Pengembangan diri dalam

organisasi kesehatan
Martina Sinta Kristanti
Basic and Emergency Department
Faculty of Medicine, Public Health and Nursing
Universitas Gadjah Mada

sinta@ugm.ac.id
 What?

Outline
How?
Staff Why?
development

Who?

sinta@ugm.ac.id
Staff Development

Provides employees with an opportunity

to improve their practice, level of
competency, or other areas of self-
interest

sinta@ugm.ac.id
 To improve staff competencies and
Focus of staff performance and or to assist staff to take a
development new role in the organization

Metcalf C. The importance of performance appraisal and staff development: a graduating nurse's perspective. Int J Nurs Pract. 2001 Feb;7(1):54-6.

sinta@ugm.ac.id
 Factors influence nurses development

motivation

personal
environment characteristics

opportunities

theoretical
experience knowledge.

Khomeiran RT, Yekta ZP, Kiger AM, Ahmadi F. Professional

competence: factors described by nurses as influencing their
development. Int Nurs Rev. 2006 Mar;53(1):66-72.
sinta@ugm.ac.id
Why staff development?

Reduced Equal Improved use of Improved quality

employee employment personnel of work life
attrition opportunity

Improved Obsolescence Evidence-based

competitiveness avoided and new practice
of the skills acquired promoted
organizations

Marquis and Huston, 2009. Leadership roles and management functions in nursing.
sinta@ugm.ac.id
 The organization’s responsibility for career
development

Integrating Establishing Disseminating Posting job Assessing

needs career paths career openings employees
information

Providing Giving support Developing Providing

challenging and personnel education and
assessments encouragement policies strategies

Marquis and Huston, 2009. Leadership roles and management functions in nursing.
sinta@ugm.ac.id
Components of career development
Career planning (individual) Career Management (Organizational)
Self-assess interest, skills, strengths, weaknesses, and Integrate individual employee needs with organizational
values needs
Determine goals Establish design, communicate and implement career path

Assess opportunities outside the organization Assess employees’ career needs

Develop strategies Post and communicate all job openings
Implement plan Provide work experience for development
Evaluate plans Give support and encouragement
Reassess and make new plans as necessary, at least Development new personnel policies as necessary
biannually
Provide training and education

Marquis and Huston, 2009. Leadership roles and management functions in nursing.
sinta@ugm.ac.id
 Job performance

Motivation Ability

sinta@ugm.ac.id
 • Motivation: the factors that initiate and
direct behaviour
• The type and intensity are vary
Employee • Motivated employees are more likely to be
motivation productive than are nonmotivated workers.
• This is one reason that motivation is an important
aspect of enhancing employee performance.

sinta@ugm.ac.id
Sullivan, Effective leadership and management in nursing
CONTENT THEORY
• Individual needs or the rewards that may satisfy those needs
• Attempt to explain why a person behaves in a particular manner
• Two types of content theories: instinct and need.
• Instincts as inherited or innate tendencies that predisposed individuals to
behave in certain ways.
• Need theories supported the concept that motives were learned behaviors.

Sullivan, Effective leadership and management in nursing

sinta@ugm.ac.id
PROCESS THEORY
• Emphasize how the motivation process works to direct an individual’s
effort into performance.
• Another dimension to the manager’s understanding of motivation and
help predict employee behaviour in certain circumstances.
• Examples:
a. reinforcement theory
b. expectancy theory
c. equity theory
d. goal-setting theory.

Sullivan, Effective leadership and management in nursing

sinta@ugm.ac.id
a. Reinforcement theory
• Or behavior modification, views motivation as learning (Skinner, 1953)
• Behaviour is learned through a process called operant conditioning, in
which a behaviour becomes associated with a particular consequence.
• In operant conditioning, the response–consequence connection is strengthened
over time—that is, it is learned.
• Techniques:
a. Reward vs Punishment system
b. Extinction
c. Shaping

Sullivan, Effective leadership and management in nursing

sinta@ugm.ac.id
 Reward vs Punishment system

• Punishment is negative in character, an employee may fail to improve and

also may avoid the manager and the job, as well.
• The effects of punishment are generally temporary
• Positive reinforcement is the best way to change behaviour

Sullivan, Effective leadership and management in nursing

sinta@ugm.ac.id
 Extinction

• Extinction is another technique used to

eliminate negative behaviour.
• Undesired behaviour is extinguished.

Sullivan, Effective leadership and management in nursing

sinta@ugm.ac.id
Shaping

• Selectively reinforcing behaviours that are

successively closer approximations to the
desired behaviour
• When people become clearly aware that
desirable rewards are contingent on a
specific behaviour, their behaviour will
eventually change

Sullivan, Effective leadership and management in nursing

sinta@ugm.ac.id
 • Emphasizes the role of rewards
and their relationship to the
performance of desired
behaviours (Vroom, 1964) .
b. Expectancy theory
• People as reacting deliberately
and actively to their environment.

• Considers multiple outcomes that

may influence the staff nurse’s
decision.
Sullivan, Effective leadership and management in nursing
sinta@ugm.ac.id
c. Equity Theory
• Suggests that a person perceives that one’s contribution to the job is
rewarded in the same proportion that another person’s contribution is
rewarded.
• Job contributions include: ability, education, experience, and effort,
whereas rewards include job satisfaction, pay, prestige, and any other
outcomes an employee regards as valuable (Adams, 1963, 1965).

Sullivan, Effective leadership and management in nursing

sinta@ugm.ac.id
d. Goal-setting theory

Suggests that it is not the rewards or outcomes

of task performance per se that cause a
person to expend effort, but rather the goal
itself (Locke, 1968).

Sullivan, Effective leadership and management in nursing

sinta@ugm.ac.id
How? [1]

Internal methods External methods

clinical workshops formal workshops

seminars
in-service education
conferences

on-the-job instruction accessing external education

providers

Metcalf C. The importance of performance appraisal and staff development: a graduating nurse's perspective. Int J Nurs Pract. 2001 Feb;7(1):54-6.
sinta@ugm.ac.id
How? [2]

Leadership
development
Career
advancement
Residency
program
Preceptors,
mentoring,
On the job coaching
instruction
Orientation

sinta@ugm.ac.id
Orientation

• Getting an employee started in the right way

• A well-planned orientation reduces the anxiety that new
employees feel when beginning the job.
• To correct any unrealistic expectations
• Socializing new employees

sinta@ugm.ac.id
Preceptor

• A good preceptor is clinically experienced, enjoys

teaching, and is committed to the role
• Good preceptors are familiar with the
organization’s policies and procedures, willing to
share knowledge with their orientees, and model
behaviours for their orientees.

sinta@ugm.ac.id
 Mentor
• Precepting usually is associated with orientation of staff, whereas mentoring
occurs over a much longer period and involves a bigger investment of personal
energy
• Mentors are usually the same sex as the protégé, eight to fifteen years older,
highly placed in the organization, powerful, and willing to share their
experiences.
• An ideal mentor is an experienced nurse who is willing to support and counsel
other nurses when asked.
• A formal structured relationship or a more informal role-modelling association.

sinta@ugm.ac.id
 Career advancement
Horizontal development, novice-expert (Benner)
• Clinical apprentice - new nurse or nurse new to the area
• Clinical colleague - a full partner in care
• Clinical mentee - demonstrates preceptor ability
• Clinical leader - demonstrates leadership in practice
• Clinical expert - combines teaching and research with
practice

sinta@ugm.ac.id
Why CPD receive little attention from Nurses?
Nurses’ experiences in CPD

Vázquez-Calatayud M, Errasti-Ibarrondo B, Choperena A. Nurses' continuing professional development: A systematic literature review. Nurse Educ Pract.
2021 Jan;50:102963.
sinta@ugm.ac.id
Tools for staff development
• Job performance = ability to do the job + motivation.
• Use various theories of motivation
• You may be a role model
• Identify core competencies involved in specific positions and high
performers with the potential to fill those positions.
• Encourage staff development at all levels, including your own.

sinta@ugm.ac.id
Conclusions
• Staff development is essential
• Staff development is planned

sinta@ugm.ac.id
 References

• Khomeiran RT, Yekta ZP, Kiger AM, Ahmadi F. Professional competence: factors described by
nurses as influencing their development. Int Nurs Rev. 2006 Mar;53(1):66-72.
• Kelly, 2010. essentials of nursing leadership and management, 2nd edition.
• Marquis and Huston, 2009. Leadership roles and management functions in nursing.
• Metcalf C. The importance of performance appraisal and staff development: a graduating
nurse's perspective. Int J Nurs Pract. 2001 Feb;7(1):54-6. doi: 10.1046/j.1440-
172x.2001.00279.x. PMID: 11811348.
• Sullivan, Effective leadership and management in nursing
• Vázquez-Calatayud M, Errasti-Ibarrondo B, Choperena A. Nurses' continuing professional
development: A systematic literature review. Nurse Educ Pract. 2021 Jan;50:102963. doi:
10.1016/j.nepr.2020.102963. Epub 2020 Dec 29. PMID: 33422973.

sinta@ugm.ac.id