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Abstract
The quality of policy formulation greatly influences the quality of services provided by ministries, in this case the Ministry of Industry which considers it necessary to provide opportunities to increase the capability of the State Civil Apparatus through Regulatory Impact Assessment (RIA) training. The purpose of this writing is to show the process of implementing one of the five materials presented in the RIA training series, namely the Introduction to RIA material, which was held at the initiative of one of the Institutions at the University of Indonesia in November 2022. The material presented to participants referred to a number of views. including from the OECD. The method of delivering material through the provision of material and exercises in class. To ensure there is a transfer of knowledge, before delivering the material a quiz is also carried out at the end of the material. The quiz scores shown by the participants increased when compared to before and after.
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References
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- OECD. (1997). GOOD PRACTICES IN THE DESIGN AND IMPLEMENTATION OF RIA SYSTEMS . (https://www.oecd.org/gov/regulatory-policy/35258309.pdf)
- Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual & Developmental Disability, 34(3), 266–274. https://doi.org/10.1080/13668250903093125
References
Bayne, S. (2015). What’s the matter with ‘technology-enhanced learning’? Learning, Media and Technology, 40(1), 5–20. https://doi.org/10.1080/17439884.2014.915851
Becerra, Z. M., Fereydooni, N., Kun, A. L., McKerral, A., Riener, A., Schartmuller, C., Walker, B. N., & Wintersberger, P. (2020). Interactive Workshops in a Pandemic: The Real Benefits of Virtual Spaces. IEEE Pervasive Computing. https://ieeexplore.ieee.org/abstract/document/9379954
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404
Kurniawan, T., Muslim, M. A., & Sakapurnama, E. (2018). Regulatory impact assessment and its challenges: An empirical analysis from Indonesia. Kasetsart Journal of Social Sciences, 39(1), 105–108. https://www.sciencedirect.com/science/article/pii/S2452315117306197
la Duke, P. (2017, August). How to Evaluate Training: Using the Kirkpatrick Model. Professional Safety, 20–21.
Martin, B. O., Kolomitro, K., & Lam, T. C. M. (2014). Training Methods. Human Resource Development Review, 13(1), 11–35. https://doi.org/10.1177/1534484313497947
Mor, Y., & Winters, N. (2007). Design approaches in technology-enhanced learning. Interactive Learning Environments, 15(1), 61–75. https://doi.org/10.1080/10494820601044236
Moskaliuk, J., Bertram, J., & Cress, U. (2013). Training in virtual environments: putting theory into practice. Ergonomics, 56(2), 195–204. https://doi.org/10.1080/00140139.2012.745623
OECD. (1997). GOOD PRACTICES IN THE DESIGN AND IMPLEMENTATION OF RIA SYSTEMS . (https://www.oecd.org/gov/regulatory-policy/35258309.pdf)
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual & Developmental Disability, 34(3), 266–274. https://doi.org/10.1080/13668250903093125