p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 5, No. 5 Mei 2024 http://jist.publikasiindonesia.id/

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2235

Reforms in the Competency Development Strategy of

Indigenous Papuan Soldiers in Kodam XVII/Cenderawasih

Anis Misiyanti

, M. Azis Muslim

Universitas Indonesia Depok, Indonesia

Email: [email protected]

*Correspondence

ABSTRACT

Keywords: Affirmations;

Indigenous Papuans;

Human Resources;

Competency

Development.

Affirmation has consequences for the emergence of

competency gaps, as happened in the recruitment results of

Indigenous Papuan soldiers (OAP) in Kodam

XVII/Cenderawasih. So, to overcome this gap, reforms are

needed in human resource development, especially in

competency development. This paper examines the

competency gaps in OAP soldiers recruited from the

affirmation program. The research was conducted using

qualitative methods on data obtained through in-depth

interviews with several resource persons, namely Kodam

XVII/Cenderawasih officials. The results found that the

competency gap between OAP soldiers and the

competencies needed in military positions requires

integrative competency development efforts. This study

concludes that the reform of competency development of

OAP Soldiers in Kodam XVII / Cenderawasih is essential to

overcome the competency gap and prepare them to face the

dynamics of the personnel system, especially with the ASN

Bill, which demands adequate competence.

Introduction

According to Rafi (2023), affirmative action policies help minority groups obtain

justice that cannot be obtained due to historical background reasons. On the one hand,

this policy provides unique opportunities to certain minority groups but sometimes

ignores aspects of competence required in recruitment selection. Sander and Alauddin (

consider that this often leads to control over the quality of reception results. On the other

hand, state civil service reform seeks to realize professionalism supported by adequate

and standardized competencies.

Faced with the need to affirm equality of opportunity while meeting the demands

of professionalism, the middle ground may be implementing affirmative policies for

minority group participation. We need to apply time limits and quotas that decrease over

time. In line with this, optimization of the merit system also needs to be carried out to

improve the achievement of competencies according to the expected standards. It is

expected that by the end of the affirmation period, minority groups have the competence

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Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2236

to follow the merit system fully without causing inequality of career opportunities

between minorities and majorities.

As one of the organizations involved in the implementation of the affirmation path

recruitment policy, in 2019, the XVII/Cenderawasih Regional Military Command

(Kodam) enforced the Chief of Army Staff (KASAD) policy regarding soldier

recruitment within Kodam XVII/Cenderawasih with an allocation of 80% sourced from

Indigenous Papuans (OAP) and 20% from non-OAP. Before the policy was

implemented, OAP had been part of Kodam XVII/Cenderawasih for a long time, but since

2019, there has been a significant increase in numbers. Compared to the total number of

soldiers, the number of OAP Soldiers sourced from recruitment from 2019 to 2021

contributed 9.4% of the strength, and the number of Non-commissioned Officers

contributed 18.8% of the strength (Kudam XVII/Cenderawasih, 2023). This data does not

include other rank groups, such as Enlisted and Officers, and also does not consider the

number of OAP non-commissioned officers who entered through recruitment in previous

years. It can be estimated that the number of OAP soldier personnel is even higher (Le

Deist & Winterton, 2005).

Affirmative policies that provide ample opportunities for OAPs to become soldiers

have provided more significant opportunities for them, but their presence in military

organizations raises new competence-related problems. Despite the debate and views that

regard affirmations as another form of discrimination, the most crucial point to be learned

in the case of OAP soldiers is that affirmations only stop at the recruitment process.

Meanwhile, those who have been accepted as soldiers must take their respective career

journeys and compete with non-OAP soldiers. Seeing such conditions, an integrated

competency development strategy is needed to reduce the gap between the competencies

needed in military positions and those mastered by OAP soldiers. This paper will describe

how to develop integrated competencies needed to improve the competence of OAP

soldiers.

Research Methods

This study used qualitative data collection and analysis methods. Then, the

constructivist paradigm is used to find facts and parse the problems to be discussed. The

data collected in this study include primary and secondary data. The primary data was

investigated through in-depth interviews with related parties, including Personnel

Officers in the Kodam XVII / Cenderawasih ranks. Secondary data are obtained from

archives of unit data, news in the mass media, and studies of various relevant literature.

The data collection results are then analyzed to answer the problems discussed in this

study.

Results and Discussion

The purpose of carrying out soldier recruitment aligns with the direction of human

resource management within the TNI, which is to realize the TNI's strategic plan in the

field of posture and professional soldiers. The current TNI strategic plan is consistent in

Reforms in the Competency Development Strategy of Indigenous Papuan Soldiers in Kodam

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continuing to fulfill the Minimum Essential Force (MEF) to realize an ideal TNI posture

to achieve three main aspects, namely (1) Advanced and Independent Indonesia, (2) Just

and Democratic Indonesia, and (3) Safe and Peaceful Indonesia. Efforts to fulfill the TNI

MEF are carried out continuously and gradually, starting from the MEF Development

Phase I in 2010-2014, Phase II in 2015-2019, and Phase III in 2020-2024, which is still

ongoing. Phase III is the last stage of development towards the fulfillment of MEF.

According to the National Medium-Term Development Plan (RPJMN) for 2020-2024,

the MEF target is to achieve MEF beyond 100%. The effort focused on three main

aspects, including the Main Equipment of Weapon Systems (Alutsista), Maintenance and

maintenance (Harwat), and Organization and Infrastructure (defense industry,

professionalism, and welfare). Professionalism and the welfare of soldiers are the main

objectives to be achieved in every strategy described in the strategic plan for human

resource management.

Professional soldiers are one of the TNI's identities, as stated in Law Number 34 of

2004. Soldiers must meet the necessary prerequisites as professional soldiers, including

proficiency in using military equipment, proficiency in moving, proficiency in using

combat equipment, and being able to carry out tasks measurably and meet the values of

accountability. In addition to mastering technical skills and knowledge, one must have

morale, a spirit of devotion and high discipline, be responsible, and uphold military honor

(Puspen TNI, 2006). So, at least the competencies that a professional soldier must possess

are four typologies of competence, which include 1) personal competence consisting of

a) meta competence and social competence; and 2) occupational competence consisting

of a) cognitive competence and functional competence (Makarova et al., 2019).

However, the issue of soldier competence is complicated because the assessment

of individual performance in Kodam XVII/Cenderawasih has been eliminated since 2022

due to budget constraints. Performance appraisal is an essential part of knowing the

performance of each soldier. In addition, competency assessment is carried out as a mere

budget absorption obligation, such as UTP / UTJ (Individual Technical Test / Position

Technical Test), Periodic Physical Freshness Test, Shooting, Latorsar (Basic Individual

Training), as well as data collection of foreign language skills. In fact, according to De

(Holbeche, 2018), in the integrative competency development model, assessment or

competency assessment has an important role. It is carried out continuously in line with

the implementation of career development programs based on needs-based assessment

results.

As a result of the absence of performance appraisal, it is difficult to measure the

achievement of individual soldiers' performance, so to know their performance indirectly

can only be seen through counterproductive behavior reflected in violations recorded in

the XVII/Cenderawasih Kodam Law Unit (Kumdam). According to (Koopmans et al.,

2012), individual performance can be measured based on task performance, contextual

performance, and counterproductive behavior. Task and contextual performance

contribute positively to performance improvement, while counterproductive behavior

contributes negatively. Thus, indications of low performance can be seen from the highly

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counterproductive behavior of OAP Soldiers. Based on the data, it is known that of the

395 violations committed by Kodam XVII/Cenderawasih soldiers, 127, or around

32.49%, were committed by OAP soldiers. Of all violations, desertion, and THTI (No

Attendance Without Permission), as many as 80 people, or 62.9%, ranked first in the most

frequent violations, followed by acts of destruction of as many as 12 people, misuse of

weapons/munitions as many as six people, and the rest other violations. When compared

to the previous year, there was an increase in the number of violations by 45.9%.

The cause of this problem that can be identified is that the recruitment process

focuses on the target interest and overrides the quality of personnel recruited, resulting in

a competency gap between OAP and non-OAP. According to military teachers during

primary education at the Rindam XVII / Cenderawasih Non-commissioned Officer

Candidate School (Secaba), some OAP soldiers were not fluent; some could not read and

write. However, others, especially from urban areas, had better competence beyond non-

OAP. In addition, the education method is carried out equally as in other soldiers (non-

OAP), with the target of achieving competence focused on mastering knowledge and

technical skills 50%, behavioral attitudes 30%, and physical freshness 20%. While with

the fact that the competent in the field of knowledge and technical OAP soldiers are on

average behind non-OAP, when faced with this target, of course, it is not pursued in the

exact duration of education as non-OAP. Primary education (Secaba) is given for three

months, and branch education (Dikjur/Dikcab) is given for five months in formal

education. According to Leonardo and Eichinger (2000), direct learning media involving

experiences such as OJT (Job Training) is the most important source of new knowledge

in the learning process. They identified 70% of experiential learning, 20% from social

interaction, and 10% from formal education. Thus, competency development methods

that need to be given to OAP soldiers to improve competence and reduce competency

gaps need to be differentiated according to existing competency backgrounds and need to

consider methods of involvement in direct experience, such as OJT, with a more

significant portion or duration of time. In addition, in De Vos' integrated competency

development model, assessment and linkage with sustainable career management are

needed.

Based on the above problems, this paper provides reform recommendations on the

subsystem of state personnel development for OAP Soldiers. Thus, the following

discussion will explain the importance of reform in the competency development

subsystem in overcoming problems and then present recommendations for integrative

competency development models as proposals for reforms in appropriate competency

development for OAP Soldiers.

Appropriate Reform Focus: Reforms on Competency Development Subsystems

Soldiers, although their military status and position are specifically regulated in the

TNI Law, in the state civil service is part of the state civil service system regardless of

civil or military status but still respect the basis of civil-military relations, namely civilian

supremacy, which is a commitment to the Indonesian state. This is in line with the

definition of the state personnel system (Kardi, 2015), which can be considered as an

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institution or a whole of more or less coherent norms and values that develop and persist

over time. Also, the (Prasojo, 2010) explanation of the state apparatus (civil service)

refers to government or state bodies where full-time work, salaried, and recruited

systematically in a transparent hierarchical relationship system based on uniform rules

and with adequate pension benefits provisions. Thus, in the state civil service system that

at least 1) deals with state employees as human resources and proactive ways of managing

them; 2) is an effort to obtain commitment from state employees to the goals of the state;

3) regulated and administered under public law, specifically applicable state

administrative law; and applied both at the central and regional government levels

(Prasojo, 2020) soldiers can also be counted as state employees or state apparatus.

The state personnel system is part of the state administration system, so the

challenges faced in the state administrative system or bureaucracy cannot be separated

from the human aspect or the state personnel itself. The fundamental problem bureaucracy

faces is changing the culture, which includes incorruptibility and performance culture.

Changes in the global environment are needed considering the dynamics of changes,

especially in the field of public governance that continues to run. According to Kwon Gi

(Kardi, 2015), bureaucratic governance has undergone various transitions. The most

sophisticated has been known as Governance 4.0, achieved by Korea and Singapore, a

4th generation administrative model emphasizing speed, governance, and ethics.

Meanwhile, according to Kwon Gi Heon's mapping, the Indonesian state is still in

Governance 1.0 or tends towards a bureaucratic-oriented political model. This position is

behind Malaysia with Governance 2.0 and Japan with Governance 3.0.

Despite this lag, governance is closely related to the democratic system of

government that is to be achieved. However, democracy is not helpful in terms of

economic, social, and good governance indicators. In addition, there is a negative image

of bureaucracy in Indonesia, which is considered a pathology; bureaucracy is considered

incompetent, ineffective, corrupt, full of interests, authoritarian, and even influenced by

external pressures, including prerequisites for multilateral cooperation. Pathologies in the

bureaucracy are, for example, challenging to control, reluctant to initiative and risk, the

culture of waiting for guidance, rigid and complex laws, and regulations, low priority of

technology use, old school, and criminalization of bureaucracy has an impact on the

decline of public trust (distrust), disappointment, complaints, protests, and indications of

low employee performance. To overcome this so that it does not drag on, public

administration reform is needed to encourage governance to achieve the expected

democratic national development goals. They are included in the defense sector, where

soldiers or the military become the main stars in issues related to the level of public trust

and satisfaction with public services provided by the TNI and are faced with increasingly

intense democratic demands.

According to Martin Luther and Woodrow Wilson, reform means mobilizing to find

fault in the environment and fight and correct the error. Based on this, reform can be

defined as 'an attempt to implement new ideas and combine ideas in the administrative

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system with a conscious/deliberate view to improve the entire system to achieve positive

development goals.

(Holbeche, 2018) mentions that the primary keys to change include humans and

culture, processes, and tools. Of the three keys, people and culture are the most critical

aspects, with a percentage of 70% contributing to the success of change. Thus, reform in

public administration needs to start with reforming the state civil service system, where

there are human and cultural aspects. However, change is not easy and without obstacles.

According to Geoffrey Shepherd, there are at least three major obstacles that must be

faced in implementing reforms, namely: 1) weak desire to promote more efficient and

honest public administration due to the influence of the solid political situation and the

tendency to continue the traditional system that hinders the movement for change; 2) there

is a significantly larger government posture than before which is influenced by an increase

in the population, which for political purposes is accommodated as state employees; 3)

Some of these state employees have emerged as interest groups powerful enough to

influence or even oppose change efforts. Not only does it occur in the civil service

environment, but in the military environment with a hierarchical organizational culture

and an extreme level of obedience to patronage, this problem is also faced in efforts to

change the military body. However, despite the challenges that must be faced, change is

still needed to adapt to the ongoing environmental dynamics.

The focus of reforming the country's civil service system includes planning,

recruitment and selection, a compensation system, performance management, and state

personnel development. First, civil service planning intends to identify future employee

needs, find, select, obtain, and place the best employees according to organizational

needs, and ensure the flow and mobilization of employees run efficiently and effectively.

Second, recruitment and selection of state employees are all activities directly directed to

obtain potential employees and attract all appropriate applications. The goal is to obtain

the best people who fit the job based on objective criteria. Thus, the recruitment and

selection process must be open, competitive, legal, non-discriminating, have fixed

criteria, be neutral, objective, transparent, protect personal data, and there must be no

delay. There are several methods in the personnel selection process, such as patronage,

merit system, seniority, representative, affirmation, and electoral popularity. Third, state

personnel compensation. Philosophically, compensation itself has several meanings,

according to (Hafied et al., 2022), which includes various organizational activities aimed

at allocating compensation and benefits for employees, where the compensation

philosophy is built based on the needs and conditions of the organization. Boyd and

Salamin cite three philosophies for regulating compensation systems that include decent

and fair compensation, recognition of the importance of each employee's contribution to

the organization, and compensation packages for offers that must compete in the external

labor market to attract and retain capable staff. Compensation can be in the form of

financial, both direct, such as basic salary, and indirect, such as health insurance, and non-

financial, such as position and work environment. Compensation is expected to be given

relatively, so it is calculated based on individual contributions. Several methods are

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commonly applied, such as seniority-based payroll, merit-based payroll, skill and

competency-based payroll, and gainsharing. Fourth, state personnel performance

management. Performance management is a system built to manage organizational and

employee performance and integrate organizational performance management with

employee performance. Organizational and individual performance have complementary

focuses and targets, so organizational strategy management cannot be separated from

personnel management strategies as part of organizational planning. Finally, state

personnel development aims to overcome the competency gap between employees and

current job demands. In addition, development is also carried out to prepare candidates to

have competency proficiency according to the needs of future jobs and to support the

employees' career development.

This reform in the development of state personnel is the focus of the sub-system in

personnel reform, which is relevant to the problem of competency gaps that occur in

Indigenous Papuan Soldiers in the XVII/Cenderawasih Military Regional Command area.

This does not mean that other subsystems, ranging from recruitment and selection,

performance management, and compensation, do not require reform, but what is more

targeted with the problem of OAP soldiers' competency gaps is to improve and develop

the competence of recruitment results, which is a wise responsibility in dealing with these

problems. Ideally, the recruitment process is carried out in such a way as to obtain the

best quality resources to fill the available positions. However, affirmation is another story

that cannot be ignored in a country with a level of ethnic, cultural, and historical

background diversity, such as Indonesia. The outcome of the recruitment, including the

soldiers recruited through the affirmation program, is a decision that has become the

state's responsibility. The TNI strategic plan aims to realize the professionalism of

soldiers, but it is also the responsibility of the state to maintain and improve the

professionalism and welfare of soldiers. Professionalism can be improved through

competency development, which is a step to improve the welfare of soldiers non-

financially, which can be in the form of career advancement in the future.

With all the changes in the country's personnel system, the military organization

must also be able to adapt to these changes. The revision of the State Civil Apparatus

Law, which was just passed by the House of Representatives of the Republic of Indonesia

(DPR RI) on September 30, 2023, has accommodated a more dynamic career system with

the application of a competency-based merit system. Certain positions in the TNI can now

be the purpose of career mobility of civil servants, and vice versa, as contained in article

19, which reads, 'Certain ASN positions can be filled from a) soldiers of the Indonesian

National Army, and b) members of the National Police of the Republic of Indonesia; and

article 20 which reads 'Civil servants may occupy positions within the Indonesian

National Army and the National Police of the Republic of Indonesia by the required

competencies.' So, soldiers must not be left behind in competency development.

Therefore, reform in this development subsystem is the most appropriate implementation

because of the competency gaps in OAP Soldiers in Kodam XVII / Cenderawasih.

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Design of Soldier Development Reform through an Integrated Competency

Development Model

Appropriate reform strategies are carried out to develop OAP soldiers using a

comprehensive approach. This comprehensive strategy is considered appropriate for the

problem of the OAP soldier competency gap, considering that military organizations such

as Kodam XVII / Cenderawasih have strong leadership characteristics. In contrast, the

Commander of Kodam XVII / Cenderawasih, which Major General TNI Isaac

Pangemanan currently holds, has the characteristics of a firm and charismatic leader with

a background in the position of leading and controlling troops in the Military Resort

Command (Korem) 172 / PWY which is carrying out operational tasks in the Papua

region. The second consideration is the right time; where since the last two years, the

massive acceptance of OAP soldiers for the affirmation route has significantly increased

the number of OAP soldiers in Kodam XVII/Cenderawasih, so competency development

actions need to be taken immediately to avoid a protracted competency gap that will have

a more significant impact on individual and organizational performance.

Reforms in the human resource development system of OAP Soldiers are closely

related to competency development. Changes that need to be made are to the competency

development system, which has been based only on the needs of the position. This causes

soldiers to be reluctant to be involved in development programs for various reasons,

ranging from reluctant to get out of their comfort zone at work, reluctant to be given a

stricter task if they keep getting the same salary, and the absence of individual soldier

involvement so far in the career planning process, so they think they have good

competence or do not have the same in a military work environment that is seen as relying

solely on physical advantages. Even though these views are obsolete and are not by the

expected goals of military professionalism. Military professionalism demands

competence.

Since David McClelland (1973) published his article "Testing for Competence

Rather than Intelligence," academic ability and knowledge alone are seen as not

necessarily indicative of one's performance or success. Meanwhile, individual character

and competence reflect one's high performance better, so competency terminology

emerges that is more used in human resource management. The typology of competencies

in this study is based on the concepts built by (Venesaar et al., 2021), which are grouped

based on their application, including conceptual and operational competencies. Moreover,

based on its scope, it is grouped into occupational and individual competence.

Occupational competence consists of conceptual aspects, including cognitive,

knowledge, and understanding, and operational aspects, including functional

competencies, psycho-motor, and applied skills. At the same time, personal competence

consists of conceptual aspects, which include meta-competence and learning abilities, as

well as operational aspects, which include social competence, including attitudes and

behaviors. Therefore, competency development reform for Soldiers needs to be directed

at the target of mastering the four competency typologies. The classification of

competencies possessed by OAP soldiers can be explained in these four classifications

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based on their application as conceptual and operational competencies, as well as in both

work and individual applications.

(Hafied et al., 2022) has paved the way for professional development through a

competency framework built on four key factors, namely (1) performance criteria

developed about life outcomes, including employment, (2) assessments designed to

reflect changes in learning, (3) providing the information necessary to improve

competencies, and (4) the use of realistically observable performance measures. So,

according to him, to understand the performance of the position, a person must be

evaluated by his job responsibilities. This evaluation assesses work-related competencies

to be considered in competency development programs to improve performance that will

be carried out next.

Industrial Organisational Psychology in 1997 reviewed the application of

competency models, compared them with job analysis models, and noted the advantages

and weaknesses of each technique. One of the advantages of competency models over

traditional job analysis models is that they are often related to business objectives and

organizational strategies and provide direction toward core competencies. Then, in 1990,

the United States Office of Personnel Management (OPM) began to develop a

competency model by combining aspects of traditional job analysis, resulting in a

competency model that has an empirical basis.

Lucia and Lepsinger (1999) explain that competency models identify critical

success factors of organizational performance. According to Spencer et al. (1997),

competency assessment is used to assess the extent to which a person has these critical

competencies. So, in the 1990s, competency-based Human Resource Management was

called 'competency-based HRM.

The development of this model is an organizational response to external turmoil

and changes that demand flexibility in the organization and the need for competitive job

design, resulting in a shift in approach from traditional work-based to competency-based

systems. This shift in competency-based systems has affected organizational goals to

identify critical abilities and successful job performance and assign employee tasks based

on their abilities or competencies, not the position or job. So, the focus is no longer on

the job or requirements but on employees with competencies that form the basis of human

resource management practices, such as in the selection process, performance

management, training, and development and reward management.

(Holbeche, 2018) recognize that competency development is an integral part of

competency management. Competency management is defined (Holbeche, 2018) as an

effective means commonly applied in organizations to select, classify, assess individuals,

manage careers, and develop and assess their performance. (Holbeche, 2018) created a

model to combine different stages in competency development in an organization, and it

is a process that will never end. This means that the integrated stages in the competency

development cycle start with a competency assessment, and then a personal development

plan is made. The competency development process will involve education, training, on-

the-job learning, and career management. As a result, a person's staffing performance will

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be achieved. And so on, and will return at the assessment stage to develop other

competencies further. These stages are described by (Holbeche, 2018) in Figure 2.

Figure 2. Integrative Model of Competency Development

Sumber: De Vos, dkk (2001) dalam Shaw-Chiang Wong (2020), Competency Definition,

Development, and Assessment: A Brief Review. International Journal of Academic Research in

Progressive Education and Development, September 2020, Vol.9, No. 3, 95-114.

Competency development needs to consider a thorough analysis of the work

environment, linking competencies with the organization's vision, mission, goals, and

values, future job requirements, and suggestions and input from various stakeholders.

In addition, there are several techniques in identifying and developing

competencies, as noted by Chung and Wu (2011), based on those developed by

researchers, including interview techniques, Delphi or expert panels, surveys,

competency database models, analysis of job functions and tasks, and direct observation.

Among these techniques, the classical approach recommends relevant competency

development techniques for future use. It has been tested in various sectors, including the

military, health, and education. Spencer and Spencer (1993) arrange six stages for

classical competency studies, as shown in the table below.

Table 2

Six Stages of Classical Competency Study

Stages

Action/Description

Defining effective

performance criteria

Identify sample criteria

- Hard outcome measurement

- Supervisor nomination

- Peer rating

- Customer ratings

- Best performance

- Lowest performance

Socio-economic context

Organizational

context

Training

On the job

learning

Career

management

p.s

ellf

dir

ect

hav

iou

employabi

lity

Competency

Management

Competency

development

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Data collection

Analyse data and develop

competency models.

Validate the competency

model.

Prepare for the implementation

of the competency model

- Observation

- BEI (behavioral Interview

Technique)

- Panel

- Survey

- Job duties

- Required competencies

- Identify the second sample

criterion

- IDX

- Test

- Rating

- Selection

- Training

- Professional development

- Performance appraisal

- Evaluation

Sumber: Spencer dan Spencer (1993) dan Wong, Shaw-Chiang. 2020. Competency Definitions,

Development, and Assessment: A Brief Review. International Journal of Academic Research in

Progressive Education and Development. September 2020. Vo. 9, No. 3, 95-114.

Here, human resource development has a vital role in formulating appropriate and

necessary strategies to, in addition to developing individual competencies, attract

individual involvement in the development programs prepared. Therefore, it is necessary

to measure the competencies that are components to determine what kind of development

program needs to be applied to each individual according to different needs. Competence

assessment among Soldiers has been applied as an obligation to work programs and

budget absorption only so that in its application, the assessment results cannot be a

reference in designing development programs. This needs to be addressed to realize a

better soldier career development system.

Competency development is also inseparable from career development. Career

development includes career planning and career management. Simamora (2001) defines

career planning as the identification process of individuals taking steps to achieve success

or career goals. At the same time, career management is the process of selecting,

assessing, assigning, and developing, carried out by the organization to its employees to

provide quality human resources for meeting future needs.

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Figure 3

Career Development Model

Competency development strategy with integrated model De Vos (2005) which

includes stages of assessment, personal development planning; implementation of

competency development programs covering education, training, OJT, and career

management; and leading to self-directed behavior to perform well, which is implemented

continuously integrated with the career development model (Simamora, 2001) is a

recommendation that is expected to provide changes in the development of OAP Soldiers'

competencies so far. The competency development design of OAP Soldiers in Kodam

XVII/Cenderawasih can be described as follows.

Figure 4

OAP Soldier Competency Development Model Design

First, the assessment process needs to be carried out through a competency

assessment of OAP soldiers, both from the perspective of competency needs for the

organization and self-development needs for the soldiers themselves. At the assessment

stage, from the perspective of this organization, classical methods can be used, starting

from identifying effective performance criteria, identifying sample criteria, collecting

data, analyzing data, and developing appropriate competency models. Meanwhile, the

assessment to see the competency needs of each individual is carried out on all soldiers

according to the competency needs required in each position currently occupied and

1. Assessment

Identify

effective

performance

criteria

measure the

competence of

soldiers

2. Personal

Development

Planning

3. Competency

Development

Program

(Goal)

Professi

onal and

prospero

Soldier

Career Planning

(individual)

Career

Management

(organisasi)

Reforms in the Competency Development Strategy of Indigenous Papuan Soldiers in Kodam

XVII/Cenderawasih

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2247

projections of future positions. Thus, competency development itself cannot be separated

from career development.

Second, a personal development plan is carried out that is adjusted to the results of

the competency assessment of each individual and the performance criteria for each

position. Then, at this planning stage, it is necessary to consider individual career

planning. Individual career planning is essential in preparing soldiers' personal

development plans to ensure the direction of competency development that will be carried

out in line with future career plans. It is necessary to give authority to the individual to

plan his future career to motivate them to continue to develop. Meanwhile, individual

career planning itself cannot be separated from career management implemented by the

organization, so individual plans to develop themselves with organizational needs remain

in line and continuous.

Third, the competency development model is prepared based on the results of the

competency assessment analysis and by considering personal development plans and

individual career plans. Competency development can be in Education, Training, OJT,

and career management. The choice of the form of a development program to be carried

out is adjusted to the target competencies to be achieved.

The success of this development program will be seen from the achievement of the

goals of the development itself. In this case, developing OAP Soldiers aims to eliminate

the competency gap and realize professional soldiers. So, the stages in this development

model do not stop but are carried out continuously back again at the assessment stage to

evaluate the achievement of development that has been carried out and develop better

programs to increase the success of achieving goals.

Conclusion

One problem in the organization of Kodam XVII / Cenderawasih in human

resources today is the competency gap between OAP and non-OAP Soldiers. This

problem is the impact of implementing affirmative action policies in soldier recruitment

over the past three years. Recruitment system reforms are a suitable solution to the root

of this problem. However, the affirmation policy has its own story, so those recruited to

be part of Kodam XVII/Cenderawasih soldiers need to be the focus of attention. The fate

of OAP Soldiers has become uncertain with the development of the personnel system that

demands adequate competence and is increasingly dynamic. Efforts to develop the

competence of OAP Soldiers have not been effective enough to eliminate the competency

gap, so reforms to this sub-system need to be carried out immediately within Kodam

XVII/Cenderawasih.

This OAP soldier competency development reform strategy uses a comprehensive

approach that considers timeliness and the existence of solid leadership character within

Kodam XVII/Cenderawasih itself. The strategy adopts an integrated competency

development model combined with a career development model that involves individuals

planning their personal and career development. This is necessary to increase the

motivation of OAP Soldiers to continue to develop and improve their competence to

Anis Misiyanti, M. Azis Muslim

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2248

compete fairly in the merit system, which will be a guideline for the country's civil service

system in the future. Especially with the ASN Bill passed by the House of Representatives

of the Republic of Indonesia, which provides openness for career mobility of both civil

servants and TNI / Polri so that it demands adequate competence and can compete.

Reforms in the Competency Development Strategy of Indigenous Papuan Soldiers in Kodam

XVII/Cenderawasih

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2249

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