scholarly journals A Way Out for School Organization Based on the Star Model

2021 ◽  
Vol 5 (1) ◽  
pp. 200
Author(s):  
Xiaolong Feng
Keyword(s):  
Performance Management ◽  
Core Competency ◽  
School Organization ◽  
Reward System ◽  
Star Model ◽  
Model Framework ◽  
Staff Members ◽  
The Core ◽  
School Committee ◽  
School Based

This paper attempts to redesign the organization of a school based on Jay Galbraith’s Star Model framework. The analysis on challenges that may pose threat to the school’s development in future reveals the imperative of the school to adopt a “FLIP” strategy to adapt to and survive in the society instead of falling into the pattern of slow death. To implement the strategy and make it effective, three capabilities are identified as the core competency so as to fulfill the objectives presented in the strategy. The redesign of the structure of the school is featured by two key new additional offices (the school committee and the organization development intervention center) which respectively function to handle multilateral relationships among internal and external members of the school and to provide 360° interventions to reduce conflicts and inspire learning in the organization. The reward system is designed to facilitate performance management and joint efforts among all staff members based on the recognition of everyone’s contribution so that people are motivated to well communicate and collaborate with each other for a better working climate of learning and growing.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

MANAJEMEN BERBASIS SEKOLAH: STRATEGI ALTERNATIF DALAM PERSAINGAN MUTU

2018 ◽  
Vol 4 (01) ◽  
pp. 57
Author(s):  
Busthomi Ibrohim
Keyword(s):  
Quality Assurance ◽  
San Francisco ◽  
School Effectiveness ◽  
Or Education ◽  
Self Assessment ◽  
School Committee ◽  
School Based ◽  
Annual Reporting ◽  
School Based Management ◽  
Decentralization Of Education

Abstract. Politically, School Based Management (SBM) becomes the mouthpiece of all issues in the field of education that will be portrayed in schools, because the school is the last network of educational bureaucracy. SBM is also a form of operationalization of the decentralization or education autonomy policy in relation to regional autonomy. Theoretically, SBM is also a concept that offers autonomy to schools in order to improve quality, efficiency and equity of education in order to accommodate the interests of local communities as well as establishing close cooperation between schools, communities and governments. Operationally SBM is an idea that places the authority of school management in a system entity. Based on the above view, this article outlines the basic framework of SBM as a strategy for improving the quality of education. With SBM, principals, teachers and learners get the opportunity to innovate and improvise in schools related to curriculum, learning, managerial and others. So the principal serves as an educator, manager, administrator, supervisor, leader, innovator, motivator, figure, and mediator. SBM also calls for the creation of new institutional arrangements and institutions, including: the establishment of school boards, development of school strategy planning, develop of annual school planning, internal monitoring and self-assessment, annual reporting, school opinion surveys of school stakeholders. Keywords. School Based Management, Decentralization of Education, Quality Assurance, Autonomy of Education, School Committee Abstrak. Secara politis, Manajemen Berbasis Sekolah (MBS) merupakan muara dari semua kebijakan dibidang pendidikan akan tergambarkan di sekolah, sebab sekolah merupakan jaringan terakhir dari rangkaian birokrasi pendidikan. MBS juga sebagai bentuk operasionalisasi dari kebijakan desentralisasi atau otonomi pendidikan dalam hubungannya dengan otonomi daerah. Secara teoretis, MBS merupakan suatu konsep yang menawarkan suatu otonomi kepada sekolah dalam rangka meningkatkan mutu, efisiensi dan pemerataan pendidikan agar dapat mengakomodir kepentingan masyarakat setempat serta menjalin kerja sama yang erat antar sekolah, masyarakat dan pemerintah. Secara operasional MBS merupakan gagasan yang menempatkan kewenangan pengelolaan sekolah dalam suatu keutuhan entitas sistem. Berdasarkan pandangan di atas, artikel ini menguraikan kerangka dasar MBS sebagai strategi dalam peningkatan mutu pendidikan. Dengan MBS, kepala sekolah, guru dan peserta didik mendapatkan peluang untuk melakukan inovasi dan improvisasi di sekolah berkaitan dengan masalah kurikulum, pembelajaran, manajerial dan lain-lain. Maka kepala sekolah berfungsi sebagai educator, manajer, administrator, supervisor, leader, inovator, motivator, figure, dan mediator. MBS juga menuntut penciptaan tatanan dan budaya kelembagaan baru, yang mencakup: pembentukan dewan sekolah, pengembangan perencanaan strategi sekolah, pengembangan perencanaan tahunan sekolah, melakukan internal monitoring, self-assesment, menyusun laporan tahunan, melakukan survei pendapat sekolah terhadap stakeholder sekolah. Kata Kunci.     School Based Management, Desentralisasi Pendidikan, Jaminan Mutu, Otonomi Pendidikan, Komite Sekolah   Daftar Pustaka Fiske, Edward. 1999. Decentrilization of Education atau Desentralisasi Pengajaran (Terjemah). Jakarta: Grasindo. Bappenas. 1999. School Based Management. Jakarta: Bappenas bekerja sama dengan Bank Dunia. Binde, Brome. 2001. Keys to the 21st Century. Paris: UNESCO Publishing. Bryson, Jhon M.. 1995. Strategic Planning For Public and Nonprofit Organiztions. San Francisco: Jossey-Bass Publishers. Delors, Jacques. 1996. Learning: The Treasure Within. Australia: UNESCO. Engkoswara. 2002. Lembaga Pendidikan sebagai Pusat Pembudayaan. Bandung: Yayasan Amal Keluarga. Finn, C.E dan Prash J.C dalam Dimmock Clive. 1993. School Based Management and School Effectiveness. London: Routledge. Formasi, Jurnal Kajian Manajemen Pendidikan, No. 2, Tahun II Maret 2000. ---------, No. 8 tahun IV November 2003. Gorton, Richart, A. 1976. School Administration Challenge and Opportunity For Leadership. Lowa: Brown Company Publishers. Malen, Ogawa, Kranz dalam Abu-Duhon Ibtisam, School Based Management. Paris: UNESCO, 1990. Mulyasa, E. 2003. Manajemen Berbasis Sekolah: Konsep, Strategi dan Implementasi. Bandung: Rosdakarya. --------. 2003. Menjadi Kepala Sekolah Professional Dalam Konteks Menyukseskan MBS dan KBK. Bandung: Rosdakarya. Naisbitt, John. 1994. Global Paradox, terjemah Budijanto. Jakarta: Binarupa Aksara. Paul I, Dressel. 1980. The Autonomy of Public Colleges. San Francisco: Jossey-Bass Inc. Peraturan Pemerintah No.25 Tahun 2000 tentang Kewenangan Pemerintah dan Kewenangan Provinsi sebagai Daerah Otonom. Satori, Djam’an. 1999. Pengembangan Sistem “Quality Assurance” Pada Sekolah, Naskah Akademik Untuk Pusat Pengujian. Jakarta: Balitbang Depdiknas. Slamet et.al. 2001. Manajemen Peningkatan Mutu Berbasis Sekolah (buku 1, 2 dan 3) Konsep dan Pelaksananya. Jakarta : Depdinas Dirjen Dikdasmen. Suyatno. 2001. Penerpan Manajemen Berbasis Sekolah. Makalah disajikan pada Colloqium Pendidikan Universitas Muhammadiyah Prof. Hamka Jakarta 15 Mei 2001 di Jakarta. Thomas L. Wheeler dan J. David Hunger. tt. Strategic Management and Business Pilicy. New Jersey: Upper Saddle iver. Tilaar, H.A.R. 2000. Paradigma Baru Pendidikan Nasional. Jakarta: Rineka Cipta. Wahjosumidjo. 2000. Dasar-Dasar Kepemimpinan dan Komitmen Kepemimpinan Abad XXI. Jakarta: LAN-RI.

A Study on the Core Competency for Product-Service System

2015 ◽  
Vol 29 (2) ◽  
pp. 171-195 ◽  
Author(s):  
Hong, Yong-pyo ◽  
Young Jun Kim
Keyword(s):  
Service System ◽  
Core Competency ◽  
Product Service System ◽  
The Core ◽  
Product Service

66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations

2007 ◽  
Vol 30 (4) ◽  
pp. 65
Author(s):  
H. R. Rajani ◽  
C. Good
Keyword(s):  
Core Competency ◽  
Core Knowledge ◽  
Specialist Training ◽  
Medical Expert ◽  
Learning Session ◽  
Training Requirements ◽  
The Core ◽  
Case Based Learning ◽  
Contact Hours ◽  
Didactic Presentation

Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach. After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics & Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics. The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person. We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.

scholarly journals Expectations and Assumptions: Examining the Influence of Staff Culture on a Novel School-Based Intervention to Enable Risky Play for Children with Disabilities

2021 ◽  
Vol 18 (3) ◽  
pp. 1008
Author(s):  
Patricia Grady-Dominguez ◽  
Jo Ragen ◽  
Julia Sterman ◽  
Grace Spencer ◽  
Paul Tranter ◽  
...  
Keyword(s):  
Children With Disabilities ◽  
Typically Developing ◽  
School Based Intervention ◽  
Staff Members ◽  
Shared Beliefs ◽  
School Based ◽  
Risky Play ◽  
Multiple Case ◽  
Quantitative Results ◽  
Cross Case Analysis

Risky play is challenging, exciting play with the possibility of physical, social, or emotional harm. Through risky play, children learn, develop, and experience wellbeing. Children with disabilities have fewer opportunities than their typically developing peers to engage in this beneficial type of play. Our team designed a novel, school-based intervention to address this disparity; however, our intervention yielded unexpected quantitative results. In the present study, we qualitatively examined divergent results at two of the five schools that participated in the intervention. Specifically, we aimed to explore how staff culture (i.e., shared beliefs, values, and practices) influenced the intervention. To explore this relationship, we employed a retrospective, qualitative, multiple case study. We used thematic analysis of evaluative interviews with staff members to elucidate the cultures at each school. Then, we used cross-case analysis to understand the relationships between aspects of staff culture and the intervention’s implementation and results. We found that staff cultures around play, risk, disability influenced the way, and the extent to which, staff were willing to let go and allowed children to engage in risky play. Adults’ beliefs about the purpose of play and recess, as well as their expectations for children with disabilities, particularly influenced the intervention. Furthermore, when the assumptions of the intervention and the staff culture did not align, the intervention could not succeed. The results of this study highlight the importance of (1) evaluating each schools’ unique staff culture before implementing play-focused interventions and (2) tailoring interventions to meet the needs of individual schools.

Defining the core competency of professionalism based on the patient's perception

2007 ◽  
Vol 35 (1) ◽  
pp. 51-54 ◽  
Author(s):  
Romona L Davis ◽  
Michael N Wiggins ◽  
Cynthia C Mercado ◽  
Patricia S O'Sullivan
Keyword(s):  
Core Competency ◽  
The Core ◽  
Patient’S Perception

scholarly journals Effect of a Multi-Component, School-Based Intervention on Health Behaviors of Elementary School Students (FS16-04-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Abigail Gilman ◽  
Michael Bruneau ◽  
Tanja Kral ◽  
Brandy-Joe Milliron ◽  
Patricia Shewokis ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Behaviors ◽  
Vegetable Consumption ◽  
School Students ◽  
Chi Square ◽  
School Based Intervention ◽  
The Core ◽  
School Based ◽  
Level 1 ◽  
Tests Of Independence

Abstract Objectives We examined the effect of a three year, multi-component, school-based intervention on health behaviors of elementary school students. Methods The multi-component, obesity intervention was provided by community partners to 13 schools over three years. Schools were assigned into three varying Levels of Intervention: “Core” Schools (n = 4) received weekly interventions, “Level 1” Schools (n = 5) received monthly interventions, and Control Schools (n = 5) received no intervention. Participants completed self-reported questionnaires assessing several health behaviors, including fruit and vegetable consumption, and physical activity levels. Questionnaires were administered in the Fall and Spring of each year of the intervention. For this study, responses were analyzed from Year 3 and were compared to national recommendations. Descriptive statistics and chi-square tests of independence examined Level of Intervention and questionnaire responses. Results No significant chi-square tests of independence were identified for the Level of Intervention and quantity of fruit or vegetable consumption. A significant (P = 0.003) chi-square test of independence assessing physical activity was identified in the Fall of Year 3. Descriptive analyses indicated that higher proportions of students in the Core and Level 1 Schools met national fruit, vegetable, and physical activity recommendations compared to students in Control Schools. Conclusions The higher frequency of intervention provided to students in the Core Schools did not influence the dietary behaviors of participants. However, receiving any intervention appeared to affect health behaviors of children receiving the intervention compared to the Control Schools. Funding Sources The Independence Blue Cross Foundation.

Sign in / Sign up

Export Citation Format

Share Document