<![CDATA[The reformulation of the training-based cadre development system of Pelajar Islam Indonesia (PII) after 1998 provides a case for examining organizational change in a student organization. This study analyzes the type of organizational change reflected in PII’s training system during 1998-2015 and identifies the factors facilitating and constraining its implementation. Adopting a post-positivist qualitative approach, the research draws on in-depth interviews with nine PII cadres who held organizational positions during the study period and an analysis of organizational documents. The findings are interpreted through Anderson and Ackerman’s developmental, transitional, and transformational change typology. Training reform predominantly represents developmental change: participants reported improved organizing, problem-solving, teamwork, meeting-management, and communication capabilities, while the number of advanced trainees and instructors fluctuated rather than increasing consistently. Transitional change remained incomplete because integrated cadre databases, systematic documentation, and renewed performance standards were not adequately established. Transformational features emerged in attitudes and mindsets, but discipline-related cultural change was limited. Leadership succession needs and cadres’ motivation to learn supported implementation, whereas complex instructor qualification requirements, uneven regional capacity, and changing student lifestyles constrained it. The findings underline the distinction between qualitative cadre development and sustainable organizational capacity.]]>
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