particular

69 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m field of work aimed at improving competence (knowledge and skills) and character of experience to mentee younger people from aspects of experience, competence and/or age so that it is expected to improve their performance in the organizational unit environment. This mentoring activity is carried out after the results of the assessment, and/or measurement of the results (output) of performance. If the achievement of the result (output) is lower than the target he wants to achieve while the behavioral assessment of a mentee is in accordance with the standards that have been set then there is a problem in the aspect of competence (knowledge and skills) owned by a mentee. 1. Mentoring Purpose The purpose of mentoring activities is more focused on improving aspects of competence (knowledge and skills) and the character of experience possessed by the mentee. The objectives that are expected to be achieved in the mentoring process are as follows: a. Increase in performance improvement, by implementing this mentoring activity it is expected that the mentor can guide the mentee to complete the performance target plan he wants to achieve; b. The process of accelerating learning, mentoring activities is one of the training techniques on the job training, namely mentors give practical guidance to mentee related to the completion of their jobs. c. The process of increasing employee empowerment, at the time of mentoring the mentoring process carried out by mentors through mandatory work practices to involve mentees, so that the increase in mentee empowerment in completing the work will be achieved. d. The low process of employee turnover, with the implementation of mentoring, the process of transferring knowledge, skills, and experience from mentor to mentee take place so that the competence (knowledge and skills) possessed by mentee is expected to increase. With the increase in competence possessed by mentees, the process of changing employees will be very rarely implemented. e. Increasing employee motivation, mentoring activities will have a direct impact on increasing employee motivation. A mentee who has not maximally completed his work prior to mentoring process can easily complete his task after mentoring. The process of completing the work

70 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m done by the mentee to the maximum will have an impact on increasing his motivation. Thus, it can be concluded that the process of mentoring activities is a mentoring activity carried out by a mentor in practice to a mentee with the aim to improve aspects of his knowledge, skills, and experience so as to have an impact on the completion of his task to the maximum. In order for the process of mentoring to run well and the desired goal is also achieved, the mechanism of the mentoring process will be explained in this chapter. The process of mentoring activities is an integral part of the performance management implementation cycle and part of the implementation of the performance coaching process. 2. Mentoring Mechanism In contrast to the implementation of counseling whose nature of the interaction is one-way, the implementation of mentoring is more interactive because the mentor directly provides guidance and practice in the completion of his work. The occurrence of mentoring activities due to the problems faced by the mentee, namely the result (output) produced is not in accordance with the target he wanted to achieve, especially in certain periods (monthly, quarterly, and/or semesterly). So that the performance results (output) produced by the mentee do not experience problems at the end of the period for the achievement of the target, the Performance Assessment Officer will appoint a mentor to conduct guidance to the mentee in completing their performance target. In general, the implementation of mentoring within the civil servants mechanism is as follows: 2.1. Performance Measurement before Mentoring. The implementation of mentoring aims to improve competence (aspects of knowledge and skills) and the learning process from the experience of others so that the results (output) of performance are in accordance with performance targets that have been set in a certain period of time. Thus, the implementation of mentoring will be given to a civil servant if the results (output) of performance do not meet performance targets (either in quality and/or quantity) in a certain period of time.

71 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m During the performance planning, civil servants have an obligation to outline the full target in a number of smaller targets to achieve with a shorter time than the time of the specified period. The objectives outline the target to be smaller than the intact target so that the Performance Assessment Officer can measure that the results (output) of civil servants in a certain period of time (monthly, quarterly, or semesterly) in accordance with the target they want to achieve at the same period. There will be problems if the performance results (output) are lower than the desired target in a certain period of time, then the Performance Assessment Officer will require the civil servant to follow mentoring activities. The mechanisms for identifying performance measurements with the objectives set to develop the civil servants through mentoring are as follows: a. Civil servants after the approval and determination of Employee Performance Goals by performance assessment officers are obliged to outline their performance targets to smaller targets in a shorter period of time. This activity has the goal that the process of monitoring performance results by performance assessment officials is easier. b. Civil servants are obliged to report all the processes of their activities and upload the performance that has been generated every day to the performance information system. c. Performance Assessment Officers are obliged to carry out monitoring to all their subordinates related to performance results in performance information systems. Implementation of monitoring activities related to the results of subordinate performance at least 3 (three) days d. Performance Assessment Officer is obliged to measure the performance results of all his subordinates by comparing the results (output) of the performance he delivers with the description of the target he wants to achieve in a certain period of time. e. The Performance Assessment Officer will identify his subordinates whose performance results (output) are lower than the description of the target he wants to achieve in a certain period of time. f. The results of this identification will be clarified to subordinates for mentoring activities. The Performance Assessment Officer offers a mentor to carry out the guidance process to his subordinates to complete the remaining approved work targets.

72 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m g. Performance Assessment Officer has the right to be his subordinate mentor because competence and experience in the field of work is better than his subordinates. h. Performance Appraisal officials also have the right to appoint the name of someone who is able to guide their subordinates. i. In order for the process of implementing mentoring activities to run well, the Performance Assessment Officer compiled a form for the implementation of mentoring activities. Table 4.5. List of Names of Mentoring Participants Name : Work Unit : Mentor : Mentoring period*) : Reason for selecting a mentor**) : Acknowledged by Approved by Head of Work Unit Performance Assessment Officer (…………………………) (………………………………) Note: *) Performance Assessment Officer can estimate the length of time of mentoring implementation based on the description of performance targets proposed by subordinates **) Performance Assessment Officer is obliged to write the performance problems faced by his staff on the form and appoint a mentor who has a number of competencies (knowledge and skills) and experience that can guide his subordinates. The appointment of the mentor must be known by the head of the work unit (the head of the work unit has the right to submit a different mentor). j. The head of the work unit sends a letter to the HR Section related to the implementation of employee mentoring activities in his work unit by attaching a form listing the names of mentoring participants.

73 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m 2.2. Implementation of Mentoring Activities The process of implementing mentoring activities will be carried out after the head of the work unit sent a letter requesting mentoring activities to the HR section. The authority of the HR section is to administer the process of implementing mentoring activities derived from a number of work unit requests. The HR section will be administratively responsible for the process of organizing mentoring activities. The flow of mentoring activities is as follows: a. The HR section sent letters to mentors and mentees related to the implementation of mentoring activities. The substance of the letter submitted to the mentor describes the material (performance targets to be achieved by the mentee), the timing of the mentoring implementation as well as the obligation of the mentor to report the substance to the Performance Assessment Officer and administrative aspects to the HR section (related to the number of meetings during the implementation of mentoring). The letter submitted to the mentee is related to the time of implementation of the mentoring and the name of the mentor who will guide. b. Mentor after receiving a letter from the HR section immediately design the schedule, the substance of the material to be delivered and the output to be produced during the mentoring activity process. The material to be delivered by the mentor is closely related to the performance targets that will be delivered by the mentees. Similarly, the output to be produced by the mentee will support the achievement of the performance targets that have been set. The form of the mentor implementation schedule that can be considered by the mentor is as follows:

74 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Table 4.6. Schedule of Implementation of Mentoring Activities Mentee : Employee ID : Work Unit : Mentor : Employee ID :: Duration of Mentoring : Session Date Time Materials presented Output produced by mentees 1 2 3 4 Etc Mentor (……………………….) c. The form of the implementation schedule of this mentoring activity is signed by the mentor and submitted to the HR section with the carbon copy to the Performance Assessment Officer and Mentee. d. Based on the schedule, the implementation of mentoring activities begins. When the implementation of mentoring activities begins, the Performance Assessment Officer has the responsibility to monitor the substance of the implementation (the output produced by the mentee during mentoring activities) by contacting the mentor. The HR section only monitors the implementation process in accordance with the schedule that has been set.

75 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m e. The process of mentoring implementation will end according to the schedule that has been set by the mentor. Thus, the mentor has the authority to report the results of mentoring to the HR section. The form of the results of mentoring activities is as follows: Table 4.7. Results of Mentoring Activities Mentee : Employee ID : Work Unit : Mentor : Employee ID Session Dat e Time Materials presented Desired Output Output Assess ment *) 1 2 3 4 Etc. Note: It contains mentor assessment related to the competency achieved by mentee as well as the process of mentoring activities Mentor (…………………..) Note: *) The output assessment is carried out by the mentor related to the output produced by the mentee compared to the output desired by the mentor. The assessment process can be either a number or quantitatively (very good, good, sufficient, insufficient, or poor)

76 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m f. Mentors send letters to the HR section related to the completion of the mentoring process by attaching form IV.7 with the carbon copy to performance assessment officers and mentees. Coaching The term coaching was better known in sports in the early 60s to 80s, with the basic word "coach" meaning trainer. In the early '70s, the phrase coaching was developed by tennis coach W. Timothy Gallwey in his title book: "The Inner Game of Tennis". The substance of his book concludes that the process of training a professional athlete cannot be carried out in an instructional manner. Professional athletes in Gallwey's view (1974) are people who already have enough knowledge and skills to display optimal performance. What makes that ability not appear is the so-called 'inner game', which is the mental and emotional state of an athlete. Gallwey also changed his coaching style from the process of giving instructions to the process of facilitating. The thinking of Gallwey who is a professional tennis coach was adopted not only in the field of sports but also spread out in the fields of business, government, workplace, academia, and a number of other fields. Based on Gallwey's thoughts. A number of experts define coaching such as Bresser and Wilson in Kaswan (2012): coaching is the key to unlocking a person's potential to maximize his performance, helping someone to learn rather than teach him. The philosophy of coaching itself is to empower others by facilitating the learning process that will have an impact on personal growth and performance improvement. The International Coach Federation, founded in 1995, defines coaching as follows: "coaching is partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential" is a partnership activity with clients through the process of provoking minds creatively so as to inspire them to maximize their personal and professional potential, Whitmore John (2002) defines coaching as unlocking a person's potential to maximize his performance through the process of activities facilitating the learning process so as to maximize the utilization of his potential to improve performance.

77 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Petersen and Hicks (1999) define coaching as equipping someone with the tools, knowledge, and opportunities they need to develop themselves to be more effective. Sieler defines coaching as a learning process between coaches (who facilitate coaching) and coachees (who receive coaching) to partner and learn together. Based on a number of definitions above, the understanding of coaching in the civil servant environment is a process of partnering activities between coaches (who provide assistance) and coachees (who receives partnering) to increase his potential and professionalism so that it becomes more effective in the process of improving performance. Thus, the process of coaching activities in the civil servant environment will be given to employees with criteria based on the measurement of performance results in accordance with expectations and high potential (when the performance assessment process is in box 8) or the measurement of performance results above expectations and high potential (when performance assessment is in box 9). This coaching activity refers to the derivative of government regulations related to performance management, namely Permenpan No. 3 of 2020 on Talent Management of the State Civil Apparatus ASN). Based on the description, it can be concluded that the implementation of coaching will be given to a number of employees whose results of monitoring assessments and measurement of performance (outputs) with the targets they want to achieve has been achieved accordingly and there is no problem in the performance behavior aspect. 1. Coaching Objectives The purpose of carrying out coaching has an impact on coaches (people who serve as partners) and coachees (people who are being partnered) are as follows: a. Strengthening the partnership process, the implementation of this coaching activity has implications for equality in the relationship between coach and coachee. This equality does not have higher authority (this means competence and experience of a coach equal or lower in quality than coachee) b. Provoking thoughts, the implementation of coaching is very different from counseling or mentoring due to activities that are dialogue, Q&A, or

78 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m discussions between coaches and coachees so that it will have a tendency to provoke a deeper thought process for the coachees. c. Digging for a number of inspirations, based on the results of the process of provoking the mind will have an impact on the emergence of a number of inspirations triggered by coachees to find a number of solutions that were never thought of before. d. Maximizing the potential of the coachees, the results of a number of inspirations are clear proof that a coach is able to explore the maximum potential of the coachees. Based on a number of goals that want to be achieved at the time of coaching, to become a coach requires a number of training that are able to maximize the potential contained in the coachee so as to enable them to come up with a number of inspirations that are beneficial to his performance. A person appointed to become a coach has obtained a certification called the Professional Coach Certification Program (PCCP) issued by the International Coaching Federation (ICF). Graduates of this certification program will get the title of Certified Professional Coach (CPC). Certification to become a professional coach becomes a challenge in itself so that for the implementation of coaching is very rarely done within the civil servant. 2. Coaching Mechanism Coaching is one of the civil servant development activities that are very different from counseling and mentoring. In counseling activities, there are elements that must be improved, namely the element of behavior (attitude) whereas in mentoring the one that must be improved is performance through the process of developing knowledge and skills and the process of learning experiences from others. Civil servants who can follow the coaching must have minimum competency value and good performance, thus civil servants who follow coaching are given the challenge to issue all their potential to produce competence and performance beyond the limits that have been set. The implementation of coaching within the civil servant still requires a number of adjustments in order to run properly and achieve the desired goals. A number of adjustments that can be made so that it can be held within the government agencies are as follows: a. To be a coach, he or she must, at least, have participated in the training held by government-owned or private coaching training institutions.

79 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m b. To become a coachee, he or she must, at least, have an SKP score within the expectation and have moderate potential. After the adjustment provision process is agreed upon within the civil servants, the mechanism of implementation of coaching activities is as follows: 2.2. Measurement of Potential and Performance Before Coaching The mechanism of coaching activities that are carried out within the civil servants is as follows: a. Performance Assessment officer identifies employee SKP assessment after performance rating. b. Civil servants who obtain SKP assessments with predicates above expectations and in accordance with expectations are included in potential measurement activities. c. Performance Assessment Officer sent a letter to the HR section to register a number of names of his subordinates (SKP score above and in accordance with expectations) to follow potential element measurement activities (in accordance with Permenpan No. 3 of 2020 concerning ASN Talent Management). Table 4.8. List of Names of Potential Measurement Participants Performance Assessment Officer : Employee ID : Work Unit : No Name Employee ID SKP Score *) 1 2 3 4 Etc. Performance Assessment Officer

80 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m (…………………………) Note: *) The SKP score listed after the performance rating is performance above expectations, or performance in accordance with expectations. d. Measurement of potential elements include: measuring the potential carried out by the assessment center (intellectual ability, interpersonal skills, strategic and critical thinking skills, ability to solve problems, emotional intelligence, etc.), competency tests (technical, managerial, and socio-cultural competencies), Track Record of Position (aspects of formal education, education, and training, experience in the position) and other considerations (educational qualifications, career preferences, and organizational leadership). e. Civil servants whose assessment of potential elements are: medium potential and high potential meet one of the requirements to participate in coaching activities f. The result of civil servant’s assessment to participate in coaching activities is an SKP score minimum with performance assessment in accordance with expectations and potential value of at least medium potential. g. The HR section arranges a recapitulation of the coachee's name and the name of the coach involved in the implementation of coaching activities Table 4.9. List of Names of Participants in The Implementation of Coaching Activities No Coachee Work Unit Coach 1 2 3 4 Etc.

81 S t a t e C i v i l A p p a r a t u s ( A S N ) P e r f o r m a n c e M a n a g e m e n t S y s t e m Head of HR Bureau/Division ( …………………………….) h. The HR section sent a letter to the Performance Assessment Officer related to the implementation of coaching activities with the coachee and coach 2.3. Implementation of Coaching Activities The implementation of coaching activities will begin after each coachee and coach receives a notification letter from the HR section with the following implementation mechanism: a. Coachee is motivated to contact the coach to do a meeting schedule agreement related to coaching activities; b. After the coach agrees on a meeting and arranges a schedule for the implementation of coaching activities, the coachee has an obligation to comply with the schedule set by the coach. c. Coaching meetings can be conducted online and/or offline based on the agreements that have been made. d. During the implementation of coaching, the coach must be able to implement 8 (eight) coaching technical processes compiled by the International Coach Federation (ICF, 2012) namely: building a relationship of security (build rapport and safety), determining and understanding the agenda (set and understand the agenda), exploring issues and concerns, Talk about feelings and viewpoints (Deal with feelings and mindsets), Exploring opinions and developing options (brainstorms and funnels options), seeking commitment into a SMART work plan (seek commitment to SMART action plan), asking the coachee to conclude a work plan (ask the client to summarize action plan), closing meeting warmly and positively (end on warm and positive more) e. The end of the implementation of coaching activities is the arrangement of work plans by coaches and implemented in the form of activities supervised by their coaches. Conclusion