Kepemimpinan bukan sekadar posisi, kepemimpinan adalah tentang pengaruh. Pemimpin yang tidak memiliki pengaruh kuat di dalam organisasi atau perusahaan tidak akan mampu mendorong terciptanya kultur kinerja tinggi. Pemimpin yang memahami bagaimana meningkatkan pengaruh pribadinya memiliki daya dorong yang kuat dalam menggerakkan perubahan di dalam perusahaan. The Influential Leader akan menunjukkan pada Anda bagaimana: ¥ Menguatkan komitmen orang untuk bekerja secara totalitas dalam mencapai tujuan atau visi perusahaan. ¥ Meningkatkan fokus orang terhadap prioritas perusahaan saat ini. ¥ Menjadi teladan dalam kinerja terbaik sehingga orang terinspirasi untuk mengikuti pemimpin. ¥ Mengembangkan hubungan-hubungan yang sehat dan harmonis dengan mereka yang Anda pimpin. ¥ Memahami aspirasi, harapan, dan kebutuhan tim sehingga Anda dapat memotivasi orang secara tepat. ¥ Menginspirasi, memotivasi, dan memberdayakan orang secara efektif sehingga mereka dapat mencapai target kinerja. ¥ Mengembangkan tim yang lebih solid dan berkinerja tinggi. Prinsip-prinsip yang dibahas dalam The Influential Leader akan membantu Anda untuk menjadi pemimpin yang memiliki pengaruh yang luar biasa dalam jangka panjang. Pendekatan kepemimpinan ini tidak hanya dibutuhkan oleh pemimpin yang telah menempati posisi strategis di dalam organisasi, tapi juga bagi mereka yang sedang mengembangkan potensi kepemimpinan dalam dirinya dan diproyeksikan menjadi pemimpin masa depan bagi organisasi atau perusahaan. Terapkanlah prinsip-prinsip di dalamnya dan petiklah kinerja terbaik dari semua orang yang bekerja bersama Anda.
... a l Pu Apakah makablish in gtermasuk/K mereka inspirasi G - /GC telah melakukan pelanggan? Bila dari Anda sebagai Yang dibutuhkan semua orang adalah perubahan. Perubahan dalam pola pikir, sikap, perilaku, kebiasaan, hingga karakter.
A Research Study of 208 Profit Sharing Trust Funds, with Descriptive Information on Services Performed for Profit Sharing Trusts by Banks, Mutual Funds, Investment Counselors, Brokers, Insurance Companies, and Consultants
Bahwa dalam praksis , dari sejak Indonesia merdeka , koperasi yang dikategorikan sebagai soko guru perekonomian bangsa , belum pernah membuktikan diri sesuai predikatnya . Kehidupan koperasi belum pernah beranjak dari kesulitan walau ...
First published in 1972, this book explores the nature of the British education service up until the early 1970s, looking at its complex administration and financial and legislative constraints. Derek Birley, an experienced educational administrator himself, explores radical methods of approach to the planning of the education service. Moreover, he considers such basic problems as the difficulties of planning in our sort of society and the relevance of business methods to educational planning. He proposes and outlines new techniques of programming, budgeting, and policy-making which would be suited to the complicated structure of the educational system. Birley’s study and the ideas he puts forward will be of interest to people at all levels of the education service.
Planning. and. estimates. If we conducted an opinion survey throughout the education service asking the crude question: ... No amount of planning can make up for inadequate resources, of course, but good plans take into account what is ...
Sekiranya PAS gagal mengemukakan tokoh yang sedemikian , kepimpinan ulama akan larut dalam arus politik alaf baru dan arus profesional yang meledak dalam PAS hari ini akan menghanyutkan mereka . Secara tidak sedar kini berlaku semacam ...
The Theories of Jerome Bruner and the Practice of Training Teachers
Policymakers, educators, and the public continuously cry for the wholesale reform of teacher education. This book responds by issuing a call for reform from within each individual methods classroom. Teacher educators are challenged to use the learning theories of Jerome Bruner as a catalyst for constructing their own narrative concerning teacher education. This book provides practical applications of theory in order to improve pedagogical techniques. It challenges teacher educators and their students to become individuals who won't be afraid to take risks, make generalizations, search their value systems, hone their communication and management skills, and be models of competence in thinking and learning.
Policymakers, educators, and the public continuously cry for the wholesale reform of teacher education. This book responds by issuing a call for reform from within each individual methods classroom.
The responsibility for facilitating effective continuing professional development (CPD) is based firmly in schools. Frequently, decisions are based on gut feeling, advertisements received or prior experiences. Effective Teacher Development encourages readers to move beyond this and to enhance their strategic decision making in order to effectively develop CPD programmes within their school, partner schools, federations or school chains. The theory behind CPD is explored, drawing on research and evidence from recent practice, including a 10-year international longitudinal study of the effectiveness of professional development to teachers. Readers are supported to develop their understanding of the whole life cycle of a CPD programme, from setting up a new programme to evaluating the effectiveness of existing provision. Chapter summaries and navigational tools support readers looking for guidance on particular issues and questions encourage readers to reflect on the impact of suggestions in their own particular context. Effective Teacher Development is essential reading for all involved in designing, implementing and developing effective CPD programmes.
Reimagining new approaches in teacher professional development is the focus of this book. It looks at different perspectives of teacher professional development. Most chapters directly or indirectly present and discuss new approaches in teacher professional development in general. The purpose of the book is to inform readers that there are new ways of developing teachers professionally, and to equip readers with the skills needed to teach or behave in a professional manner. The book aims at providing new knowledge about professional development to academics, universities, education authorities, teachers, parents, and governing body members. The authors have diverse perspectives about the issues or aspects pertaining to teacher professional development.
Just like the practitioners in many other recognised professions, teachers also need to increase their knowledge and capacitate their skills over the course of their professions (Report on Teacher Professional Development 2006).
The responsibility for facilitating effective continuing professional development (CPD) is based firmly in schools. Frequently, decisions are based on gut feeling, advertisements received or prior experiences. Effective Teacher Development encourages readers to move beyond this and to enhance their strategic decision making in order to effectively develop CPD programmes within their school, partner schools, federations or school chains. The theory behind CPD is explored, drawing on research and evidence from recent practice, including a 10-year international longitudinal study of the effectiveness of professional development to teachers. Readers are supported to develop their understanding of the whole life cycle of a CPD programme, from setting up a new programme to evaluating the effectiveness of existing provision. Chapter summaries and navigational tools support readers looking for guidance on particular issues and questions encourage readers to reflect on the impact of suggestions in their own particular context. Effective Teacher Development is essential reading for all involved in designing, implementing and developing effective CPD programmes.
Theory and Practice in Professional Learning Bob Burstow. programme of teacher training in information and communications technology. Journal of In-Service Education, 30, 115–140. Conlon, T. 2004. A failure of delivery: The United ...
Teacher Professional Development in Schools and Colleges
Written for staff in schools and colleges, this book offers the challenge and support necessary to understand, analyze and adopt coaching, mentoring and peer-networking mechanisms as an essential part of the development of professional learning within an organisation. Drawing on the new national strategy for professional development, it emphasises the importance of learning with and from other colleagues, helping your organisation to become a professional learning community and supporting the drive to raise standards and attainment. Organised into nine distinct but interrelated chapters, this is an invaluable sourcebook of practical information for in-service training. It contains a range of stimulating activities which engage the reader and encourages reflection on: * the nature and importance of professional development in schools and colleges * the potential benefits and difficulties associated with coaching, mentoring and peer-networking * factors essential to the successful establishment and management of coaching and mentoring programmes * team leadership and leadership coaching * the role of the coach, mentor and networker with respect to the creation of professional learning communities.
Written for staff in schools and colleges, this book offers the challenge and support necessary to understand, analyze and adopt coaching, mentoring and peer-networking mechanisms as an essential part of the development of professional ...
