Facilitator Competencies Gap Analysis in the Implementation of Distance Learning Model for CPNS Training in Ministry of Transportation

Abstract

Digital transformation has significantly reshaped civil service training, including the implementation of distance-based Basic Training for Civil Servant Candidates (Latsar CPNS). This study examines participants’ perceptions of facilitator competencies, identifies gaps between expected standards and actual practices, and outlines implications for competency development. A quantitative approach was employed using a structured questionnaire administered to 432 CPNS participants in the Ministry of Transportation. The instrument measured three competency domains: learning management, personality and social relations, and substantive technical competence. Data were analyzed using descriptive statistics with reliability and validity testing. The findings indicate that facilitators are generally perceived as competent in delivering distance learning. However, notable gaps remain in the contextualization of learning materials, the level of interactivity, and the pacing of delivery. These gaps are particularly relevant given participants’ preference for practical, engaging, and technology-supported learning. The results underscore the need to strengthen facilitator roles within the Civil Servant Competency Development framework, emphasizing integrated learning, continuous development, and alignment with workplace application to support effective competency development in the digital era.