IMPLEMENTING 360-DEGREE FEEDBACK TO IDENTIFY DEVELOPMENT AREAS FOR SUPERINTENDENT MINING OPERATION DIVISION A CASE STUDY IN PT KALTIM PRIMA COAL

• Main Author: Rimbayati, Wiwin
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/62461
• Institution: Institut Teknologi Bandung

PT Kaltim Prima Coal (KPC) is a coal mining company operating in East Kalimantan, Indonesia. KPC employs more than 4000 people in its businesses. To ensure the employee's competencies fit the company requirements, an annual assessment is carried out for the first 3 (three) years of occupying a specific position. However, after completing 3 (three) years of development, no re-assessment of competence is carried out. Meanwhile, KPC is recognized that managing employee's performance necessitates ongoing development. Employees in higher-level positions, on the other hand, typically receive less feedback from others. This is because it is assumed that employees in higher positions are, by definition, more capable. Another explanation is that people are hesitant to provide feedback to higher position employees due to the culture. Furthermore, employees, particularly leaders, are extremely busy at work and have little time to conduct self-assessment and analyze their level of competence. Based on the above conditions, the authors conducted a 360-degree feedback competency re-assessment to find areas of improvement for employee development, productivity, and performance. This study was delivered to Superintendent Mining Operation Division (MOD) by collecting feedback from people's knowledge in the circle of influence of the survey subjects: superiors, peers, subordinates, customers, and self-assessment. Data intake was retrieved online with a competency-based measuring tool, which includes core competencies and managerial competencies. The survey result shows that the bottom 3 competencies which need to be developed based on selfassessment are Work Planning and Management, Continuous Learning, and Business Acumen competencies. While based on others observations, Work Planning and Management, Client Focus, and Developing Others competencies. Overall, MOD Superintendents rated themselves higher than others across all competencies; superiors rated higher than subordinates; and internal and external peers were lower than others. 69% of respondents give feedback in the rating 5 and 6, 29% give feedback in the rating of 1 to 4, and 2% N/A or have no idea on the items. Based on the survey, the core competencies and technical results are the strengths of the MOD Superintendent. At the same time, the dimensions that are still being developed is Managerial Competency. The impact of 360-degree feedback will be very limited if the process ends after the subjects receive their feedback report. The survey will give benefit the company and individuals if it is followed up with the development programs. Therefore, at the end of this report, the author suggested the 70-20-10 development program framework. 70% is an Experiential Learning model where learning is done through task assignments, problem-solving, or rotation programs. 20% is Social Learning, where learning occurs by learning and observing other individuals, for example, coaching and mentoring. While 10% is a Formal Learning model. Formal learning is divided into two strategies, face-to-face and online learning. Face-to-face learning is usually delivered in classrooms, such as instructional sessions, seminars, or workshops. In contrast, online learning could be delivered by virtual meetings or utilized web-based learning platforms. Ultimately, to create an organizational climate in which individuals feel comfortable receiving and providing feedback, it is advisable to conduct regular 360-degree feedback surveys. That way, performance improvements or behavioural changes can be measured.