This document contains captions for photos related to enjoying the great outdoors, including Angel Falls, a day on an island, and breathtaking vistas from nature. The captions were not included so the document provides minimal information about enjoying activities in nature through photographs.
This document is a portfolio template for an individual named Your Name. It includes sections for education, professional experience, areas of design expertise, showcase projects, design challenges and goals. Each showcase project includes the project name, description, and the individual's role. It provides a template for adding images, descriptions of design topics and contributions to multiple projects.
This document provides an overview of the Individuals with Disabilities Education Act (IDEA) and the planning and placement team (PPT) process. It discusses key aspects of IDEA including the requirements for parent involvement and the development of individualized education programs (IEPs). The document outlines the PPT meeting process and components of the IEP. It also reviews options when parents disagree with PPT decisions, such as mediation and due process hearings.
The document outlines an agenda for a journey to South Texas from May 12-16. On May 12-13, the trip will include breakfast at Denny's, attending Our Lady of the Lake University and University of Science Center, and lunch at Chili's. On May 13, the trip will continue with arriving at Trinity University and the Best Western Hotel. On May 14 in Austin, the agenda includes breakfast at I-Hop, attending University of Texas at Austin, University of Texas System, and lunch at Golden Corral and Saint Marie University. The trip will conclude on May 16 with returning to the Valley.
The document discusses how Māori knowledge and protocols, specifically hui whakatika procedures, can provide an alternative approach to student discipline that restores cultural and social harmony. It explains that a school principal and Māori elder held hui whakatika with teachers and family, rather than suspending a group of boys. This process uses Māori concepts of engagement, consensus decision making, reconciliation, and restoring harmony. The document advocates understanding Māori perspectives as a way to achieve inclusion, social justice, and equity for Māori students.
Legal Principles in Risk Communication discusses the legal and ethical considerations for government agencies handling health crises. It outlines sources of relevant laws including the Federal Constitution and statutes. Agencies must balance disclosure of information with obligations of non-disclosure from laws and policies. Unauthorized disclosure could result in liability for negligence, breach of confidentiality, defamation or public nuisance. Case studies are presented to illustrate these challenges.
This document discusses a passion for physics. It explores an interest in understanding how the physical world works at its most fundamental levels through the study of concepts like motion, forces, energy, and matter. Studying physics allows one to better comprehend our universe and apply scientific reasoning to solve problems.
Teachers had differing views on the role of students' first language in ESL classes:
- Some teachers viewed first language use favorably, believing it helped students learn.
- Other teachers tolerated occasional first language use but saw English as ideal.
- Many teachers viewed first language use unfavorably and believed it should be minimized, thinking it hindered English learning. Overall teachers' rationales for excluding first language were weakly articulated.
The document discusses the importance of education in Islam. It provides several key points:
- Allah emphasizes the importance of education and acquiring knowledge in several Quranic verses.
- There is a difference between Muslims and non-Muslims in terms of knowledge and putting knowledge into action.
- Knowledge is an attribute of Allah, and the only true source of knowledge is Allah.
- The Quran, which was revealed at a time with high illiteracy, emphasizes reading and understanding.
- Acquiring knowledge is highly important in Islam as the Prophet Muhammad was sent primarily as a teacher to spread knowledge.
This document provides a series of English lessons with pictures and questions. It aims to help students improve their English vocabulary, grammar, and ability to understand context clues. Each lesson includes a cartoon image with 5 multiple choice or fill-in-the-blank questions related to the image. The answers are then provided to help students self-check their understanding. Overall, the document uses simple cartoons and questions to make English learning fun and accessible for students.
This document is a portfolio template for an individual named Your Name. It includes sections for education, professional experience, areas of design expertise, showcase projects, design challenges and goals. Each showcase project includes the project name, description, the individual's role and contributions. It provides placeholders for images, descriptions of design topics and contributions to each project. The template is intended to showcase the individual's work, skills and qualifications in graphic design, UI design for mobility, home and work.
The document provides information on effective verbal and non-verbal communication. It discusses key aspects of communication such as listening skills, body language, facial expressions, gestures, eye contact, posture, and proximity. Effective communication involves both verbal and non-verbal elements working together to convey your message.
The document outlines a presentation on communication skills for managers. It covers what managers need to communicate, creating an effective communication climate, empowering employees through communication, listening skills, obstacles to communication, benefits of effective communication, and writing skills. Sample exercises are provided on listening, communication problems, and a training evaluation.
This document contains captions for photos related to enjoying the great outdoors, including Angel Falls, a day on an island, and breathtaking vistas from nature. The captions were not included so the document provides minimal information about enjoying activities in nature through photographs.
This document is a portfolio template for an individual named Your Name. It includes sections for education, professional experience, areas of design expertise, showcase projects, design challenges and goals. Each showcase project includes the project name, description, and the individual's role. It provides a template for adding images, descriptions of design topics and contributions to multiple projects.
This document provides an overview of the Individuals with Disabilities Education Act (IDEA) and the planning and placement team (PPT) process. It discusses key aspects of IDEA including the requirements for parent involvement and the development of individualized education programs (IEPs). The document outlines the PPT meeting process and components of the IEP. It also reviews options when parents disagree with PPT decisions, such as mediation and due process hearings.
The document outlines an agenda for a journey to South Texas from May 12-16. On May 12-13, the trip will include breakfast at Denny's, attending Our Lady of the Lake University and University of Science Center, and lunch at Chili's. On May 13, the trip will continue with arriving at Trinity University and the Best Western Hotel. On May 14 in Austin, the agenda includes breakfast at I-Hop, attending University of Texas at Austin, University of Texas System, and lunch at Golden Corral and Saint Marie University. The trip will conclude on May 16 with returning to the Valley.
The document discusses how Māori knowledge and protocols, specifically hui whakatika procedures, can provide an alternative approach to student discipline that restores cultural and social harmony. It explains that a school principal and Māori elder held hui whakatika with teachers and family, rather than suspending a group of boys. This process uses Māori concepts of engagement, consensus decision making, reconciliation, and restoring harmony. The document advocates understanding Māori perspectives as a way to achieve inclusion, social justice, and equity for Māori students.
Legal Principles in Risk Communication discusses the legal and ethical considerations for government agencies handling health crises. It outlines sources of relevant laws including the Federal Constitution and statutes. Agencies must balance disclosure of information with obligations of non-disclosure from laws and policies. Unauthorized disclosure could result in liability for negligence, breach of confidentiality, defamation or public nuisance. Case studies are presented to illustrate these challenges.
This document discusses a passion for physics. It explores an interest in understanding how the physical world works at its most fundamental levels through the study of concepts like motion, forces, energy, and matter. Studying physics allows one to better comprehend our universe and apply scientific reasoning to solve problems.
Teachers had differing views on the role of students' first language in ESL classes:
- Some teachers viewed first language use favorably, believing it helped students learn.
- Other teachers tolerated occasional first language use but saw English as ideal.
- Many teachers viewed first language use unfavorably and believed it should be minimized, thinking it hindered English learning. Overall teachers' rationales for excluding first language were weakly articulated.
The document discusses the importance of education in Islam. It provides several key points:
- Allah emphasizes the importance of education and acquiring knowledge in several Quranic verses.
- There is a difference between Muslims and non-Muslims in terms of knowledge and putting knowledge into action.
- Knowledge is an attribute of Allah, and the only true source of knowledge is Allah.
- The Quran, which was revealed at a time with high illiteracy, emphasizes reading and understanding.
- Acquiring knowledge is highly important in Islam as the Prophet Muhammad was sent primarily as a teacher to spread knowledge.
This document provides a series of English lessons with pictures and questions. It aims to help students improve their English vocabulary, grammar, and ability to understand context clues. Each lesson includes a cartoon image with 5 multiple choice or fill-in-the-blank questions related to the image. The answers are then provided to help students self-check their understanding. Overall, the document uses simple cartoons and questions to make English learning fun and accessible for students.
This document is a portfolio template for an individual named Your Name. It includes sections for education, professional experience, areas of design expertise, showcase projects, design challenges and goals. Each showcase project includes the project name, description, the individual's role and contributions. It provides placeholders for images, descriptions of design topics and contributions to each project. The template is intended to showcase the individual's work, skills and qualifications in graphic design, UI design for mobility, home and work.
The document provides information on effective verbal and non-verbal communication. It discusses key aspects of communication such as listening skills, body language, facial expressions, gestures, eye contact, posture, and proximity. Effective communication involves both verbal and non-verbal elements working together to convey your message.
The document outlines a presentation on communication skills for managers. It covers what managers need to communicate, creating an effective communication climate, empowering employees through communication, listening skills, obstacles to communication, benefits of effective communication, and writing skills. Sample exercises are provided on listening, communication problems, and a training evaluation.
The document provides tips for writing short stories, including keeping the story focused on two main characters, one male and one female. While originality is encouraged, adapting well-told stories is also acceptable. Stories should have a short beginning and ending with most of the story in the middle where the plot and character development occurs. An established problem in the beginning should be resolved by the end. The last sentence should provide a satisfying conclusion. Writers must clearly convey what is happening and what the characters are thinking to the reader. Other tips include varying sentence structure, using dialogue and indirect speech, proofreading, using punctuation correctly, and directly addressing the reader.
This document defines effective leadership for Connecticut's schools. It begins by outlining the process used to develop a model of effective school leadership, starting with assumptions about productive schools and drawing implications for principals. The document then explores assumptions and implications regarding the educated person, learning, teachers, school goals and culture, structural characteristics, and keys to order and stability. It concludes by discussing emerging developments in school management. The overall purpose is to identify aspects of effective leadership in Connecticut by developing descriptions grounded in research and the state's educational aspirations.
The document discusses developing a leadership strategy as a critical ingredient for organizational success. It defines what a leadership strategy is and provides steps for creating one, including analyzing the business strategy to identify key drivers, and then outlining implications for the quantity, qualities, skills and collective capabilities needed in leaders, as well as the desired leadership culture. Developing a clear leadership strategy linked to business needs helps ensure an organization has the leadership talent required to implement its business strategy.
1. The passage describes a camping trip taken by Budi's classmates. Budi did not join because the camping was only for class 2 and he is in class 1.
2. The campsite was located near a stream in a village 10km south of Mount Merapi, with cool, fresh air. All class 2 students had to participate in the two-day camping trip.
3. The passage provides information about a homework assignment involving questions about the details of the camping trip described in the passage. It includes the questions and multiple choice answers.
2. OBJEKTIF
Pada akhi r sesi peserta dapat :
• Menakrif konsep kepemimpinan
• Mengenal dan memahami sumber kuasa dan
taktik mempengaruhi pengikut
• Mengenali ciri-ciri kepemimpinan
• Membeza gaya kepemimpinan
3. KUIZ
Apakah satu ciri persamaan
antara personaliti berikut?
• Adolf Hitler
• John F Kennedy
• Mahatma Gandi
• Mao Tze Tung
4. PEMBAYANG
• Bukan ciri peribadi
• Bukan ciri tingkahlaku
• Bukan gaya kepemimpinan
• Bukan sumbangan mereka
• Bukan kata-kata mereka
• Hanya satu perkara sahaja yang
menyebabkan mereka dianggap
pemimpin
5. PERSAMAAN
Setiap personaliti yang tersenarai
mempunyai pengikut yang rela dan
bersedia menjadi pengikut mereka
( willing followers)
Sebaliknya yang bukan pemimpin
tidak mempunyai pengikut
6. KEPEMIMPINAN
Kepemimpinan ialah satu proses
yang berkaitan dengan mendapatkan
individu untuk berkerjasama supaya
dapat menjayakan sesuatu yang
mungkin tidak akan berlaku tanpa
pengaruhnya
(Rosenbach & Taylor, 1993)
8. KEPEMIMPINAN
Kepemimpinan ialah satu proses
untuk mempengaruhi individu bagi
mendapat kerjasamanya kearah
pencapaian matlamat organisasi
( Thomas Cronin, 1993)
9. KEPEMIMPINAN
Kepemimpinan adalah satu proses
pengaruh-mempengaruhi antara
pemimpin dan pengikut untuk
mencapai objektif organisasi melalui
perubahan-perubahan yang mereka
lakukan
(Lussier & Achua, 2001)
11. AKTIVITI
Terkandas di Angkasa Lepas:
• Baca dan kenal pasti latar belakang
aktiviti yang diberikan dalam kertas
aktiviti
• Senaraikan barang mengikut
kepentingan secara bersendirian
• Senaraikan barang mengikut
kepentingan secara berkumpulan
12. RENUNGAN AKTIVITI
• Apakah yang anda belajar daripada
aktiviti berkenaan?
• Siapa yang menjadi pemimpin?
• Mengapa beliau menjadi pemimpin?
• Siapa yang menjadi pengikut?
• Mengapa mereka menjadi pengikut?
• Adakah mudah mencapai kata
sepakat?
• Mengapa?
13. SUMBER KUASA DAN
PENGARUH PEMIMPIN
• Kuasa sah (legitimate power):
Kuasa yang diterima oleh seseorang dari
segi kedudukan yang formal iaitu status
atau jawatan yang dilantik secara sah oleh
pihak yang lebih tinggi.
• Kuasa ganjaran(Reword Power):
Kuasa yang timbul daripada keupayaan
pemimpin memberi ganjaran kepada
pengikutnya
14. SUMBER KUASA DAN
PENGARUH PEMIMPIN
• Kuasa Paksaan (Coersive Power):
Kuasa yang membabitkan kebolehan
seseorang pemimpin mengenakan paksaan
secara hukuman atas orang bawahan
• Kuasa Pakar (Expert Power):
Kuasa yang berasaskan kepada kepakaran,
kemahiran, pengetahuan atau kebolehan
seseorang dalam sesuatu bidang.
15. SUMBER KUASA DAN
PENGARUH PEMIMPIN
Kuasa rujukan (referent power):
• Pengenalan dengan seseorang
yang mempunyai sumber atau
sifat-sifat peribadi yang
diidamkan
(French & Raven 1959)
16. KESAN PENGGUNAAN KUASA KE
ATAS ORGANISASI DAN ORANG
BAWAHAN
Staf Mematuhi Kepuasan Prestasi Kerja
Arahan Kerana Kerja
Kuasa Rujukan Tinggi Tinggi
Kuasa Pakar Tinggi Tinggi
Kuasa Ganjaran Dari sederhana Dari tinggi ke
ke rendah sederhana
Kuasa sah Dari sederhana Tiada perbezaan
ke rendah
Kuasa Paksaan Rendah Tiada perbezaan
17. TAKTIK UNTUK
MEMPENGARUHI PENGIKUT
• Taktik pujukan rasional
• Taktik daya tarikan inspirasi
• Taktik perundingan
• Taktik berbuat baik
• Taktik daya tarikan peribadi
• Taktik pertukaran
• Taktik Gabungan (coalition)
• Taktik sah
• Taktik tekanan
18. KESAN TEKTIK KE ATAS
KEBERKESANAN ORGANISASI
DAN KOMITMEN ORANG BAWAH
Taktik Sumber Kuasa Darjah
Keberkesanan &
Komitmen
Pujukan Rasional Pakar Sederhana
Daya Tarikan Rujukan Tinggi
Inspirasi
Perundingan Kelima-lima Tinggi
Berbuat Baik Rujukan Sederhana ke
rendah
Daya Tarikan Rujukan Sederhana
Peribadi
19. KESAN TAKTIK KE ATAS
KEBERKESANAN ORGANISASI DAN
KOMITMEN ORANG BAWAHAN
Taktik Sumber Kuasa Darjah
Keberkesanan &
Komitmen
Pertukaran Ganjaran Sederhana
Gabungan Kelima-lima Rendah
Sah Sah Rendah
Tekanan Paksaan Rendah
20. CIRI-CIRI KEPEMIMPINAN
Tiga Pendekatan:
• Sifat (Traits)
• Gelagat (Behavorial)
• Kontigensi (Contigency)
21. Fokus Kawalan
Dalaman
Bertenaga Integriti
Tinggi
Kemudahlenturan
Dominan
Sifat(Traits)
Yakin Diri Kepekaan
Stabil
Cerdas
Lussier, R.N. & Achua C.F. (2001) Leadership : Theory,
Application and and skill Development.
24. Tinggi
Demokrasi Demokrasi Penuh
terkawal (Guru rajin, dedekasi
cekap&
(guru releven ilmu Bertanggungjawab)
& terapi tetapi
Ilmu Kemahiran
malas)
Autokratik Demokrasi
(Guuru lama tetapi Terpimpin
(Guru baru berkerja)
malas,kurang ilmu
dan keterampilan)
Rendah
Komitmen Tinggi
25. RENUNGAN
• Seseorang pemimpin yang baik
adalah apabila kakitangan tidak
sedar tentang ‘ kehadirannya’…
• Apabila kerja telah diselesaikan,
matlamat tercapai, mereka akan
kata
“KAMI TELAH BERJAYA”
Lao-tze
26. … sambungan
• Pemimpin yang bijak ialah pemimpin
yang membangun pemimpin
• Pemimpin yang hebat ialah yang
hidup sepanjang zaman
Sbd