SUMMARY
Penelitian ini bertujuan untuk mengetahui, mendeskripsikan, menganalisis, memaknai, dan menafsirkan efektivitas penyelenggaraan Diklat Jabatan Fungsional Auditor (JFA) yang meliputi perencanaan, pelaksanaan, evaluasi program, penerapan hasil diklat, dan diakhiri dengan memberikan rekomendasi penyelenggaraan Diklat JFA yang efektif. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa metode wawancara, observasi, dan studi dokumentasi. Dari hasil penelitian dapat disimpulkan bahwa Diklat JFA kurang efektif disebabkan dalam merencanakan Diklat JFA belum dilakukan analisis kebutuhan secara komprehensif. Dalam merancang sasaran diklat belum spesifik, sulit diukur, dan belum ada kurun waktu. Pengembangan kurikulum, materi diklat, dan panduan diklat belum disesuaikan dengan tuntutan kebutuhan pengguna. Alat bantu pembelajaran kurang berfungsi dengan baik. Pemilihan widyaiswara belum dilakukan sesuai kompetensinya, serta tidak pernah dilakukan seleksi peserta. Dalam pelaksanaan diklat, widyaiswara kurang kreatif menarik minat peserta, dan metode pembelajaran kurang variatif. Evaluasi terhadap peserta diklat belum dilakukan. Berkaitan dengan penerapan hasil diklat, rancangan transfer pembelajaran belum dibuat, beberapa hasil diklat belum diterapkan dalam pekerjaan, serta belum ada indikator kinerja auditor. The purpose of this study is to determine, describe, analyze, and interpret the effectiveness of education and training arrangement for Auditor Functional Position, which includes planning, implementation, evaluation of the training program, transfer of training, and the conclusion by providing recommendation how to arrange Education and Training for Auditor Functional Position effectively. The research used a qualitative approach through interview, observation, and documentary study methods. The results of research showed conclusions that Diklat JFA is less effective because training needs analysis has not been done comprehensively yet. In designing the training objectives, has not been specific, difficult to measure, and has not had time period. Curriculum development, training material, and training guidance have not been adjusted with the demands of the users needs. Some learning tools were less functioned. Trainers has not been selected as their competencies, and participants selection was not been done. In implementing training, some trainers were less creativity to attract participants attention, and learning methods had less variety. Evaluation to training participants have not been done. According to training results application, training transfer design has not been made, some training results have not been able to implemented in workplace, and there have not been auditor performance indicators yet.