Training and Development

Mohon andai artikel ini diambil untuk rujukan assignment anda, letakka reference/biblionya sebagai berikut:  Khairunneezam Mohd Noor (2004), Konsep Program Latihan Sumber Manusia, dalam Shamsul Bahri Andi Galigo, Khairunneezam Mohd Noor, Wan Mohd Fazrul Azdi Wan Razali, Rozita Abdullah (2004), Membangun Masyarakat Moden yang Berilmu dan Berakhlak, Penerbit USIM: Kuala Lumpur.

This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.

In this paper we argue that the use of the communicative theory of Jürgen Habermas in planning theory is problematic because it hampers an understanding of how power shapes planning. We posit an alternative approach based on the power analytics of Michel Foucault which focuses on ‘what is actually done’, as opposed to Habermas’s focus on ‘what should be done’. We discuss how the Foucauldian stance problematises planning, asking difficult questions about the treatment of legitimacy, rationality, knowledge and spatiality. We conclude that Foucault offers a type of analytic planning theory which offers better prospects than does Habermas for those interested in understanding and bringing about democratic social change through planning.

At the same time that case studies are widely used and have produced canonical texts, it may be observed that the case study as a methodology is generally held in low regard, or is simply ignored, within the academy. For example, only 2 of the 30 top-ranked U.S. graduate programs in political science require a dedicated graduate course in case study or qualitative methods, and a full third of these programs do not even offer such a course. In contrast, all of the top 30 programs offer courses in quantitative methods and almost all of them require training in such methods, often several courses. In identifying this paradox of the case study’s wide use and low regard, Gerring rightly remarks that the case study survives in a “curious methodological limbo,” and that the reason is that the method is poorly understood. In what follows, we will try to resolve Gerring’s paradox and help case study research gain wider use and acceptance.

Contoh Proposal Pelatihan ini merupakan tugas dalam mata kuliah manajemen pelatihan dan pengembangan.
"Adapun tujuan pelatihan umum adalah sebagai berikut: Guru Peserta Pelatihan Mampu Menyusun Soal Tes yang Valid dan Reliabel sesuai Bidang Studi yang Menjadi Keahliannya."

This research was funded by, and implemented within, a UK national research organisation, while the author was the KE and Impact Evaluation Manager responsible for assessing impact on a £15m UK government-funded research programme.

This work was also submitted as the authors MBA dissertation which was accepted and awarded in 2009.

ABSTRACT: A methodology and methods ‘toolbox’ is proposed for conducting impact research and assessment from within research programmes. The emphasis is upon how to clarify and assess the wider impacts from the early stages onwards.

The approach explicitly acknowledges, and attempts to address, the known issues and challenges of impact assessment while drawing upon the resources and opportunities available to research managers and researchers within such programmes.

The study has two triangulating foundations. Firstly, it examines the academic literature to help identify and design the pilot methodology and methods. Secondly it trials these in a real programme to both test and improve them.

The study was conducted over one year within one leading UK research organisation, where two research programmes (and around 60 research projects of £15m total value) were being assessed for their impacts. The study draws upon actual impact management experience and reflection, prospective (ex ante) and retrospective (ex post) assessments, participatory contributions from leading researchers undergoing assessment, and consultation with external users. The findings of this study outline the pilot and its first iteration. Recommendations are made for improvement to the methodology and methods.

A subsequent follow-on bid to UK government incorporating the impacts identified from implementing this methodology, successfully led to a further £15m of government funding.

It is expected the pilot methodology and methods will be applicable to other organisations, conducting and funding such research programmes, required to research and assess the wider research impacts.

Although primary focus of implemetation trials was upon research in physical sciences, technology, high-tech engineering, computing/IT, and environment, the wider literature study, the methodology design and justification, the methods proposed and used, and the resulting general recommendations and lessons are expected to apply more broadly to many other research areas, where the impact is to be found more widely in the society, economy, government or public sector or within organizations, policies, professions or the public.

Interest in this work is expected from research programme managers, impact managers and assessors, management consultants advising in this area, and government funding managers, all seeking to embed a developing approach to understand, capture, and enhance wider impact.

This case study is about the McDonald‟s Training and Development and how the company achieve competitive advantage through training and development. Training and development is one of the important concepts of HRM. There is lots of concept in HRM like Recruitment, Selection, Performance appraisal but this case study basically focus on training and development concept. In this case study we are not comparing McDonald‟s Training and Development with their competitors like Burger King, Subway, Pizza Hut, Domino‟s, KFC. The main focus of this case study is to know how McDonald‟s achieve competitive advantage through their training and development process.

Back cover text: If the new fin de siècle marks a recurrence of the real, Bent Flyvbjerg’s Rationality and Power epitomizes that development and sets new standards for social and political inquiry. The Danish town of Aalborg is to Flyvbjerg what Florence was to Machiavelli: a laboratory for understanding the real workings of power, and for grasping what they mean to our more general concerns of social and political organization. Politics, administration, and planning are examined in ways that allow  a rare, in-depth understanding. The reader witnesses, firsthand, the classic and endless drama which defines what modernity and democracy are and can be.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

Taken together, the works of Jurgen Habermas and Michel Foucault highlight an essential tension in modernity. This is the tension between the normative and the real, between what should be done and what is actually done. Understanding this tension is crucial to understanding modern democracy, what it is and what it could be. It has been argued that an effective way of making democracy stronger is to strengthen civil society. This article contains a comparative analysis of the central ideas of Habermas and Foucault as they pertain to the question of democracy and civil society. More specifically, the discourse ethics of Habermas is contrasted with the power analytics and ethics of Foucault evaluating their usefulness for those interested in understanding, and bringing about, democratic social change.

The aim of writing this article describes and reinstate the concept of adult learning motivation and their implications in the training process. The concept of adult learning known as andragogy. In andragogy paradigm known that adults learn for life. The implication in the learning education and training that they would be happy if the learning activities are carried out can be applied and can simultaneously solve the problems of life. Another important implication, on the terms of their motivation to learn, the instructional design of training should make them as learning centers. They are given the chance to explore and expand the experience in order to realize self-actualization.

Background: European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardizing democracy. Schools have to implement a participative approach through stimulating participation within school and its direct environment, while fostering a certain kind of political literacy, critical thinking and analysing skills, certain kind of values, attitudes and behaviours. Purpose: The purpose of this article is to problematise the participative approach of citizenship education advocated by policy makers and several researchers. In order to do so, four different categories that citizenship education has to cover will be theoretically and empirically analysed: political knowledge, critical thinking, values, attitudes and behaviours, and active participation. The practical implications for educational practice will be discussed.
Source of evidence: Two types of documents have been analysed: The 2005 and 2012 Eurydice reports and the 2009 International Civic and Citizenship Education Study (ICCS) research reports. These documents are exemplary of the mainstream idea of citizenship and citizenship education held by policy makers and many researchers on citizenship education. The Eurydice reports have analysed citizenship education in more than 30 countries while promoting a certain concept of citizenship education, namely active citizenship. The ICCS has researched pupils’ competencies on citizenship education and school practices in 38 countries. It is an interesting source because it had to define and operationalise the different constituents of citizenship education.
Main argument: In jurisdictions where citizenship education is compulsory, schools have to implement this participative approach and account for it. We suggest that this educational approach to citizenship education may be problematic because each aspect – political literacy, critical thinking and analysing skills, values, attitudes and behaviours, and active participation – presents challenging demands on the curricu- lum, head teachers and teachers. We argue three kinds of constraints that make the implementation of such a participative approach unrealistic: (1) insufficient specialist knowledge on the part of teachers and head teachers, (2) time and budget constraints and (3) an overcrowded curriculum. We demonstrate that the broad range of themes that political literacy has to cover demand specific knowledge on the part of teachers regarding each of the themes. Then we argue that critical thinking skills are hard to learn and demand continuous practice. Implementing and sustaining active participation structure within school and in the direct environment, again, require specific skills and curricular organisation. The demands made by values, attitudes and behaviours on teachers and pupils could not be explored because of the lack of conceptual clarity in the documentation under scrutiny.
Conclusion: The feasibility of a participative approach to citizenship education has been questioned through theoretical and empirical critical analysis. On this basis, we suggest that the scope of the citizenship education curriculum should be reconsidered or that teacher and head teacher should receive the necessary and adequate training, and support to implement such a participatory structure.

The survival of any organization in the competitive society lies in its ability to train its human resource to be creative, innovative, inventive will invariably enhances performance and increase competitive advantage. Training has been recognized as one of managerial tools that enhance job satisfaction globally.

Observers view the expansion of China’s relationship with African countries not only from its perspective as a multifaceted endeavour but also from the nuances extant in the academic and non-academic professional circles. The factors underlying the relationship have created debates across diverse academic disciplines including trade and finance, development, Peacekeeping and global security, diplomacy as well as in the areas of geopolitics and technology transfer. These discussions and debates emerged after China’s aid and investments in Africa increased with incredible annual surges; thus
attracting global attention. Drawing on the background of those discussions, this study aims to contribute to the ongoing debate by producing the perceptions (pros and cons) of individuals unrelated to official voices and state policies with regard to China’s exploitations of African resources and the oft cited Chinese policy of ‘no strings’ attached.
Keywords: China-Africa relations, development, FDI, ‘no strings’, US, West

This article concerns the extent to which corrupt behavior is dependent on the organizational power structure and the resources available for illegal exchange. This qualitative study is based on 42 in-depth interviews with organizational actors in different organizations in Hungary. Four core themes emerged from the analysis of the interviews: (a) isolated corruption at the bottom, (b) the middle level’s own corruption, (c) “technicization” when middle-level professionals and expert groups are used to legalize the corruption of the dominant coalition, and (d) “turning-off controls” when organizational elites intentionally deactivate internal and external controls to avoid detection.

With the permeation of the Internet in teachers' personal and professional lives, teachers are going online to connect, share ideas and expand their learning opportunities. This qualitative study focuses on the use of digital applications that leverage opportunities for teachers in the design phase, that is, at the time they are developing and curating curriculum materials and designing learning sequences within their discipline areas before implementation in the classroom. Data drawn for this paper are part of a research project examining ICT-expert teachers' approaches to their ongoing online professional learning. Semi-structured interviews of internationally recognised ICT experts, specifically from Australia, Europe and the United States, are the main data source. The findings suggest that each teacher leveraged their online social media as their first approach or starting point within their design activities , with a curiosity to investigate the pedagogical application of a 'new' tool. These teachers looked first to the expertise of the colleague for their recommendation of the tool, engaging in little pedagogical reasoning before implementation. Additionally, elaboration of the term 'sharing' is provided for deeper understandings of the ways in which teachers engage in their professional learning networks.

Abstract: This study explores the leadership actions-oriented behavior of school principals in Finland. Actions-orientated behavior
enables the leader to appropriately articulate relations and task orientation to meet the immediate contextual demands and
to accommodate followership toward change and development. The leadership actions-orientated behavior of Finnish school
principals were studied in three schools. In-depth interviews with school actors (principals, vice principals, teachers, special
educators, and nonteaching staff) were conducted to triangulate the analyzed data. It was found that leadership actions-oriented
behavior enabled school leaders to articulate appropriate behavioral patterns to generate motivation and commitment. The
results suggest that actions orientations toward high-on relations enabled leaders to achieve leadership success, while actions
orientations toward high-on task enabled leadership effectiveness. Actions-oriented behavior toward high-on task enables
leadership flexibility with greater leadership elasticity. The results suggest that school actors anticipated a relational approach,
whose actions orientations were high-on task. The results also suggest that relations-oriented behavior is rationally applied by
school leaders who have remained in the organization for a longer time to strengthen the systematic approach. It was found
that leaders’ actions orientation with high-on task were more effective, while leadership actions orientation with high-on
relations generated social harmony. The results suggest that leadership actions-oriented behavioral flexibility and mobility can
be maintained by articulating high relations to low relations and high task to low task, not necessarily from task to relations or
relations to task alone. In doing so, a leader’s personality is prevented from distortions and behavior dysfunction.

Keywords: leadership behavior, actions-oriented behavior, relations-oriented behavior, task-oriented behavior, contextual variation,
leader’s case study, behavioral articulation, Finland, Skills, Ability, Competences and Intelligence (SACI)

Formal university and college Intelligence Studies degree programs have experienced a pronounced growth in recent years, exhibiting a richness in diversity and engagement in both institutional type and instructional delivery. At face value American academia seems about to embark on a new era of cooperation and understanding with the U.S. Intelligence Community (IC). But in seeking to determine whether progress in this development is as significant as is hoped in Washington, DC, this study reveals a persisting historical concern and academic bias that constrains the latent collaboration.

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PENGANTAR Dalam suatu pelatihan biasanya selalu diawali dengan materi Building Learning Commitment (BLC). BLC selalu ditaruh diawal pelatihan untuk menyiapkan peserta siap mengikuti pelatihan. Mungkin tiap fasilitator atau lembaga pelatihan punya versi sendiri-sendiri dalam mengampu materi ini. Jumlah jam pelajaran (JP) sangat mempengaruhi jumlah dan lamanya pokok bahasan dari pada BLC, kisarannya antara 2-10 JP@ 45 menit. Tulisan ini sebagai sharing terhadap mata diklat BLC yang pernah saya lakukan, baik di dalam maupun di luar Bapelkes D.I. Yogyakarta. APA ITU BLC? Menilik arti BLC jika diterjemahkan ke dalam bahasa Indonesia berarti membangun komitmen belajar. Komitmen belajar tentunya dari peserta dalam mengikuti pelatihan. Kesuksesan pelatihan ditentukan oleh peserta, panitia dan fasilitator. Dalam kaitannya dengan BLC, yang dibangun adalah kesuksesan pelatihan dari unsur peserta. Maka dalam BLC perlu ditekankan komitmen peserta dalam mengikuti pelatihan. Yang perlu diketahui adalah bagaimana komitmen belajar mereka dalam mengikuti pelatihan dan motivasi dari fasilatator agar mereka mempunyai komitmen belajar selama mengikuti pelatihan. Komitmen adalah janji atau kesanggupan yang pasti untuk melakukan sesuatu atau tidak melakukan sesuatu. Maka diawal BLC peserta juga ditanya apa keinginan, tujuan, motivasi mereka mengikuti pelatihan. Jika mereka sangat membutuhkan pelatihan tersebut, tentu motivasi mereka mengikuti pelatihan sangat tinggi dan mereka akan serius mengikuti pelatihan sampai selesai. Tetapi motivasi peserta pelatihan bervariasi, ada yang karena diperintah atasan (baik suka atau tidak suka), refreshing karena ingin keluar dari rutinitas kerja, mendapat teman baru, bisa jalan-jalan (apalagi kalau pelatihannya di tempat tertentu yang dekat dengan daerah wisata, seperti Jogja, Denpasar, Mataram, Manado, Batam, dsb.), mendapat tambahan penghasilan karena diakhir pelatihan di-sanguni oleh panitia, dan lain-lain motiv. Dari motiv yang bermacam-macam itu, fasilitator harus berusaha agar peserta mempunyai motiv yang sama dan satu, yaitu bahwa pelatihan tersebut sangat penting dan bermanfaat dan akan berusaha untuk mengikuti pelatihan sampai selesai. Agenda dalam BLC biasanya terdiri dari: perkenalan, ice breaking, pemilihan pengurus kelas, harapan dan kesepakatan norma-norma selama pelatihan. Dalam literatur lain, dalam BLC juga disampaikan tentang gaya belajar peserta, seperti auditori, visual dan kinestetik. Jika waktunya cukup, gaya belajar bisa disampaikan dalam BLC. Gaya belajar seseorang mempengaruhi efektivitas belajarnya.