T H E I M PA C T O F OR G A NI Z A T I ONA L C UL T UR E T O
G UI DA NC E A ND C O UNS E L I NG T E A C H E R S PE R F O R M A NC E
A T S A L A T I G A
Y ar i D wik ur naningsih
Universitas K risten Satya W acana Salati ga, D iponegoro 52- 60 S alati ga, Indonesia
C orresponding e-mail: yari_ bkuksw@ yahoo.com
A b s trac t: T he objecti ve of the study was to the examine the impact of the organizational culture on the performance of the gui dance and counseling teachers at Salati ga. D ata was collected through the administration of organizational culture scale based on R obbi ns ( 1998) ; consisting seven dimensions covering twenty-ei ght items. W hereas to measure the performance of the guidance and counseling teachers was administered performance scale based on B ernadi n and R ussel (1998). T he collected data was then processed and anal ysed using path anal ysis. Path anal ysis was employed to i nvestigate the impact of the organizati onal culture simultaneousl y as well as partiall y on the performance of the gui dance and counselling teachers. T he study established the foll owing findings: among the six aspects of the organizati onal culture, the attention to detail aspect and the outcome orientation aspect significantl y impacted on the performance of the guidance and counseling teachers, but the four aspects, namely the people orientation aspect, the team orientation aspect, the aggressiveness aspect and the stability aspect did not impact significantl y on the performance of the guidance and counseling teachers. B ased on the study findings, the E ducation Office, the School Headmasters and the other school personnel’s may uti lize thi s research findi ng in order to improve the organizational culture which positi vely has impact to the performance of the guidance and counseli ng teachers at S alatiga.
1. I NT R O D UC T I O N
Guidance and counseling is in general, a conscious attempt by the counselor towards her students in order to reach independence in the whole process of life as an individual, group, family, or society. A ccording to Natawidjaja (2008) , guidance helps individuals to gain their self-development optimally as social beings. A competent and well-managed counselor teacher is needed for an optimal service for students’ needs.
In real practice in schools, there are still drawbacks in guidance and counseling activity. A research by D wikurnaningsih ( 2011) was held to 62 counselor teachers in high schools and vocational high schools in S alatiga- C entral J ava, in order to find differences in the work performance of counselor teachers based on the teacher’s certificate achievement and educational background (other than Guidance and C ounseling E ducation) . Mostly the performance fell on the moderate level. T here was no significant performance difference between teachers with educator certificate and those without certificate. A lthough, there was a different result based on the education background variable. A research by K iki A riningyas and Y ari D wikurnaningsih ( 2014) to counselor teachers in S alatiga also showed similar result, tht the points fell in the moderate level. T he research also investigated the correlation of the professional competency mastery of guidance and counseling teacher with the work performance, revealed a result that there was no correlation of the competence mastery and the work performance, nevertheless, it was influenced by other factors. E ndang J uliana (2014) held a research about the correlation of teacher’s welfare and performance, that showed a result that there was a significant influence. T eachers with better welfare showed hi gher performance, and applied equally when the welfare was low, the performance was in low points as well. T he welfare included the certainty of the carrier, chance to sound aspirations and development, the assistance in work, reward to achievement, and proper treatment. It could be concluded that welfare
by this means was happiness, prosperity, and peace in physical and psychological aspects. T eacher’s prosperity can be achieved when supported with a culture of good organization. A survey in 2015 to 5 schools in S alatiga showed some issues that many of the guidance and counseling teaching staff did not hold the degree, the number of teacher was insufficient to cope with the number of students, a lot of teacher works double-responsibilities of teaching hours on other subjects or any irrelevant assignment to do, there was no room available for counseling, inadequate fund, and lack of cooperation and coordination from other personnel in school. T hose things were caused by insufficient knowledge of the principal and the staff. T here was a mi sunderstanding of the existence of guidance and counseling affected the behavior of the school personnel and the students towards counselor teachers and the offered services. C ounselor teachers often felt uncomfortable and having lack of support from the school in administering the jobs. Good quality care would be seen if there was a synergy among the principal, vice principal, teachers, and staff to give the best service for students. T his will be realized if the school had a conducive working environment and culture.
and L eadership towards the Staff’s Performance. B ased on those phenomena, this research was carried out by bringing out the topic of the influence of the organizational culture towards the performance of the guidance and counseling teachers in S alatiga.
2. T H E O R E T I C A L B A C K G R O UND
2.1 T he O rganizational C ulture
T he organizational culture according to Moeljono Djokosantoso (2003) was the dominant values spread out in the organization and reffered as the staf’s working philosophy. S usanto ( 1997) stated that organizational culture acted as guiding values to human resources to face external problems, and an attempt to adjust the integration in the organization, requiring every member to understand the values and how they must behave. W hereas W irawan ( 2007) described the organization as norms, values, asumptions, beliefs, philosopy, habit of an organization that had been developed in a time span by the founders, leaders, and members of the organizations, which later being socialized and taught to new members and applied in organizational activities, influencing the mindset, attitude, and behavior of the members in producing, giving service, and reaching the goals. K reitner and K inicki ( 1995) assumed the organizational culture was a social bond that tied together the member of the organization. It seems that to unify the diverse characters and personalities, there should be a social bond. E xperts opinions above depicted the organizational culture is values, belief, philosophy, habit that become a bond to the members in order to reach the goal together.
R obbins (1998) defined te organizational culture as a shared meaning system embraced by the members that distinguish their organization from any other organization. Moreover, he stated that "a system of shared meaning held by members that distinguishes the organization from other organization. T his system of shared meaning is, on closer examination, a set of key characteristics that the organization values”. R obbins explained the characteristics of organizational culture as follows: (1)
innovation and risk taking, meaning the organizations rigor to push the workers to be innovative and dare to take risks, as well as to apreciate the risk taking action and arousing ideas among workers. T he application in gudance and couseling field then is to implement new methods for students; ( 2) A ttention to detail, meaning how demanding is the organization for thoroughness, analysis, and care for details. T he application to the guidance and counseling teachers is to design couseling program, time allocation, personnel, and the targets; ( 3) Outcome orientation, meaning the attention of the organization to the outcome rather than techniques and process to get the result. T he application to the guidance and counseling is for the principal to monitor the execution of the program and to evaluate the result; (4) People orientation, meaning how far the management’s desicion consider the effects to the people in the organization. T he application in guidance and counseling is to put motivation and reward for all staff participating in guidance and counseling from the principal; (5) T eam orientation, as how to organize jobs to teams, not onlyl to individuals to support cooperation. T he application are for instance: the support from the principal to work together in a team in administering the guidance and counseling program, and to keep good relationship among partners from other team; ( 6) A ggresi venes, meaning the eagerness and competitiveness of the people in the organization to run the culture well. T he application would be: understanding student’s needs to guidance and counseling service, prioritizing students’ concern, increasing self-quality through independent learning, seminars, workshops, discussion through the proffesion organization; ( 7) S tability, is about how far the organization insist the status quo as contrary to growth. T he application would be the monitoring to performance, work evaluation, and reward by the principal and the coordinatior of guidance and counseling teachers.
2.2 Organizational Performance
be reached and reflects the success of the manager. Performance is the result obtained by the organization member’s behavior ( Gibson, 1998) . Mangkunegara (2004) defined performance as the result of work in quantitative and qualitative accomplished by a worker in doing his/her job according to the responsobility given. In the view of human resource management, it is the accomplishment of what have been done by someone in his/ her job. A s Prawirosentono ( 2008:20) said that performance was a working result by someone or a group in an organization according to their own responsibility in order to reach the organization’s goal legally, law-abiding, and morally and ethically appropriate. It is in line with B ernarding and R ussel ( 1998) that “performance is defined as the record of outcomes produced on a specified job function or activity during a specified time period”. B ased on those definitions by experts, it is concluded that organizational performance is a result of work either in quantity and quality, attained by the organization from the behavior of the workers.
S imamora (1999) described that although all organization had the basic main goal s to asses the workers’ performance, there were huge variations in using y the organization based on the information from the performance assessment system. A s Handoko mentioned ( 1998) that the factors were: reliability, initiative, attendance, attitude, cooperation, ang work quality.
T he gudance and counseling teachers performance in this research are seen from the the execution of task and responsibility, covering some elements such as: ( 1) D oing feasibility and need assessment for the service; ( 2) Planning guidance and counseling program for certain time allocation, held on daily/ weekly/ monthly/ semester/ annual basis; ( 3) C arrying out the service; ( 4) A ssessing the activity; ( 5) A nalyzing the result of the service; (6) Giving feedback based on the result; (7) Putting the program into administration; (8) R eporting the task thoroughly to coordinator of guidance and couseling and the principal; ( 9) C ollaborating with subject teachers, the homeroom teacher,
and other related part in giving the guidance and counseling service.
T he components to performance assessment as what B ernadin and R ussel ( 1998) stated were: ( 1) Quality, which is the closenes of the result of perfection or as expected. T his applies to guidance and counseling for the quality service, assessed based on the goal achievement of the service; ( 2) Quantity, meaning the number of the service, the amount of money obtained, and the activities that have been finished. In guidance and couseling, the application will be the number of the service through classical practice, group or individual service; ( 3) T imeliness, that is about how far the activity has been done in a gi ven time considering other output coordination and the time allocation for other activities. Guidance and counseling see it from time availability with the counseling program; (4) C ost effectiveness, that is the use of resources ( man, budget, technology, and facilities organization) to reach highest result. T he application will be budgeting and the expenses, staff organization, and the use of technology and facillities; ( 5) Need for supervisor, that how well someone do the job without being supervised to avoid unwanted actions. T he application to guidance and couseling is similar as described; (6) Interpersonal impact, that is keeping the dignity of the staff, good name, and good cooperation among partners and subordinates. T he application is to hold firm the ethical code of guidance and counseling, cooperation among the staff and supporting party, coordination between the principal, coordinators, and teachers.
3. R E SE A R C H M E T H OD S
was written based on R obbins theory ( 1998), covering seven aspects of inovation and risk taking, attention to detail, outcome orientation, people orientation, team orientation, aggressiveness dan stability. T he assessment of teacher’s performance was with the scale based on B ernadin and russel ( 1998) covering si x aspects of quality, quantity, timeliness, cost effectiveness, need for supervisor dan interpersonal impact. Data analysis techniques was done with path analysis to find out the influence of organizational culture simultaneously and partially towards the work performance.
Picture 1. Path A nalysis
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T he organizational culture was measured based on 7 aspects, resulting that 2 of 7 aspects were in strong category that were the outcome orientation and people orientation aspects. F ive other aspects were in moderate category, namely the inovation and risk taking, attention to detail, team orientation, aggressiveness dan stability. T he lowest two to try new techniques in giving the service.
T he assessment of the performance was measured eith 6 performance aspects, resulting 2 aspects in strong category, which were the quantity and cost effectiveness aspects. W hile 4 other aspects, namely the quality, tmeliness, need for supervisor dan interpersonal impact aspects were in moderate level, and the needd for supervisor aspect was at the lowest position which means the guidance and counseling teachers needed attention and monitoring from the principal in doing their job. A research by A gung (2008) showed the role of the principal in performing the counseling service in high school aand vocational high school in Salatiga was at the moderate level, and some aspects were in low level. T his also showed the guidance and counseling teachers did not get enough attention, support, and reward/ supervision.
A simultanous test was done to find out the influence of organizational culture towards teacher’s performance as a whole, using A NOV A with an F -test. T he test result was done with SPS S program. T he F value was 7.401 with sig value = 0,000. Meaning that in altogether the organizational culture influence the work performance of guidance and counseling teachers. T his finding was in line with what K oesmono ( 2005) found out in T he Influence of Organizational C ulture Middle Scale W ood Processing in E ast J ava that revealed the organizational culture positively influenced the employees’ performance. T his also sounded with S oedjono’s research (2005) towards the organizational performance and employees’ work satisfaction in public transport station in S urabaya, that showed significant result. However, it contradicted to Masrukhin and W aridin’s (2004) result of insignificance of the W ork Motivation, W ork S atisfaction, Organizational C ulture, and L eadership T owards E mployee’s Performance.
strong or weak, each has the effect on the employees’ performance.
Moreover, to find out the organizational culture partially towards teacher performance, the path anaysis was undertaken. B ased on the research data analysis, the result showed: ( 1) the coefficient of path X 1 (innovation and risk taking) to Y ( performance) was significant with the score = 0.017; (2) the coefficient of path X 2 (attention to detail) to Y was significant with the score sign= 0.028; ( 3) the coefficient of path X 3 ( outcome orientation) to Y was significant with the score sign= 0.021; ( 4) the correlation coefficient of X 4 (people orientation) to Y was significant with the score sign= 0.046; ( 5) the coefficient of path X 5 ( team orientation) to Y with the score sign= 0.034; ( 6) the coefficient of path X 6 (aggresiveness) was not significant with the score si gn = 0.286; ( 7) the coefficient of path X 7 ( stability) to Y was significant with the score sign = 0.026. B ased on those analysis, there was only one from seven aspects of organizational cultures which was the aggresiveness that did not positively ans significantly influenced the performance of the teacher. T his results depicted the influence of organizational culture in partial towards teacher performance, is by then supports R obbin’s theory (2001), especially when the seven aspects are strongly embraced, believed, and carried out by the emlpoyees. S tronger organizational culture will affect the employees’ performance.
5. C O NC L USI ON
B ased on the anal ysis and discussion, there are some conclusions as described:
5.1 T he organizational culture significanlty and positively influence the work performance of guidance and couseling teachers.
5.2 Out of seven aspects of organizational culture, six aspects significantly and positively influenced the performance of guidance and counseling teachers. W hile one aspect that did not significantly and positicely affected the performance was agresiveness.
T he practical implication of this research findings is to do attempts to increase strong organizational culture through: ( 1) giving motivation and reward for the teachers to increase their competence and commitment for the job; (2) giving motivation and chances for the teachers to join scientific events that help them to be more innovative in giving the service; (3) increasing the principal’s and other staff’s understanding about guidacne and counseling service, so that the counselor teachers can function well; ( 4) increasing coordination with the staff so that the guidance and counseling service can be team-oriented functioning as the executor of the service; ( 5) increasing supervision for the counselor teachers to overcome the difficulties in offering the service.
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