MANAJEMEN KINERJA LEMBAGA PENDIDIKAN NONFORMAL (Studi Kasus di Canadian English Course dan Learn English and Play Surabaya)
PERFORMANCE MANAGEMENT OF NONFORMAL EDUCATION INSTITUTIONS (Case Study in Canadian English Course and Learn English and Play Surabaya)
ABSTRAK
Widdy Endrayanto, 2021. Manajemen Kinerja Lembaga Pendidikan Nonformal (Studi Kasus di Canadian English Course dan Learn English and Play Surabaya). Disertasi, Program Studi Manajemen Pendidikan, Pascasarjana Universitas Negeri Surabaya, Promotor Prof. Dr. Bambang Suratman, M.Pd. dan Co-Promotor Prof. Drs. Toho Cholik Mutohir, M.A., Ph. D.
Kata-kata kunci: Manajemen kinerja, siklus, lembaga pendidikan nonformal, disiplin akademis, pengetahuan awam, perubahan lingkungan, internal, eksternal.
Tujuan penelitian ini adalah menganalisis pelaksanaan manajemen kinerja, evaluasi manajemen kinerja, mengidentifikasi faktor-faktor yang mendukung dan menghambat, mengidentifikasi dampak pelaksanaan manajemen kinerja di lembaga pendidikan nonformal, serta mendiskripsikan model strategi implementasi manajemen kinerja lembaga pendidikan nonformal. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan jenisnya studi kasus. Dua lembaga pendidikan nonformal yang diteliti yaitu Canadian English Course dan Learn English and Play Surabaya.
Hasil penelitian menunjukan bahwa manajemen kinerja berhasil dilaksanakan di dua lembaga pendidikan nonformal menggunakan tujuh dari delapan siklus sesuai pendekatannya Armstrong. Siklus-sikus tersebut antara lain misi dan tujuan strategis organisasi, rencana dan tujuan lembaga, rencana kinerja dan pengembangan, kesepakatan kinerja dan pengembangan, tindakan kerja dan pengembangan, monitoring dan umpan balik berkelanjutan, reviu formal dan umpan balik. Antar siklus saling bersinergi dalam mengupayakan proses dan hasil dari sebuah lembaga pendidikan nonformal.
Pelaksanaan evaluasi manajemen kinerja lembaga pendidikan nonformal di dua lembaga kursus bahasa Inggris menunjukkan hasil yang cukup efektif dalam mengevaluasi pelaksanaan manajemen kinerja lembaga pendidikan nonformal. Meskipun demikian Kepala Kursus masih memegang pedoman-pedoman dalam pendekatan manajemen sebelumnya. Kepala Kursus berusaha mengolaborasikan pendekatan manajemen lama dengan pendekatan manajemen kinerja lembaga pendidikan nonformal.
Faktor-faktor yang mendukung pelaksanaan manajemen kinerja lembaga pendidikan nonformal meliputi perencanaan dan pengembangan kinerja, tujuan organisasi, realitas, SDM, sikap dan tingkah laku, sumber daya, hasil peningkatan kinerja dan penilaian kinerja, monitoring, dan solusi. Faktor-faktor penghambat yaitu target, sistem kerja, faktor internal – eksternal, bimbingan otoritas, kesepakatan, kerja sama dan dukungan, tanggung jawab, pelaksanaan, umpan balik, dan pelatihan. Faktor-faktor pendukung dan faktor-faktor penghambat, memiliki pengaruh yang berbeda pada setiap lembaga kursus bahasa Inggris.
Dampak pelaksanaan manajemen kinerja lembaga pendidikan nonformal cukup memengaruhi pada gaya komunikasi Kepala Kursus dengan para guru, Kepala Kursus dengan pemimpin di atasnya, serta memengaruhi komunikasi antar guru. Perubahan gaya komunikasi tersebut berdampak juga pada peningkatan kinerja Kepala Kursus dan para guru. Guru sebagai individu maupun sebagai tim. Peningkatan kinerja Kepala Kursus dan para guru meningkatkan juga kualitas proses dan hasil kinerja lembaga kursus bahasa Inggris.
Model strategi implementasi manajemen kinerja lembaga pendidikan nonformal dapat mengacu pada pelaksanaan manajemen kinerja lembaga pendidikan nonformal di kedua lembaga kursus bahasa Inggris. Model tersebut meliputi komponen Kepala Kursus, pelaksanaan siklus manajemen kinerja, lembaga kursus, faktor pendukung dan faktor penghambat. Faktor-faktor pendukung dan faktor-faktor penghambat secara simultan dapat bergantian peran menurut kondisi lembaga kursus.
Implikasi hasil penelitian bahwa manajemen kinerja merupakan hasil perkembangan dari disiplin akademis dan pengetahuan awam, yang perlu mendapat apresiasi dan tindak lanjut dari akademisi maupun institusi. Kepala Kursus, perlu memperdalam pemahaman tentang manajemen kinerja tentang pendidikan nonformal. Kepala Kursus hendaknya mengikuti seminar dan workshop tentang manajemen kinerja. Diharapkan, melalui pembelajaran dan pelatihan, Kepala Kursus akan lebih kompeten mengelola lembaga kursus dalam menjawab kebutuhan manusia yang semakin beragam dan dinamis, seiring perubahan lingkungan internal maupun eksternal.
Abstract
Widdy Endrayanto, 2021. Performance Management of Nonformal Education Institutions (Case Study in Canadian English Course and Learn English and Play Surabaya). Dissertation, Education Management Study Program, Graduate of Surabaya State University, Promoter Prof. Dr. Bambang Suratman, M.Pd. and Co-Promoter Prof. Drs. Toho Cholik Mutohir, M.A., Ph. D.
Key words: Performance management, cycle, nonformal educational institutions, academic discipline, common knowledge, environmental change, internal, external.
The purpose of this study is to analyze the implementation of performance management, to evaluate performance management, to identify supporting and inhibiting factors, to identify the impact of the implementation of performance management in nonformal educational institutions, and to describe the strategic model for implementing performance management in nonformal educational institutions. This study uses a qualitative research approach with a case study type. Two nonformal educational institutions studied are the Canadian English Course and Learn English and Play Surabaya.
The results showed that performance management was successfully implemented in two nonformal educational institutions by using seven of the eight cycles according to Armstrong's approach. These cycles are the organization's mission and strategic objectives, institutional plans and objectives, performance and development plans, performance and development agreements, work and development actions, ongoing monitoring and feedback, formal reviews and feedback. These cycles work together in seeking the success of the processes and outcomes of a nonformal educational institution.
The implementation of performance management evaluation of nonformal educational institutions in two English language course institutions showed quite effective results. Even so, the head of the course still holds the guidelines in the previous management approach. The head of the course tried to collaborate the old management approach with the performance management approach of nonformal educational institutions.
The factors that support the implementation of performance management of nonformal educational institutions such as planning and performance development, organizational goals, reality, human resources, attitudes and behavior, resources, results of performance improvement and performance assessment, monitoring, and solutions. Inhibiting factors, namely targets, work systems, internal - external factors, guidance from authorities, agreement, cooperation and support, responsibility, implementation, feedback, and training. Supporting factors and inhibiting factors have a different effect on each English course institution.
The impact of the implementation of performance management of nonformal educational institutions is quite influential on the communication style of the head of the course with the teachers, the head of the course with the leader above it, also has an influence on the communication between teachers. Changes in communication styles also have an impact on improving the performance of the head of the course and the teachers. Teachers as individuals and as a team. Improving the performance of the head of the course and the teachers improves the quality of the process and the performance results of the English course institutions.
The strategic model for implementing performance management for nonformal educational institutions can refer to the implementation of performance management for nonformal educational institutions in both English language course institutions. The model includes components of the head of the course, the implementation of the performance management cycle, the course institution, supporting factors and inhibiting factors. Supporting factors and inhibiting factors simultaneously have alternating roles according to the conditions of the course institution.
The implications of the results of this study indicate that performance management is the result of the development of academic disciplines and common knowledge, which need to be appreciated and followed up by academics and institutions. The head of the course, it is necessary to deepen the understanding of performance management regarding nonformal education. The head of the course should attend seminars and workshops on performance management. Through learning and training, the head of the course is expected to be more competent in managing course institutions in responding to increasingly diverse and dynamic human needs as the internal and external environment changes.