scholarly journals Evaluation of Education and Training Program Diklat Increasing the Competence of Vocational School Teachers in the Center for the Development of Quality Assurance of Education Vocational Buildings and Electricity (BBPPMPV BBL) MEDAN

Author(s):  
Rahelina Br Ginting ◽  
Abdul Hasan ◽  
Sahat Siagian
2020 ◽  
pp. 43-55
Author(s):  
L.M. Tabatadze

In the article the author presents a relevant experience of designing an actual competency model of an educator in vocational education and training (VET) which is based on the researches of the world and Russian labor markets. There is explained a term “innovative segment of a labor market” and given risks of vocational education and training in part of its interaction with this segment. The author made an analysis of trends affecting the vocational education and training development and analyzed data of the VET economics monitoring. The approach to designing a competency model of an educator in VET is described in consideration of the transforming role of an educator. The L.B. Krasin vocational school of creative industries experience in designing a competency model of an educator is presented, the competency models is given with detailed description of the competencies. Keywords: vocational education and training, VET, staff development, labor market, innovative segment human capital, educator, competency model.


2021 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Ahmad Helmi

Regulation of the Head of National Institute of Public Administration (Lembaga Administrasi Negara: LAN) Number 13 year 2013 as amended by Regulation of the Head of National Institute of Public Administration Number 20 year 2015 on the Guidelines for the Implementation of Education and Training Program on Grade-IV Leadership Management mandates to apply other learning methods in addition to classical method, as: adviser (Coaching and mentoring) and counseling. One of the problems in implementing this education and training program is applying coaching method. Ineffective Coaching method can cause participants to be less motivated and the training output is not optimal. There are many methods of coaching, but what methods are most effective and efficient to apply in this Grade-IV leadership management education and training program? Study on the impact of Coaching methods for effective learning on participants in Education and Training Program on Grade-IV Leadership Management batch II and III year 2018 at the Human Resource Development Center for Apparatus, Ministry of Energy and Mineral Resources (MEMR), was conducted by using a qualitative approach. The discussion in this study is focused on what the effect of several Coaching methods for participants of Education and Training Program on grade-IV Leadership Management. Results show that Coaching is done through stimulation, powerful questions, and creative dialogue so that participants get the best achievement as expected. ABSTRAKPeraturan Kepala Lembaga Administrasi Negara (LAN) Nomor 13 Tahun 2013 yang telah diubah dengan Peraturan Kepala LAN Nomor 20 Tahun 2015 tentang Pedoman Penyelenggaraan Pendidikan dan Pelatihan (diklat) Kepemimpinan Tingkat IV mengamanatkan pelaksanaan metode pembelajaran selain dari pengajaran mata diklat dalam kelas, berupa: pembimbingan (coaching dan mentoring) dan konseling. Salah satu permasalahan dalam penyelenggaraan Diklat Kepemimpinan Tingkat IV adalah sejauh mana penerapan metode Coaching itu sendiri. Metode Coaching yang kurang efektif dapat menyebabkan peserta didik menjadi kurang termotivasi sehingga output diklat tidak optimal. Ada banyak sekali metode coaching, namun metode seperti apakah yang paling efektif dan efisien untuk digunakan dalam Diklatpim Tingkat IV ini? Penelitian tentang pengaruh metode coaching terhadap Peserta Diklat Kepemimpinan Tingkat IV Angkatan II dan III di Pusat Pengembangan Sumber Daya Manusia Aparatur, Kementerian Energi dan Sumber Daya Mineral (KESDM), dilaksanakan dengan menggunakan pendekatan kuantitatif deskriptif (campuran). Penelitian ini difokuskan pada pengaruh penerapan beberapa metode coaching terhadap peserta Diklat Kepemimpinan Tingkat IV. Hasil pene- litian menunjukkan bahwa metode coaching yang dilakukan melalui stimulasi, pertanyaan powerful, dan dialog kreatif mengarahkan peserta didik memperoleh prestasi terbaik seperti yang diharapkan.


2021 ◽  
Vol 5 (2) ◽  
pp. 75-85
Author(s):  
Rahmadi Ali ◽  
Rofiqoh Hasan Harahap

This study aims to analyze and evaluate the context, input, process, and product of a substantive technical training program for preparing lesson plans for Madrasah Ibtidaiyah teachers. The study used a qualitative approach with the CIPP evaluation model (context, input, process, and product). The results showed that; first, the context dimension states that the implementation of education and training is by the legal basis for working; second, the input dimension includes the availability of reliable resources, adequate facilities, and infrastructure and financing borne by the government, so that its implementation can be carried out properly; third, the dimension of the process which includes the implementation of programs that are by the predetermined plans and designs; fourth, the product dimension where the teacher already understands the specified competencies.


Author(s):  
Sara Nilsson Tengstrand ◽  
Piotr Tomaszewski ◽  
Markus Borg ◽  
Ronald Jabangwe

AbstractThe Scaled Agile Framework (SAFe) is a framework for scaling agile methods in large organizations. We have found several experience reports and white papers describing SAFe adoptions in different banks, which indicates that SAFe is being used in the banking industry. However, there is a lack of academic publications on the topic, the banking industry is missing in the scientific reports analyzing SAFe transformations. To fill this gap, we present a study on the main challenges with a SAFe transformation at a large full-service bank. We identify the challenges in the bank under study and compare the findings with experience reports from other banks, as well as with research on SAFe transformations in other domains. Many of the challenges reported in this paper overlap with the generic SAFe challenges, including management and organization, education and training, culture and mindset, requirements engineering, quality assurance, and systems architecture. However, we also report some novel challenges specific to the banking domain, e.g., the risk of jeopardizing customer relations, stability, and trust of external stakeholders. This study validates several SAFe-related challenges reported in previous work in the banking context. It also brings up some novel challenges specific to the banking industry. Therefore, we believe our results are particularly useful to practitioners responsible for SAFe transformations at other banks.


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