Volunteer Literacy

 

Oleh: Rinda Cahyana

Literasi Relawan adalah kemampuan seseorang dalam memahami berbagai jenis relawan, mampu menerima layanan yang disampaikan oleh relawan dengan baik, dan dapat memilah mana layanan relawan dan bukan relawan (Cahyana, 2021)

Volunteer Literacy is a person's ability to understand various types of volunteers, receive services delivered by volunteers properly, and differentiate between volunteer and non-volunteer services.

Relawan  adalah  orang  atau  kelompok  yang  berkomitmen  menyediakan  waktu  dan kemampuannya  untuk  membantu  kepentingan  umum  demi amal (Cahyana,  2016). Dalam konteks relawan TIK (Teknologi Informasi dan Komunikasi), kemampuan yang dimaksud merupakan bagian dari kompetensi dalam bidang TIK dalam batasan umum seperti penciptaan konten digital dengan perangkat lunak aplikasi kegunaan umum yang dimiliki oleh pengguna akhir, atau khusus seperti penciptaan konten digital dengan perangkat lunak pengembangan sistem yang dimiliki oleh umumnya pengguna spesialis. 

Volunteers are people or groups who are committed to providing their time and ability to help the public interest for the sake of charity (Cahyana, 2016). In ICT volunteers (Information and Communication Technology), the skills referred to are part of competencies in the ICT field in general terms such as digital content creation with general-purpose application software owned by end-users or specialized such as digital content creation with system development software owned by most specialist users.

Relawan TIK meliputi dua jenis, yakni Relawan TIK Pengembang dari kalangan pengguna spesialis yang dapat mengembangkan sistem; dan Relawan TIK Penggerak yang menerapkan sistem tersebut di tengah masyarakat (Cahyana, 2013). Hubungan di antara kedua jenis relawan dalam daur hidup pengembangan sistem sebagaimana tampak pada gambar di bawah ini: 

There are two types of ICT volunteers, namely ICT Developer Volunteers from specialist users who can develop systems; and ICT Mobilizing Volunteers who implement the system in the community (Cahyana, 2013). The relationship between the two types of volunteers in the systems development life cycle is as shown in the figure below:

Jenis relawan TIK tersebut selaras dengan pendapat O'Brian dan Marakas (2018) yang membagi sumber daya manusia dalam sistem informasi yang meliputi penguna akhir dan pengguna spesialis. Masyarakat selaku penerima manfaat layanan relawan TIK harus dapat memahami berbagai jenis relawan, sehingga memaklumi apabila Relawan TIK Penggerak tidak dapat menciptakan konten digital berupa perangkat lunak aplikasi.

This type of ICT volunteer is in line with O'Brian and Marakas's (2018) opinion, which divides human resources into information systems, including end-users and specialist users. Communities as beneficiaries of ICT volunteer services must understand the various types of volunteers, so they know that ICT Mobilizing Volunteers cannot create digital content in application software.

Relawan TIK menerapkan kompetensinya dalam layanan atau kegiatan tertentu yang membantu kepentingan umum atau memberi dampak kesejahteraan yang luas. Motifnya adalah amal, yakni perbuatan baik. Bagi Relawan TIK yang Berketuhanan YME, perbuatan tersebut mendatangkan pahala baik dari Tuhan yang bermanfaat baginya baik di dunia ini, ataupun di akhirat kelak. Relawan dalam bidang TIK menyampaikan layanan berupa (Cahyana, 2018):  

1. Layanan Informasi, meliputi aktivitas pencarian dan pembuatan informasi dalam beragam format serta penyampaiannya kepada pengguna informasi di dunia nyata dan dunia maya;
2. Layanan Perangkat, meliputi aktivitas pembelian atau pembuatan perangkat TIK, pemasangan dan pemeliharaannya (perbaikan dan peningkatan fungsi); dan
3. Layanan Pengguna, meliputi aktivitas pendidikan, pelatihan, dan bantuan teknis di dunia nyata dan dunia maya. 

ICT volunteers apply their competence in certain services or activities that serve the public interest or have a broad welfare impact. The motive is charity, that is, good deeds. For ICT Volunteers who believe in YME, these actions bring good rewards from God that are beneficial to them in this world or the hereafter. Volunteers in the ICT field deliver services in the form of (Cahyana, 2018):

1. Information Services, including the activities of searching and producing information in various formats and its delivery to users of information in the real world and cyberspace;
2. Device Services, including the activities of purchasing or manufacturing ICT devices, their installation and maintenance (repairs and enhancements of functionality); and
3. User Services, including education, training, and technical assistance activities in the real world and the virtual world

Masyarakat selaku mitra penerima manfaat harus mampu menerima layanan relawan dengan baik, misalnya tidak merasa terpaksa merima layanan tersebut. Relawan dapat mengupayakannya dengan merencanakan layanan sesuai karakter dan kebutuhan mitra. Masyarakat harus dapat memilah mana layanan relawan TIK (informasi, perangkat, pengguna) dan mana yang bukan, sehingga misalnya tidak meminta layanan pembiayaan kepada relawan TIK. 

The community as beneficiary partners must receive volunteer services well; for example, they do not feel compelled to accept these services. Volunteers can do this by planning services according to the character and needs of partners. The community must be able to sort out which ICT volunteer services (information, tools, users) are not so that they do not ask for financing services from ICT volunteers.

Secara umum, masyarakat harus dapat memilah mana layanan relawan untuk kepentingan umum demi amal; dan mana selainnya yang bekerja bagi Perusahaan Digital yang memasarkan layanan TIK berbayar bagi calon pelanggan atau memberikan dukungan teknis bagi pelanggannya. Kemampuan membedakan ini membuat masyarakat tidak memperlakukan petugas dari perusahaan digital yang melayaninya sebagai relawan, dan tidak berfikir layanan relawan akan seperti layanan berbayar perusahaan digital. 

In general, the public should be able to sort out which volunteer services are in the public interest for the sake of charity; and whichever otherwise works for a Digital Company that markets paid ICT services to potential customers or provides technical support to its customers. This ability to distinguish makes people not treat officers from digital companies who serve them as volunteers and don't think volunteer services will be like paid services for digital companies.   

DAFTAR PUSTAKA

• Cahyana,  R.,  (2016). Memfungsikan  Telecenter Sebagai  Pusat  Pembangunan  Ekonomi Digital di Wilayah Perdesaan dengan Melibatkan Relawan Teknologi Informasi. Bogor, Kementrian Komunikasi dan Informatika.
• Cahyana, R., (2013). Aktivitas dan Kompetensi Relawan Teknologi Informasi dan Komunikasi. Kemenkominfo RI, CV Insan Akademika. 
• O'brien, J. A., & Marakas, G. M. (2006). Management information systems (Vol. 6). McGraw-Hill Irwin.
• Cahyana, R. (2018). Integrasi Relawan Teknologi Informasi dan Komunikasi dalam Sistem Pendidikan Tinggi. JAS-PT (Jurnal Analisis Sistem Pendidikan Tinggi Indonesia), 2(2), 61-70.

Integration of Information and Communication Technology Volunteers in the Higher Education System

Introduction

Volunteers are people or groups who are committed to devoting their time and ability to help public interests for charity. People involved in volunteering are very varied, ranging from amateur to professional groups, young or old (Cahyana, 2016; Acevedo, 2005). Educational institutions are one of the places for volunteer recruitment and volunteer beneficiary partners (Cahyana, 2014; Attwood, et al., 2003; Musick & Wilson, 2007; Linda, 2000). Lecturers and undergraduate students can volunteer in order to carry out community service obligations.

Many volunteer organizations in Indonesia are engaged in various fields, for example, the Indonesian ICT (Information and Communication Technology) Volunteer. Throughout Indonesia, volunteers and ICT communities form it as a medium of communication, coordination, and collaboration to develop knowledge, skills, and attitudes that can advance the welfare and educate the nation's life with ICT (Kemkominfo, 2011). The purpose of forming Indonesian ICT Volunteers is in line with the obligation to serve the community (Kemenristekdikti, 2015). This community organization plans, implements, and oversees the development of the Indonesian information society and quadruple helix elements, including government, companies, universities, and others (Ministry of Communication and Information, 2011).

The information society is a new culture embodied by the freedom to access, create, distribute, and use the information for competitive advantage with ICT (Karvalics, 2007; Gudauskas, 2011). Building an information society within a specific geographic area requires many ICTs, human resources, and services. Continuous efforts are needed to change the condition of humanity from digital blindness to digital literacy until people realize the importance of mastery of information and ICT and can use ICT to access, create, distribute, and use information (Cahyana, 2014). It does not stop there; digitally literate people must also be digitally savvy, where the use of ICT and information succeeds in providing competitive advantages that are not self-defeating.

To change the condition of the community, ICT volunteers must carry out the following services in a sustainable manner in the community (Alisandi & Cahyana, 2015; Cahyana, 2014; Cahyana, 2015; Cahyana, 2016):

• Information Services, including activities to search and produce information in various formats and delivery of it to users of information in the real world and cyberspace;
• Device services, including activities to purchase or manufacture ICT equipment, installation, and maintenance (repair and improvement of functions); and
• User services, including educational activities, training, and technical assistance in the real world and cyberspace.

Efforts to change the condition of society in a large geographical area are not short-lived, so the managers of the ICT Volunteer Program need the availability of human resources every year. The community can volunteer to carry out these services. Recruitment must be periodic, considering that volunteering is not a permanent job. Communities can make commitments to volunteer for a certain period or only for one service assignment.

Higher education admits new students every year so that it has sustainable human resources. Academics from various fields of science can volunteer for ICT. Higher education institutions can participate in implementing an information society in their region in the form of community service activities with their partners. ICT Volunteer Organizations can become partners in these activities but must have the resources or something else needed by Higher Education to meet SNPT (National Higher Education Standards). This article describes the integration of ICT volunteers in the higher education system for intra-curricular and extra-curricular activities with the output according to the SNPT.

Integration Approach

Cahyana & Sagala (2017) have presented a higher education system model which includes: 1) input activities that collect real-world problems from partners or the application of science and technology; 2) the process of making solutions through teaching, research, and community service activities; and 3) output activities in the form of application of knowledge and technology that can change the condition of society as an effort to solve problems. Campuses can integrate ICT volunteers with the higher education system by making ICT volunteer activities part of the higher education system's input, processing, and output activities.

The principle of voluntary activity is voluntary. In the education system, every student can take part in learning that builds voluntary value in the initial conditions that are not voluntary. For example, at first, students were not happy to be involved in community service activities. Educators as mentors must be able to change these feelings and understand the importance of volunteering to help society. It is explained in SNPT that KKN is a form of community service learning and a means of applying attitudes and extracting knowledge and skills in religious and social life (Kemenristekdikti, 2015)

ICT volunteer services can be a community service learning activity. Among the community service learning activities according to SNPT is service to the community (Kemenristekdikti, 2015). ICT volunteer services include information services, device services, and user services. In this service, students apply knowledge in accordance with their field of knowledge with ICT by following the stages of increasing community capacity which include awareness / education, training, and post-training technical assistance. The expected benefit from community service learning, according to SNPT, is the use of ICTs which can improve life expectancy and community welfare.

The application of ICT Volunteers in community service learning includes three stages, as shown in the following figure:

In the curriculum of the Informatics Engineering study program at the Garut College of Technology, the ICT Volunteer course in the even semester is a debriefing stage; the implementation stage in the KKN / Real Work Lecture course for one month during long holidays or semesters between; and its closure in the KKN course in the odd semester of the following academic year.

The first activity is planning, which includes setting goals, objectives, and activities according to the university's strategic plan. These activities in the higher education change system model are part of control activities (Cahyana & Sagala, 2017). Planning determines the specifications of the beneficiary partners. The KKN committee can send request surveys to potential partners via the internet or door-to-door. Furthermore, students gain the ability to be able to provide services effectively and efficiently to partners. Each group can select beneficiary partners to build an excellent psychological atmosphere. Furthermore, the lecturer guides the group in delivering its services to partners.

Each group makes a KKN report with the guidance of the lecturer so that it is by the provisions. Then the assessment team evaluates the report a few days before and during the seminar. According to SNPT (Kemenristekdikti, 2015), the measurement of the benefits of KKN includes:

• Changes in attitudes, knowledge, and skills of beneficiary partners by program objectives;
• The potential for the use of science and ICT by the community in a sustainable manner; and
• The occurrence of student maturity.

Appraisers or audience in clarifying the final report or evidence of benefit in the seminar. Publication of the results of KKN in community service journals in the network to expand its advantages. The community service management unit or the ICT Volunteer organization as a program partner gives awards to all parties involved in KKN. ICT Volunteer Organizations provide opportunities for universities to obtain assessments at the regional, national, or international level.

Higher education institutions can integrate ICT Volunteers in student activities or community service carried out by the management unit or lecturers. The implementation team can carry out the program incidentally or programmed for one semester or more. The results of the service can be used as input for research by lecturers or students.

The campus ICT Volunteer Organization can carry out the program life cycle as shown in the following picture:

ICT Volunteer members include functional groups that carry out services in the community and structural groups that manage organizations and run organizational work programs.

A variety of organizational activities can prevent members from getting bored. Members can move from one functional level to another with certain conditions. The levels can include trainers for prospective members and administrators, organizational managers / administrators, and off-campus organization pioneers (Cahyana, 2014; Cahyana, 2015). Managers can realize their functions in the form of internal services to assist the management. The existence of this member is important considering that the development of an information society is carried out continuously.

Partnership

Higher education builds partnerships in the spirit of sharing facilities, human resources, funds (Cahyana & Sagala, 2017), tools, and programs to achieve the same goal. Beneficiary partners convey the problem, universities and supporting partners propose solutions, and the ICT volunteer group carries out the problem solving using shared resources.

ICT volunteers on campus can be in the form of lecturer work units, student activity units, or campus commissariat organizations. The work program takes place within a period according to the cooperation agreement. The evaluation of cooperation highlights the fulfillment of the points of the agreement and the benefits received by both parties.

The points of cooperation agreement or benefits of cooperation must be related to the fulfillment of SNPT, which supports the accreditation value of study programs and tertiary institutions, such as:

• Public leadership in the form of lecturers 'or students' contributions to society through the implementation of duties of ICT Volunteer organizations outside the campus;
• Student reputation in the form of ICT volunteer student program grants, and awards as ICT volunteers implementing the best work program at regional, national, or international levels;
• Capacity building of educators in the form of education and training related to digital literacy, or the participation of lecturers (as participants or presenters) in national or international scientific meetings, with topics related to ICT volunteers and attended by lecturers or student members of ICT volunteers from other campuses ;
• Reputation of lecturers in the form of community service program grants, and as administrators or mentors of the best ICT volunteers at regional, national, or international levels;
• Community service activities involving ICT Volunteer organizations as partners;
• Publication or dissemination of research results related to ICT volunteers; and
• Collaboration with ICT Volunteer organizations that provide benefits to the campus and beneficiary partners.

The ICT Volunteer Organization can form an organizational unit that manages the campus ICT volunteer program. The task of this agency is like the task of managing community service work units, except that the management task is multi-campus. There are at least four important elements that must be in place to ensure the sustainability of the cooperation of the ICT Volunteer organization with many universities:

• Campus ICT Volunteer Forum as a medium of communication and cooperation in campus ICT volunteer services;
• Indonesian ICT Volunteer Academy in an offline or online learning system to shape the knowledge, skills and attitudes of campus ICT volunteers;
• Dissemination of the results of ICT Volunteer services in the ICT Volunteer Conference, Journal of ICT Volunteers, or the Digital Library;
• Campus ICT Volunteer Award for campus commissariat or ICT volunteer service implementers who excel through assessment activities by quality assurance teams or competitions.

By adopting the information system analysis model for the Information Society Activator Group (Cahyana, 2015), the systems and technology that support this collaboration are as shown in the following figure:

Technology platforms should be online to open up opportunities for greater volunteer participation or collaborative work between campuses. Thus, ICT Volunteers can access the system and technology anywhere and anytime.

Conclusion

Integration of ICT Volunteers in the higher education system can take intra-curricular or extra-curricular activities structured into work programs. Campuses can collaborate with partners to complement program resources. To maintain the sustainability of cooperation, the output of the collaboration must be beneficial for both parties; especially for campuses, it must be in line with SNPT and support the accreditation of study programs or institutions. Organizational experience functional and structural must be tiered to keep members of the ICT volunteer active in the organization. Sustainability is essential considering that developing information society in a large geographic area can be achieved in a long time.

Original Sources: http://journal.fdi.or.id/index.php/jaspt/article/view/204

RTIKAbdimas 2021 briefing for ICT Volunteer Group

 

The meeting of the Implementation Team and Coordinator of RTIKAbdimas on Saturday, May 1, 2021, resulted in an agreement on the implementation time of the RTIKAbdimas program. Among the activities carried out in that timeframe was the provision of the ICT Volunteer group. The webinar held on May 7 to 9, 2021, was filled with speakers from the Indonesian ICT Volunteer Center and the RTIKAbdimas Coordinator from the Garut College of Technology, STMIK AKBA, Muhammadiyah Metro University, and Sangga Buana University.

The debriefing was divided into three sessions as follows:

Session 1: May 7, 2021

• Speech from the Ministry of Communication and Information Technology Empowerment Sub-Directorate of the Republic of Indonesia, Bambang Tri Santoso;
• Opening of the briefing ceremony by Dr. Hilmi Aulawi, M.T., Chairman of the College of Technology Garut;
• Introduction to ICT Volunteers by Ridwan Setiawan, M.Kom, Coordinator of RTIKAbdimas, Garut College of Technology;
• Nationalist and Religious Humanitarian Character by Andi M. Yusuf, Coordinator of RTIKAbdimas STMIK AKBA Makassar;
• Group and Competencies of ICT Volunteers by Riffa Haviani Laluma, M.T., Coordinator of RTIKAbdimas University of Sangga Buana Bandung;

Session 2: May 8, 2021

• Foreword by Fajar Eri Dianto, Head of Indonesian ICT Volunteers;
• Introduction to Indonesian ICT Volunteers by Muh Nurfajar Muharom, Head of West Java ICT Volunteer Management
• Indonesian ICT Volunteers Activities by DR Muhammad Said Hasibuan, Secretary-General of Indonesian ICT Volunteers;

Session 3: May 9, 2021

• Foreword by Muh. Mihram Rahman, M.Sim, M.Pd, Coordinator of Research and Development of Human Resources for the Indonesian ICT Volunteer Center;
• Introduction to Digital Literacy by Mustika, M.Kom, Coordinator of RTIKAbdimas University of Muhammadiyah Metro Lampung;
• ICT Volunteer Services for the Education cluster by Rinda Cahyana, M.T., Research, and Technology Division of the Indonesian ICT Volunteer Center.

In the following discussion, Indonesian ICT Volunteers suggested that the opening of the debriefing event be in the form of the RTIKBerkreasi program. The Implementation Team agreed with the suggestion with the theme Digital Skill and the title Building Competency for Covid-19 Disaster Response ICT Volunteers as Digital Literacy Assistants in the Education Sector. The Garut College of Technology head will open a briefing which is part of the national RTIKAbdimas trial program.

Pembekalan RTIKAbdimas 2021 untuk Kelompok Relawan TIK

 

Pertemuan Tim Pelaksana dan Koordinator RTIKAbdimas pada hari Sabtu tanggal 1 Mei 2021 menghasilkan kesepakatan waktu pelaksanaan program RTIKAbdimas. Di antara kegiatan yang dilaksanakan dalam rentang waktu tersebut adalah pembekalan kelompok Relawan TIK. Kegiatan yang dilaksanakan pada tanggal 7 sampai dengan 9 Mei 2021 tersebut diisi oleh narasumber dari pengurus pusat Relawan TIK Indonesia dan Koordinator RTIKAbdimas dari Sekolah Tinggi Teknologi Garut, STMIK AKBA, Universitas Muhammadiyah Metro, dan Universitas Sangga Buana.

Pembekalan dibagi menjadi 3 sesi sebagai berikut:

Sesi 1: 7 Mei 2021

• Sambutan Subdit Pemberdayaan KomTIK Kemenkominfo RI, Bambang Tri Santoso;
• Pembukaan Acara Pembekalan oleh Dr Hilmi Aulawi, M.T., Ketua Sekolah Tinggi Teknologi Garut;
• Pengantar Relawan TIK oleh Ridwan Setiawan, M.Kom, Koordinator RTIKAbdimas Sekolah Tinggi Teknologi Garut;
• Karakter Kemanusiaan yang Nasionalis dan Religius oleh Andi M. Yusuf, Koordinator RTIKAbdimas STMIK AKBA Makassar;
• Kelompok dan Kompetensi Relawan TIK oleh Riffa Haviani Laluma, M.T., Koordinator RTIKAbdimas Universitas Sangga Buana Bandung;

Sesi 2: 8 Mei 2021

• Kata Pengantar oleh Fajar Eri Dianto, Ketua Relawan TIK Indonesia;
• Pengenalan Relawan TIK Indonesia oleh Muh Nurfajar Muharom, Ketua Pengurus Relawan TIK Jawa Barat
• Materi Kiprah Relawan TIK Indonesia oleh DR Muhammad Said Hasibuan, Sekjen Relawan TIK Indonesia;

Sesi 3: 9 Mei 2021

• Kata Pengantar oleh Muh. Mihram Rahman, M.Sim, M.Pd, Koordinator Bidang Riset dan Pengembangan SDM Pengurus Pusat Relawan TIK Indonesia;
• Materi Pengantar Literasi Digital oleh Mustika, M.Kom, Koordinator RTIKAbdimas Universitas Muhammadiyah Metro Lampung;
• Materi Pelayanan Relawan TIK kluster Pendidikan oleh Rinda Cahyana, M.T., Divisi Riset dan Teknologi Pengurus Pusat Relawan TIK Indonesia.

Dalam pembicaraan berikutnya, Relawan TIK Indonesia menyarankan agar pembukaan acara pembekalan tersebut diintegrasikan dengan program RTIKBerkreasi. Tim Pelaksana menyepakati saran tersebut dengan memiliki tema Digital Skill dan judul Membangun Kompetensi Relawan TIK Tanggap Bencana Covid-19 sebagai Tenaga Pendamping Literasi Digital Sektor Pendidikan. Acara dibuka oleh ketua Sekolah Tinggi Teknologi Garut, sekaligus menandai dimulainya acara pembekalan yang merupakan bagian dari uji coba program RTIKAbdimas nasional.  

    

Proposing ICT Volunteers as Student Exchange Courses

 

On August 27, 2021, Rinda Cahyana, a lecturer in the Information & Communication Technology Volunteer course, submitted his subject as a Student Exchange course. The submission is an effort so that the government recognizes the activities of students from three universities in the national RTIKAbdimas program as a student exchange course. Universities participating in the program include Muhammadiyah Metro University, Sangga Buana University, and STMIK AKBA.

The number of students from the three campuses participated in the learning of the Information & Communication Technology Volunteer course in debriefing activities for three days. Then take part in a field assignment called RTIKAbdimas with the theme Covid-19 Disaster Response: Digital Literacy in the Education Sector. This field task realizes the tri dharma collaboration of the Garut College of Technology with Indonesian ICT Volunteers and non-research partnership with the Indonesian Ministry of Communication and Information.

Usulan Relawan TIK sebagai Mata Kuliah Kampus Merdeka

 

Pada tanggal 27 Agustus 2021, Rinda Cahyana selaku dosen pengampu mata kuliah Relawan Teknologi Informasi & Komunikasi mengajukan mata kuliahnya sebagai mata kuliah Pertukaran Mahasiswa. Pengajuan tersebut sebagai upaya agar keikutsertaan mahasiswa dari tiga perguruan tinggi dalam uji coba program RTIKAbdimas nasional diakui beban belajarnya sebagai SKS mata kuliah Kampus Merdeka. Perguruan tinggi yang ikut serta dalam program tersebut antara lain Universitas Muhammadiyah Metro, Universitas Sangga Buana, dan STMIK AKBA. 

Sejumlah mahasiswa dari ketiga kampus tersebut mengikuti pembelajaran mata kuliah Relawan Teknologi Informasi & Komunikasi dalam bentuk kegiatan pembekalan selama tiga hari, untuk kemudian mengikuti tugas lapangan yang bernama RTIKAbdimas dengan tema Tanggap Bencana Covid-19: Literasi Digital Sektor Pendidikan. Tugas lapangan ini merupakan realisasi kerjasama tridharma Sekolah Tinggi Teknologi Garut dengan Relawan TIK Indonesia, dan kerjasama non riset dengan Kemenkominfo RI.  

Pengelolaan Organisasi (Organizational Management)

Anggota relawan TIK kampus yang pada awalnya tidak memiliki posisi jabatan apapun di dalam organisasi, dapat memperoleh jabatan struktural / kepengurusan atau fungsional (pelatih, pengelola, dan perintis). Semua pelatih yang mengikuti pendidikan dan pelatihan pengurus akan mendapatkan jabatan fungsional pengelola dan terlibat dalam pengelolaan organisasi. Dengan kata lain, pelatih yang tidak masuk dalam kepengurusan komisariat kampus dapat membantu kepengurusan dalam jabatan fungsional pengelola. Hal tersebut menunjukan  bahwa setiap anggota Relawan TIK Kampus berkesempatan untuk merasakan pengalaman mengelola organisasi.

Campus ICT volunteer members who initially do not have any position in the organization can obtain structural / management or functional roles (trainers, managers, and pioneers). All trainers who attend board education and training will get managerial positions and are involved in organizational management. In other words, a trainer who is not part of campus commissariat management can assist the administration in a functional managerial position. Every member of the Campus ICT Volunteer has the opportunity to experience the experience of managing an organization.

	Anggota Biasa	Pengurus
Bentuk,  kandungan rencana layanan relawan TIK	Usulan, eksternal organisasi	Program kerja, eksternal (bulanan dan semesteran) dan internal organisasi
Waktu layanan	1 – 2 bulan	Minimal 1 tahun
Konselor	Pengelola program	Pembina (Dosen)
Medium pelaporan	Evaluasi layanan relawan TIK	Rapat pengurus atau musyawarah komisariat
Medium diseminasi	Digital Library, Situs Web, Konferensi atau jurnal Relawan TIK	Digital Library, Situs Web

Semua anggota Relawan TIK Kampus, baik anggota tanpa jabatan, anggota dengan jabatan struktural (pengurus), ataupun anggota dengan jabatan fungsional (pelatih, pengelola, perintis) wajib melaksanakan layanan relawan TIK yang meliputi layanan informasi, perangkat, pengguna, dan kolaborasi. Beberapa pengelola mungkin hanya membantu pengurus bidang tertentu yang melaksanakan program kerja / mengelola layanan relawan TIK interal dan eksternal organisasi sesuai minat dan bakatnya, seperti :

• Bidang Hubungan Masyarakat yang mengelola layanan informasi;
• Bidang Pengembangan TIK yang mengelola layanan perangkat;
• Bidang Pengembangan Sumber Daya Manusia yang mengelola layanan pengguna;

All members of Campus ICT Volunteers, whether members without positions, members with structural roles (administrators), or members with the functional parts (trainers, managers, pioneers), must carry out ICT volunteer services that include information services, tools, users, and collaboration. Some managers may only help administrators in specific fields who carry out work programs / manage volunteer services for internal and external ICT organizations according to their interests and talents, such as:

• Public Relations, which manages information services;
• ICT Development Sector that operates device services;
• Human Resources Development that manages user services;

Selain mengelola tiga layanan tersebut, pengurus melaksanakan layanan penunjangnya seperti pengelolaan kesekretariatan (administrasi kantor), keuangan, kemitraan (layanan kolaborasi), dan dana usaha. Pengurus dapat menugaskan anggota dengan jabatan pengelola untuk membantu pengelolaan layanan penunjang tersebut. 

In addition to managing the three services, the management carries out supporting services such as secretarial management (office administration), finance, partnerships (collaboration services), and business funds. Administrators can assign members with managerial positions to assist in the direction of these support services.

Pengurus bidang dana usaha memegang peranan penting dalam menjalankan jasa layanan keahlian bidang TIK. Seluruh purna pengurus atau anggota dalam jabatan fungsional perintis dapat bekerja secara profesional di unit bisnis untuk mendapatkan penghasilan. Unit bisnis jasa layanan keahlian bidang TIK dapat meliputi : 

• Toko TIK yang menjalankan jasa layanan perangkat (penjualan);
• Lembaga Kursus TIK yang menjalankan jasa layanan pengguna (pendidikan dan pelatihan); dan
• Bengkel atau Konsultan TIK yang menjalankan jasa layanan informasi (pembuatan dan penyebaran), perangkat (pembuatan, peningkatan, dan perbaikan), dan pengguna (bantuan teknis);

Managers of business funds play an essential role in carrying out expert services in the field of ICT. All retired managers or members in pioneering functional positions can work professionally in the business unit to earn income. The ICT expertise service business unit may include:

• ICT shops that run device services (sales);
• ICT Course Institutions that carry out user services (education and training); and
• ICT workshops or consultants that carry out information services (manufacturing and distribution), tools (manufacturing, upgrading, and repair), and users (technical assistance);

Perintis merintis komisariat agar musyawarah cabang dapat digelar. Disebutkan dalam Anggaran Rumah Tangga Relawan TIK Indonesia, Pengurus Cabang dapat berdiri apabila dalam satu kabupaten / kota telah berdiri tiga Pengurus Komisariat. Dalam kondisi belum ada komisariat, tanggung jawab perintisan diemban oleh Pengurus Cabang, Wilayah, atau Pusat.

Pioneering ICT Volunteers set up a commissariat to ensure the implementation of branch meetings. The Indonesian ICT Volunteer Bylaws state that the deliberation must involve three Commissariat Administrators to form a Branch Manager of a district/city. In the absence of a commissariat, the pioneering responsibility is the branch, regional, or central management.

Sumber Pustaka: Cahyana (2018)