scholarly journals MANAJEMEN PENGEMBANGAN KOMPETENSI KEPRIBADIAN DAN LEADERSHIP GURU PENDIDIKAN AGAMA ISLAM

2018 ◽  
Vol 1 (1) ◽  
pp. 99-119
Author(s):  
M. Hanif Satria Budi
Keyword(s):  
Leadership Development ◽  
Teacher Leadership ◽  
Development Planning ◽  
Competence Development ◽  
School Principal ◽  
Competency Development ◽  
Planning Stage ◽  
Leadership Competency ◽  
Teacher Personality ◽  
Leadership Competence

The management of teacher competence development is a fundamental requirement in educational institutions. The aspects that are related to teachers are still a problem and should be addressed. One of them is the personality and leadership competence of Islamic Education (PAI) / Religious teacher, namely professional, pedagogical, and social competence. Personality competence becomes a very important issue because this competence becomes the basis for every teacher in performing the duties, as well as the leadership competence becomes the basis of PAI / Religious teacher in implementing learning and developing Islamic culture in the school This research aims at analyzing the management of teacher personality and leadership competency development more broadly and deeply at SMAN 3 Malang and MAN 1 Ngawi, with coverage: (1) the orientation of personality and teacher leadership development of PAI / Religious teacher, (2) the management of Personality competency development planning and teacher leadership of PAI / Religious teacher, (3) the management of implementation of personality and leadership competence development of teacher of PAI / Religious teacher, and (4) the evaluation and sustainable of personality competence and leadership development of teacher of PAI / Religious teacher. The research was conducted in SMAN 3 Malang and MAN 1 Ngawi and used qualitative approach with multisite types. Data collection was done using interviews, observation, and documentation. Data analysis techniques included data reduction, data presentation, and data verification. To check the data validity of the researcher used data triangulation technique. The informants in this research were principals, vice principals, general teachers, and teacher of PAI / religious The results of this research indicated that: (1) the orientation of the development of teacher personality and leadership competencies at SMAN 3 Malang and MAN 1 Ngawi is based on the sub indicators in each competence; (2) the management of development planning of personality competency and teacher leadership at SMAN 3 Malang and MAN 1 Ngawi is the involvement of school principal, vice chairman, UPM chairman, and head of field. The planning stage is the identification of problems, determining the needs of evelopment program dplanning, program implementation, and evaluation. The last of the planning is done in 3 lines namely short-term, long-term, and incidental planning; (3) the developments of personality competence and teacher leadership at SMAN 3 Malang and MAN 1 Ngawi are 2 stages, there are routine and incidental. The sources of development implementation are from the internal that is done by the school, and externally is done by the government and related ministries. the form of development included training, training, workshops, advanced studies, reading, spiritual religious activities, rewards, and motivation; (4) the evaluation and sustainable of the development of teacher personality and leadership competency at SMAN 3 Malang and MAN 1 Ngawi is done by school principal with the teacher performance evaluation, teacher diary, motivation, and guidance of school principal.

Effective Agile Project Leadership Through Competency-Based Self-Reflection

2022 ◽  
pp. 89-110
Author(s):  
Fanny Saruchera
Keyword(s):  
Leadership Development ◽  
Project Managers ◽  
Project Teams ◽  
Team Leaders ◽  
Project Leadership ◽  
Leadership Competency ◽  
Self Reflection ◽  
Competency Based ◽  
Leadership Competence ◽  
Self Examination

The agile revolution and increasing cross-functionality nature of project teams imply an increasing need for effective and results-orientated project leadership. Irrespective of one's role in a project, there is a need for self-examination and self-reflection regarding how members relate during the various phases of project implementation. This chapter focuses on a theoretical review of the various elements necessary for effective agile project leadership. Through a synthesis of both old and more recent literature, the chapter identifies and conceptualizes ten determinant factors of effective agile project leadership and proposes a self-reflection framework for each of the ten project leadership competency areas. The chapter concludes by proposing a personal agile project leadership development plan (PAPLDP) template with an agility component that can be adopted for improvement and growth. This chapter challenges project managers and/or project team leaders to define their own value-based leadership competence and continuously reflect, evaluate, and improve themselves.

Strategic Leadership Competency Development

2017 ◽  
pp. 1495-1520
Author(s):  
Paul G. Putman
Keyword(s):  
Leadership Competencies ◽  
Learning Theories ◽  
Future Research ◽  
Leadership Roles ◽  
Competency Development ◽  
Leadership Competency ◽  
Innovative Leadership ◽  
Broad Concept ◽  
Competency Models ◽  
Development Approach

Breaking down the broad concept of leadership into competencies can facilitate leaders becoming self-aware of education or development needs to increase their performance. Leadership competencies can be viewed in terms of workplace success as skills that can be developed (Lombardo & Eichinger, 2002; Northouse, 2015). Competencies help organizations set clear expectations about the types of behaviors, capabilities, mind-sets, and values that are important to those in leadership roles” (Conger and Ready, 2004, p. 43). This chapter provides an overview and introduction to competency models. It includes a description of adult learning theories applicable for competency development and effective andragogy (adult education). Included are criticisms regarding leadership competency models. The chapter also includes an example of an innovative leadership competency development approach. The chapter will close with a discussion and recommendations for future research.

Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum

2019 ◽  
Vol 32 (3) ◽  
pp. 435-444 ◽  
Author(s):  
Ross I. Lamont ◽  
Ann L.N. Chapman
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Learning Opportunities ◽  
Competency Framework ◽  
Medical Council ◽  
Undergraduate Level ◽  
Content Type ◽  
Leadership Competency ◽  
Spiral Curriculum ◽  
Medical Leadership

Purpose There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level. Design/methodology/approach This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest. Findings This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education. Originality/value This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.

scholarly journals Teacher leadership development: Tracking one district’s progress over three years

2019 ◽  
Vol 27 ◽  
pp. 42
Author(s):  
Jonathan Eckert ◽  
Alesha Daughtrey
Keyword(s):  
Leadership Development ◽  
School District ◽  
Teacher Leadership ◽  
District Leaders ◽  
Collective Leadership ◽  
Policy And Practice ◽  
Implementation Plan ◽  
Survey Tool ◽  
Leadership Support

This study tracks the progress of one Iowa school district over the course of three years through its implementation of a Teacher Leadership and Compensation (TLC) model, designed in response to a statewide TLC system initiative. A survey administered at baseline and at the conclusion of each of three pilot years measured teacher leadership development, identified specific areas for improvements, and guided the district’s teacher leadership support efforts. Scores from the items demonstrated evidence of reliability and district leaders reported that resulting data were beneficial to an implementation plan that yielded increased planned retention and improved practice, two goals for the TLC model. Implications for the use of the survey tool, policy, and practice around teacher leadership development are discussed in the context of the collective leadership of teachers and administrators together. 

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