Humanizing the Intellectual Capital to Optimize Knowledge Management Systems in Organizations

2020 ◽  
pp. 266-285
Author(s):  
Shafiz Affendi Mohd Yusof ◽  
Sendeyah Salem Rahmah AlHantoobi ◽  
Kiren Jackie
Keyword(s):  
Professional Development ◽  
Knowledge Management ◽  
Focus Groups ◽  
Intellectual Capital ◽  
Human Mind ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Direct Observations ◽  
Federal Organization ◽  
Different Dimensions

This chapter identifies the best way to measure, develop, and manage intellectual capital as part of knowledge management. The Ministry of Education is a federal organization whose environment has been studied in all aspects of intellectual capital to identify its model, methods, and tools for measuring, developing, and managing intellectual capital. The qualitative method was used to collect results, encompassing interviews, document reviews, direct observations, and focus groups. It was concluded that there is genuine interest within the ministry to develop its intellectual capital and invest in its different dimensions. The chapter offered several contributions, the most important being the process for measuring, developing, and managing of intellectual capital. It also recommends a sustainable and continuous professional development process for employees. Institutions must also pay attention to the knowledge, skills, and innovations derived from the human mind and harness all the supporting potential, which in turn helps develop institutional administrative work.

scholarly journals PENERAPAN MODEL SECI DALAM PROGRAM PENGEMBANGAN PROFESIONAL UNTUK MENINGKATKAN MODAL INTELEKTUAL GURU [IMPLEMENTATION OF SECI MODELS IN PROFESSIONAL DEVELOPMENT PROGRAMS TO IMPROVE TEACHERS' INTELLECTUAL CAPITAL]

2019 ◽  
Vol 15 (2) ◽  
pp. 284
Author(s):  
Susandi Wu
Keyword(s):  
Professional Development ◽  
Knowledge Management ◽  
Knowledge Transfer ◽  
Intellectual Capital ◽  
Development Program ◽  
Professional Development Program ◽  
Development Programs ◽  
Next Generation ◽  
Seci Model ◽  
Bahasa Indonesia

<p>Schools are an important key for a nation because schools play a role in preparing the nation's next generation. Schools are organizations that require good knowledge management. The knowledge that schools have  is the work of their members, the teachers. The knowledge possessed by teachers varies. For this reason, schools must create a system so that knowledge can be shared and learned by all the teachers in the school. One way that can be done is by implementing a professional development program. Through this program, there will be a process of knowledge transfer according to the SECI model. This program is effective in increasing the knowledge of teachers and thus their intellectual capital. If the intellectual capital of the teachers increases, their competence in teaching will also develop and they can create a better generation for the nation.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Sekolah adalah kunci penting suatu bangsa, karena sekolah berperan dalam mempersiapkan generasi penerus bangsa. Sekolah merupakan sebuah organisasi yang memerlukan pengelolaan pengetahuan yang baik. Pengetahuan yang dimiliki sekolah adalah hasil kreasi para anggotanya, yaitu para guru. Pengetahuan yang dimiliki oleh para guru, tidaklah sama antara satu dan yang lainnya. Untuk itu, sekolah harus menciptakan suatu sistem agar pengetahun tersebut dapat dibagikan dan dipelajari oleh semua guru di dalamnya. Salah satu cara yang dapat dilakukan adalah mengadakan program pengembangan professional. Melalui program ini, maka akan terjadi proses perpindahan pengetahuan menurut model SECI. Program ini efektif untuk meningkatkan pengetahuan para guru yang merupakan modal intelektual mereka. Jika modal intelektual para guru bertambah, maka kompetensi mereka juga akan berkembang terutama dalam pengajaran. Hal ini diharapkan dapat menciptakan generasi penerus bangsa yang berkompetensi tinggi di kemudian hari.</p>

scholarly journals Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman

2021 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Khadija Al Balushi
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Quality ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Family Responsibilities ◽  
The Impact

Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession

scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT AS A LABOR FUNCTION OF A TEACHER

2021 ◽  
pp. 12-20
Author(s):  
S. Ivashnova
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Corporate Training ◽  
Training System ◽  
Continuous Professional Development ◽  
Advanced Training ◽  
Professional Standard ◽  
Research Survey ◽  
Professional Environment ◽  
Individual Professional

The article presents the results of theoretical (content and essence of the concept of “labour function”) and empirical research (survey of teachers in the format of focus groups). Analysis of the content of the concept of “continuous professional development” and the dynamics of its changes during the teacher’s professional life made it possible to identify the leading competencies that are included in the content of the labour function. Discussion of the content and essence of the labour function “continuous professional development” in focus groups demonstrated some difficulties that the respondents experience in determining the content of the main competencies. The survey also revealed the respondents’ assessments of the existence of certain risks that the norms of the professional standard will be interpreted exclusively as new requirements for the teacher and will not take into account the changes in the requirements for the employer, who is obliged to provide conditions for the implementation of this labour function. The conducted research has confirmed the relevance of the development of the professional standard for teachers and revealed the need for additional explanatory work in the professional environment. The respondents also pointed out that the introduction of this document into practice can become the basis for designing an individual professional educational trajectory for a teacher and creating plans for corporate training for teaching teams. Further research is required by the introduction of a draft professional standard, including a possible revision of the activities of the advanced training system.

scholarly journals Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training

2020 ◽  
Vol 8 (4) ◽  
pp. 55-69
Author(s):  
Gerhard Brandhofer ◽  
Marlene Miglbauer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
International Comparison ◽  
Education System ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Self Assessment ◽  
Theoretical Contribution ◽  
The University

The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies

Optimisation for physicians continuous professional development

2016 ◽  
pp. 119-120
Author(s):  
O.S. Sherbinska ◽  
Keyword(s):  
Professional Development ◽  
Continuous Professional Development ◽  
Active Teaching ◽  
Key Word

This publication contains information about basic methods of active teaching in the frameworks of physicians’ continuous professional development and the ways of doctors involving the trainees. Key word: methods of acting teaching, continuous prof essional development, teachingstile.

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