Perancangan Self-Assessment ISO 22000:2018 pada PT X dengan Metode Baldrige Scoring

Jeremy Kusuma; Lie Angela Sugiharto; Jani Rahardjo

doi:10.28932/sentekmi2021.v1i1.67

Perancangan Self-Assessment ISO 22000:2018 pada PT X dengan Metode Baldrige Scoring

Seminar Nasional Teknik dan Manajemen Industri ◽

10.28932/sentekmi2021.v1i1.67 ◽

2021 ◽

Vol 1 (1) ◽

pp. 331-336

Author(s):

Jeremy Kusuma ◽

Lie Angela Sugiharto ◽

Jani Rahardjo

Keyword(s):

Self Assessment ◽

Frozen Food

Era globalisasi menyebabkan perusahaan harus meningkatkan kemampuannya untuk bersaing. Penerapan standar merupakan salah satu cara untuk tetap meningkatkan kualitas serta memproduksi bahan pangan yang lebih bermutu. Standar yang tepat untuk diterapkan pada perusahaan yang bergerak di industri pangan adalah ISO 22000:2018. ISO 22000:2018 merupakan sebuah standar yang mengatur tentang sistem manajemen keamanan pangan. PT X merupakan perusahaan yang bergerak di industri pangan frozen food di Surabaya. Penelitian ini dilakukan dengan merancang pertanyaan self-assessment yang sesuai dengan klausa 4 hingga klausa 10 pada sistem manajemen keamanan pangan ISO 22000:2018. Pemenuhan dokumen yang berkaitan dengan sertifikasi ISO 22000:2018 diperlukan untuk melakukan audit internal melalui self-assessment dan dilanjutkan oleh audit eksternal oleh auditor dari pihak ketiga. Audit internal dilakukan dengan menggunakan metode self assessment dengan merancangkan pertanyaan. Pertanyaan tersebut didapatkan dari hasil identifikasi pada klausul. Kemudian penilaian dilakukan untuk setiap pertanyaan dengan metode baldrige scoring berdasarkan faktor dimensi proses yaitu pendekatan, penyebarluasan, pembelajaran, integrasi. Hasil penelitian ini akan membantu perusahaan selangkah lebih dekat dengan penerapan ISO dengan merencanakan butir-butir pertanyaan self-assessment yang sesuai dengan klausul 4 hingga klausul 10 pada ISO 22000:2018 dengan kategori penilaian menggunakan metode baldrige scoring.

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Student self-assessment in dental technology

Journal of Dental Education ◽

10.1002/j.0022-0337.1973.37.9.tb00731.x ◽

1973 ◽

Vol 37 (9) ◽

pp. 19-21 ◽

Cited By ~ 4

Author(s):

PR Geissler

Keyword(s):

Self Assessment ◽

Dental Technology

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Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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