Presentation by Bank Permata during WAVE Woman: Strengthening Women Economic Capacity through Skill-based Volunteering
Volunteer-ID, supported by BINUS Business School, celebrate International Women's Day by increasing public awareness about skill-based volunteering, women economic capacity strengthening
This presentation was shared during a half-day free event to plant seed of camaraderie, share ideas, form network, and strengthen knowledge.
Discussion theme:
a. Skill-based Volunteering, CSR & Stakeholders Engagement: Its potential contribution to strengthening women economic capacity.
b. Women Entrepreneur, Opportunities & Challenges
c. Implementation of SBV in higher education & banks
d. Woman entrepreneur's story. how do I start?
The document outlines the training and development policy, goals, objectives, and categories for postal employees. It states that training and developing employees is a key strategy to ensure individual and organizational success. It discusses formal and informal learning experiences. Responsibility is shared between the employee, their supervisor, and the organization. The main categories of training are job training, self-development training, and job experiences.
This presentation was developed and presented in 2009 in support of $1 million dollar grant request that our client won from major energy company. Purpose of grant is to improve human capital development for future jobs in support of high-poverty school district.
ILM Academy - An Initiative by IIM and Harvard graduatesSamina Bano
Please find the latest news on ILM Academy. We look forward to your particpation.. You may volunteer with us, design logos, brochures or help in fund raising.
This document outlines the high level improvement plan for Northfield Academy for the 2011-2012 school year. The plan focuses on improving curriculum, meeting learner needs, learner experiences, parental engagement, and community engagement. Key goals include implementing a coherent curriculum, providing appropriate courses and support for all learners, engaging learners in their education, improving parent communication and involvement, and strengthening community partnerships. The plan predicts timescales of 1, 2, or 3 years for achieving outcomes aligned with curriculum excellence standards.
This document outlines a teaching guide for a Home Economics - Foods and Food Service I course. The first quarter focuses on personal entrepreneurial competencies (PECs). Students will analyze their own PECs and compare them to successful entrepreneurs. They will then create a plan of action to address areas for development and strengths based on their PECs. The plan will be assessed based on comprehensiveness, appropriateness of strategies, and feasibility. The guide provides stages of exploration, firming understanding, deepening learning, and applying skills to support students in developing self-awareness and goals.
The authors developed an 8-module information skills curriculum mapped to ACGME competencies to address the uneven and absent library instruction in graduate medical education programs. The curriculum was implemented with over 500 residents and fellows across 40 sessions receiving instruction. Feedback from residents was positive and indicated the modules helped improve their research productivity and use of online resources. Next steps include validating assessment tools, conducting a formal evaluation of the curriculum, and developing tools to assess information seeking rationale.
The document provides an overview of a quality assurance course which includes planning, managing, and performing quality control activities. It suggests coursework such as English, math, science, and career-related electives in areas like precision metal manufacturing. It also lists extracurricular experiences, certifications, postsecondary education options, and career goals related to quality control technician and process control technician positions.
The document outlines the training and development policy, goals, objectives, and categories for postal employees. It states that training and developing employees is a key strategy to ensure individual and organizational success. It discusses formal and informal learning experiences. Responsibility is shared between the employee, their supervisor, and the organization. The main categories of training are job training, self-development training, and job experiences.
This presentation was developed and presented in 2009 in support of $1 million dollar grant request that our client won from major energy company. Purpose of grant is to improve human capital development for future jobs in support of high-poverty school district.
ILM Academy - An Initiative by IIM and Harvard graduatesSamina Bano
Please find the latest news on ILM Academy. We look forward to your particpation.. You may volunteer with us, design logos, brochures or help in fund raising.
This document outlines the high level improvement plan for Northfield Academy for the 2011-2012 school year. The plan focuses on improving curriculum, meeting learner needs, learner experiences, parental engagement, and community engagement. Key goals include implementing a coherent curriculum, providing appropriate courses and support for all learners, engaging learners in their education, improving parent communication and involvement, and strengthening community partnerships. The plan predicts timescales of 1, 2, or 3 years for achieving outcomes aligned with curriculum excellence standards.
This document outlines a teaching guide for a Home Economics - Foods and Food Service I course. The first quarter focuses on personal entrepreneurial competencies (PECs). Students will analyze their own PECs and compare them to successful entrepreneurs. They will then create a plan of action to address areas for development and strengths based on their PECs. The plan will be assessed based on comprehensiveness, appropriateness of strategies, and feasibility. The guide provides stages of exploration, firming understanding, deepening learning, and applying skills to support students in developing self-awareness and goals.
The authors developed an 8-module information skills curriculum mapped to ACGME competencies to address the uneven and absent library instruction in graduate medical education programs. The curriculum was implemented with over 500 residents and fellows across 40 sessions receiving instruction. Feedback from residents was positive and indicated the modules helped improve their research productivity and use of online resources. Next steps include validating assessment tools, conducting a formal evaluation of the curriculum, and developing tools to assess information seeking rationale.
The document provides an overview of a quality assurance course which includes planning, managing, and performing quality control activities. It suggests coursework such as English, math, science, and career-related electives in areas like precision metal manufacturing. It also lists extracurricular experiences, certifications, postsecondary education options, and career goals related to quality control technician and process control technician positions.
This document is a teacher's guide for a course on electrical installation and maintenance. It provides guidance for teachers to effectively teach topics related to personal entrepreneurial competencies. The guide discusses introducing real-life examples of successful professionals, assessing students' competencies, and helping students create a plan of action. It also outlines objectives, presenting content, and providing feedback and references for teachers. The overall aim is to help students understand and strengthen competencies needed for careers in electrical work.
This document summarizes a project meeting for the "Every Trainee Matters" pilot training program. The meeting took place in Athens on April 26-27, 2012 and evaluated the training process. Key topics discussed included the target group analysis, learning objectives, training models used, roles in the training process, training activities, and trainee evaluations of the training process. The training program aimed to help adult learners acquire knowledge on vocational education, training, and e-team management through various training methods and activities.
The project aims to help 8th grade students improve their reading comprehension and performance on Accelerated Reader (AR) quizzes. Students will be assigned to research and present on one of five common reading strategies. Each group will create an informative poster on their assigned strategy. The best posters from each strategy will be displayed for parents. Individually, students will apply their strategy to a sample text and write a paper describing the strategy. The goal is for students to learn to identify and retain key information from texts using various reading strategies.
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary &...Mike Blamires
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team
LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...librarysmu
Presentation by Tan Swee Liang (Director, Centre for Teaching Excellence; practice associate professor, Singapore Management University) at Information Literacy Seminar in Li Ka Shing Library, SMU on July 20, 2012
Presentation by Janice Hastings, Vice President of Program and Resource Development, and Melissa Gallagher, Extended Learning Opportunities Manager, PlusTime New Hampshire
This document outlines a proposal for a mid-year in-service training program for teachers. The 6-day training will focus on unpacking learning competencies, innovative teaching strategies, helping struggling learners, developing parent coaching skills, and designing action research. It will include virtual sessions led by the Division Office and school-based training. The training aims to equip teachers with skills for modular learning and support coping with challenges from the pandemic. A detailed budget, schedule, and monitoring plan are provided.
This document provides an introduction, conceptual framework, and curriculum guide for Mathematics I as part of the 2010 Secondary Education Curriculum in the Philippines. It was created by the Department of Education's Bureau of Secondary Education and Curriculum Development Division. The guide outlines the curriculum design process, which follows the Understanding by Design model. It also describes the results of refining the curriculum through pilot testing and stakeholder consultations to improve its relevance, rigor, and ability to promote student mastery.
This document discusses curriculum innovations in the Philippines and globally. It outlines several local innovations implemented in the Philippines like the 2002 Basic Education Curriculum, Third Elementary Education Program, and Secondary Education Improvement and Development Program. It also discusses the New Teacher Education Curriculum and Ladderized Curriculum for Bachelor of Technical Teacher Education. Two global innovations are described - Project Child, a hands-on learning program, and Brain-Based Learning, an approach based on neuroscience research.
This document provides information about a virtual classroom tour project conducted by Ana Fuertes Sanz at IES Monegros Gaspar Lax school in Sariñena, Spain. The project aimed to encourage 14-16 year old students to use information and communication technologies to support learning about energy problems and solutions. Students collaborated to research energy efficiency and identify suitable solutions for their homes through a wiki platform and presentations. The project promoted skills like critical thinking, problem solving, communication and taking environmental responsibility beyond the classroom.
The document summarizes observations from a practicum at Kilimani Integrated Primary School for learners with visual impairments. Key observations included:
1) A student who was blind performed well academically but struggled in math due to a lack of assistive devices. Another student with low vision had poor participation, handwriting, and performance due to a lack of low vision aids and multiple disabilities.
2) Teachers reported the student with multiple disabilities had always struggled and their hope was for her to finish school and join vocational training.
3) In an art class, the student who was blind did not collect coloring tools, indicating a need for adaptation.
The observations revealed gaps in teaching strategies
NGOs work to improve access, quality, and skills in education. They may establish schools in remote areas, provide scholarships, and support community education to ensure all children can learn. NGOs also strive to enhance quality by implementing new teaching methods, training teachers, and improving infrastructure. Additionally, NGOs focus on skill development and vocational training by providing targeted skills for specific jobs through hands-on learning and on-the-job experience. Employability skills like communication, teamwork, problem solving and self-management are also important for workplace success.
The document discusses technology-enhanced assessment and the benefits it provides for teachers and students. It then lists several online learning resource sites available through the Department of Education. Next, it defines rubrics as assessment tools that clearly indicate achievement criteria. The main functions of rubrics are to guide students and assist teachers in evaluation. Rubrics help define quality, enable student self-assessment, and reduce grading time. The document concludes by introducing different types of rubrics such as analytic, developmental, and holistic rubrics.
This document discusses various curriculum innovations at both the local and global levels.
Locally, innovations include the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and new teacher education curriculums. The Instructional and Curricular Excellence in School Leadership program also aims to develop instructional leadership.
Globally, innovations discussed are Project CHILD, which integrates technology and hands-on learning, and brain-based learning. Brain-based learning uses techniques like cooperative learning and multiple intelligences based on neuroscience research findings. Interactive teaching methods in brain-based learning include orchestrated immersion and relaxed alertness.
This document provides an overview of lessons from an Educational Technology 2 course. Lesson 1 reviews Educational Technology 1, which introduced the history of educational technology and its role in modern education. Lesson 2 introduces Educational Technology 2, which focuses on integrating technology into teaching and learning. Lesson 7 discusses using information technology to develop higher-level thinking skills and creativity in students through project-based learning.
National standards for quality online teachingjmariepope
This document outlines an online professional development session focused on standards G and H for quality online teaching. [1] The session uses a "make and take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of effective assessment and ensuring validity, reliability, and security for online assessments. [3] They also consider how to implement authentic assessments, provide continuous feedback, and align assignments and assessments to learning goals using backward design.
Venture lab –Design a new language learning environment - by the Creative Lan...Eugene Chen
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IRJET- Role of Professional Learning Community for School ImprovementIRJET Journal
1. Professional learning communities (PLCs) in schools encourage collective learning among teachers to improve teaching skills and student academic performance.
2. In PLCs, teachers meet regularly to examine student work, analyze classroom and school-wide performance data, and apply research-based teaching methods.
3. Effective PLCs require support from school administrators, clear goals, and trust among participating teachers. Challenges include lack of support, differing views among teachers, and lack of focus. Suggestions are made to overcome such challenges through cooperation.
This document discusses information and communication technology in Smart Schools in Malaysia. It outlines the objectives of Smart Schools which include developing students holistically and preparing them for the information age. It also discusses the curriculum, pedagogy, teaching materials, and assessment used in Smart Schools. Some challenges in implementing Smart Schools include the need for extensive teacher training, adequate multimedia infrastructure, developing appropriate learning materials, and ensuring administrators play an effective managerial role. Overall, Smart Schools aim to revolutionize learning but long-term planning is required for successful implementation.
Vida01 2012 presentation_wave_women_binusVolunteer ID
Presentation by Ari Margiono of BINUS BUSINESS SCHOOL during WAVE Woman: Strengthening Women Economic Capacity through Skill-based Volunteering
Volunteer-ID, supported by BINUS Business School, celebrate International Women's Day by increasing public awareness about skill-based volunteering, women economic capacity strengthening
This presentation was shared during a half-day free event to plant seed of camaraderie, share ideas, form network, and strengthen knowledge.
Discussion theme:
a. Skill-based Volunteering, CSR & Stakeholders Engagement: Its potential contribution to strengthening women economic capacity.
b. Women Entrepreneur, Opportunities & Challenges
c. Implementation of SBV in higher education & banks
d. Woman entrepreneur's story. how do I start?
This document is a teacher's guide for a course on electrical installation and maintenance. It provides guidance for teachers to effectively teach topics related to personal entrepreneurial competencies. The guide discusses introducing real-life examples of successful professionals, assessing students' competencies, and helping students create a plan of action. It also outlines objectives, presenting content, and providing feedback and references for teachers. The overall aim is to help students understand and strengthen competencies needed for careers in electrical work.
This document summarizes a project meeting for the "Every Trainee Matters" pilot training program. The meeting took place in Athens on April 26-27, 2012 and evaluated the training process. Key topics discussed included the target group analysis, learning objectives, training models used, roles in the training process, training activities, and trainee evaluations of the training process. The training program aimed to help adult learners acquire knowledge on vocational education, training, and e-team management through various training methods and activities.
The project aims to help 8th grade students improve their reading comprehension and performance on Accelerated Reader (AR) quizzes. Students will be assigned to research and present on one of five common reading strategies. Each group will create an informative poster on their assigned strategy. The best posters from each strategy will be displayed for parents. Individually, students will apply their strategy to a sample text and write a paper describing the strategy. The goal is for students to learn to identify and retain key information from texts using various reading strategies.
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary &...Mike Blamires
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team
LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...librarysmu
Presentation by Tan Swee Liang (Director, Centre for Teaching Excellence; practice associate professor, Singapore Management University) at Information Literacy Seminar in Li Ka Shing Library, SMU on July 20, 2012
Presentation by Janice Hastings, Vice President of Program and Resource Development, and Melissa Gallagher, Extended Learning Opportunities Manager, PlusTime New Hampshire
This document outlines a proposal for a mid-year in-service training program for teachers. The 6-day training will focus on unpacking learning competencies, innovative teaching strategies, helping struggling learners, developing parent coaching skills, and designing action research. It will include virtual sessions led by the Division Office and school-based training. The training aims to equip teachers with skills for modular learning and support coping with challenges from the pandemic. A detailed budget, schedule, and monitoring plan are provided.
This document provides an introduction, conceptual framework, and curriculum guide for Mathematics I as part of the 2010 Secondary Education Curriculum in the Philippines. It was created by the Department of Education's Bureau of Secondary Education and Curriculum Development Division. The guide outlines the curriculum design process, which follows the Understanding by Design model. It also describes the results of refining the curriculum through pilot testing and stakeholder consultations to improve its relevance, rigor, and ability to promote student mastery.
This document discusses curriculum innovations in the Philippines and globally. It outlines several local innovations implemented in the Philippines like the 2002 Basic Education Curriculum, Third Elementary Education Program, and Secondary Education Improvement and Development Program. It also discusses the New Teacher Education Curriculum and Ladderized Curriculum for Bachelor of Technical Teacher Education. Two global innovations are described - Project Child, a hands-on learning program, and Brain-Based Learning, an approach based on neuroscience research.
This document provides information about a virtual classroom tour project conducted by Ana Fuertes Sanz at IES Monegros Gaspar Lax school in Sariñena, Spain. The project aimed to encourage 14-16 year old students to use information and communication technologies to support learning about energy problems and solutions. Students collaborated to research energy efficiency and identify suitable solutions for their homes through a wiki platform and presentations. The project promoted skills like critical thinking, problem solving, communication and taking environmental responsibility beyond the classroom.
The document summarizes observations from a practicum at Kilimani Integrated Primary School for learners with visual impairments. Key observations included:
1) A student who was blind performed well academically but struggled in math due to a lack of assistive devices. Another student with low vision had poor participation, handwriting, and performance due to a lack of low vision aids and multiple disabilities.
2) Teachers reported the student with multiple disabilities had always struggled and their hope was for her to finish school and join vocational training.
3) In an art class, the student who was blind did not collect coloring tools, indicating a need for adaptation.
The observations revealed gaps in teaching strategies
NGOs work to improve access, quality, and skills in education. They may establish schools in remote areas, provide scholarships, and support community education to ensure all children can learn. NGOs also strive to enhance quality by implementing new teaching methods, training teachers, and improving infrastructure. Additionally, NGOs focus on skill development and vocational training by providing targeted skills for specific jobs through hands-on learning and on-the-job experience. Employability skills like communication, teamwork, problem solving and self-management are also important for workplace success.
The document discusses technology-enhanced assessment and the benefits it provides for teachers and students. It then lists several online learning resource sites available through the Department of Education. Next, it defines rubrics as assessment tools that clearly indicate achievement criteria. The main functions of rubrics are to guide students and assist teachers in evaluation. Rubrics help define quality, enable student self-assessment, and reduce grading time. The document concludes by introducing different types of rubrics such as analytic, developmental, and holistic rubrics.
This document discusses various curriculum innovations at both the local and global levels.
Locally, innovations include the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and new teacher education curriculums. The Instructional and Curricular Excellence in School Leadership program also aims to develop instructional leadership.
Globally, innovations discussed are Project CHILD, which integrates technology and hands-on learning, and brain-based learning. Brain-based learning uses techniques like cooperative learning and multiple intelligences based on neuroscience research findings. Interactive teaching methods in brain-based learning include orchestrated immersion and relaxed alertness.
This document provides an overview of lessons from an Educational Technology 2 course. Lesson 1 reviews Educational Technology 1, which introduced the history of educational technology and its role in modern education. Lesson 2 introduces Educational Technology 2, which focuses on integrating technology into teaching and learning. Lesson 7 discusses using information technology to develop higher-level thinking skills and creativity in students through project-based learning.
National standards for quality online teachingjmariepope
This document outlines an online professional development session focused on standards G and H for quality online teaching. [1] The session uses a "make and take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of effective assessment and ensuring validity, reliability, and security for online assessments. [3] They also consider how to implement authentic assessments, provide continuous feedback, and align assignments and assessments to learning goals using backward design.
Venture lab –Design a new language learning environment - by the Creative Lan...Eugene Chen
This is a final class project of Stanford Venture Lab DNLE Online Course. Created by Eugene Chen, Masahiro Yoshida, JH Navratil, Łucja Wojtasik and David James Germain.
IRJET- Role of Professional Learning Community for School ImprovementIRJET Journal
1. Professional learning communities (PLCs) in schools encourage collective learning among teachers to improve teaching skills and student academic performance.
2. In PLCs, teachers meet regularly to examine student work, analyze classroom and school-wide performance data, and apply research-based teaching methods.
3. Effective PLCs require support from school administrators, clear goals, and trust among participating teachers. Challenges include lack of support, differing views among teachers, and lack of focus. Suggestions are made to overcome such challenges through cooperation.
This document discusses information and communication technology in Smart Schools in Malaysia. It outlines the objectives of Smart Schools which include developing students holistically and preparing them for the information age. It also discusses the curriculum, pedagogy, teaching materials, and assessment used in Smart Schools. Some challenges in implementing Smart Schools include the need for extensive teacher training, adequate multimedia infrastructure, developing appropriate learning materials, and ensuring administrators play an effective managerial role. Overall, Smart Schools aim to revolutionize learning but long-term planning is required for successful implementation.
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This presentation was shared during a half-day free event to plant seed of camaraderie, share ideas, form network, and strengthen knowledge.
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2. PermataHati Framework
PILLAR 1 PILLAR 2 PILLAR 3 • 3 R (Relief /
• Banking for Student • Academic Facilities • Entrepreneurship / Applicative Reconstruction / Recovery)
Training
• Teacher Training • Non Academic Facilities
• General Classes • General Facilities
KEY ENABLER: Branch/Employee Volunteerism
Target Beneficiaries
Schools/Communities around PermataBank’s premises
2
3. How do we engaged the employee
and
make them excited?
3
4. PermataHati Menu to simplified the process
PILLAR 1 – HUMAN DEVELOPMENT PILLAR 2 – FACILITY ENHANCEMENT PILLAR 3 – COMMUNITY EMPOWERMENT
Point Senyum : 4 point / activity Point Senyum : 2 point / activity Point Senyum : 4 point / activity
Menu Menu Menu
1. Banking for Student 1. Entrepreneurship/Applicative Training
1. Academic Facilities
Objectives: Objectives:
Objectives:
Educate Students on Banking products Empower local/School communities through
Enhance students academic facilities such as
and features applicative training module
Library, Comp/ Language Lab
Activities: Activities:
Activities:
Teach students on general banking Deliver various skills related to employee’s
Actively involved in the process of
information in a class room and/or visit expertise that could provide additional
renovation/refurbishment of school
to branches skills/knowledge to the community to grow
library/computer lab/language lab (incl.
2. Teachers Training contents)
Objectives: A la Carte
2. Non Academic Facilities
Improve teaching skills and sharing on
Objectives: Menu Points
general knowledge
Enhance students fitness and creative facility
Activities: 1. Shareholder’s Synergy 2
Activities:
Deliver general modules that related to Objectives:
employee’s expertise during teacher Actively involved in the process of
renovation/refurbishment of sport facilities or Encourage employee
training session
art center (incl. contents) involvement/engagement in
3. Remedial Class on General Education shareholder’s CSR program
Objectives: 3. General Facilities
2. Blood Donation 2
Improve students creativity and Objectives:
PermataClub Blood Donation activity
knowledge sharing Enhance school general facilities ie. Apotik
Activities: hidup, canteen.
Activity based on skill-based volunteerism
Teach students on general education Activities:
that related to employee’s expertise Actively involved in the process of
such as: computer class, English, renovation/refurbishment of school general Assumptions:
math, dances or sport. facilities such as canteen. • Target each employee engagement per year = 8-10
hours
• 1 point = 1 hour
• 10 points = 1 beneficiary/year
4
6. Management support to boost Employee Volunteerism
All employees is entitled for additional one-day CSR Leave to participate in CSR program
6
7. Management recognition to individual/team contribution
OBJECTIVE
To recognise and award outstanding
“Individual” and “Directorate” in
PermataBank who shows strong
passion and commitment to live the
value of PermataHati across
PermataBank.
PermataHati Noble Award is given to:
• Most Caring Individual
• Most Responsive Directorate
• Most Innovative Directorate
• Most Excellent Directorate
PermataHati NOBLE Award is
personally handed by the President
Director, as one of the category under
President Director’s Award
7
8. e-Passport Online
Online system developed to give convenience for employee to monitor and track its
volunteerism activities and status of Point Senyum
http://learning.corp.permatabank.co.id/webcsr
8
9. PermataHati Monitoring Dashboard
as regular monitoring achievement against annual target
Trend CSR Activities
Monitoring Dashboard 20
18
19
Scholarship EVO Tracking 16
1200 14
1000 12 11 11
# EVO 10
800 10
971 8
600 1130 8 8 8
1850 6 8 6
400 6
500 4 4 4 5
200 720 4 3 34
125 209
0 2 2 1
2010 2011 New EVO 0 2
0 1
Repeat EVO 0
Target Achievement Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
2010 2011
# EVO
Directorate Points Earned
Participated Top 10 Employees Directorate Point Senyum # Activities
Technology & Operations 4740 767 Ida Bagus N Mahayasa U.D Technology & Operations 66 18
Retail Banking 1452 384 Popy Surjanto Retail Banking 33 11
Wholesale Banking 1348 275 Erna Linawati Jusuff President Director 30 11
Eddy Sutanto Technology & Operations 27 7
Human Resources 709 115
Tjandra Tjulianti Technology & Operations 25 7
Risk Management 535 134
Siska Wiasnistri Andayani President Director 24 9
Finance 385 85
Ida Ayu Putu Lintarini Technology & Operations 23 6
President Director 281 37 Leila Djafaar President Director 22 8
Compliance 179 35 Mustopa Nuroji Technology & Operations 21 6
Vice President Director 81 18 Elisabeth Retna Guntarti Human Resources 20 6
9,710 1,850
9
10. “Since launched in Q3-2010, 4,178 volunteers of PermataHati has
delivered 1,282 scholarship from 139 activities in 77 institutions,
touching over 8,173 beneficiaries”.
With these achievement, PermataBank earned Distinguished
Honoree Achievement from Stevie Award in “Corporate Social
Responsibility Program of the Year” (Asia, Australian & New Zealand)
in the 2011 International Business Award.
We will continue to work to put more smiley faces for brighter
Indonesia!
10
Editor's Notes
2.1. Framework PermataHati: Reactive (humanitarian/ disaster relief) vs Proactive (education program – 3 pillars) EVO & Bravo CSR champions Manfaat ganda: sekolah/ komunitas + beasiswa
2.2. Framework - CSR Menu: Keterlibatan karyawan adalah kunci utama kesuksesan PermataHati. 10 Poin Senyum = 1 Beasiswa Selain 3 pilar utama, kami juga berpartisipasi dalam bentuk ‘Shareholder Synergy’. Beberapa contoh: Kegiatan dengan Astra Financial Services Group: Adopt a Library – Renovasi Perpustakaan Book & Computer Lab Donation – Donasi buku dan peralatan komputer Tree plantation & Apotik Hidup Story Telling – Berbagi Cerita (Kelas 2 & 6 SD) Donor darah
2.3. Framework - Mekanisme Poin Senyum: Proses yang user-friendly untuk karyawan – Poin Senyum . PermataHati Noble award – diberikan pd saat PD’s Award tahunan, dengan kategori: Most Caring Individual Most Responsive Directorate Most Innovative Directorate Most Excellent Directorate
4.1. Infrastruktur – Cuti CSR: Komitmen manajemen sangat penting – CSR sebagai salah satu kriteria KPI untuk Direksi, Manajemen Senior dan karyawan. Contoh konkrit – CSR Leave, diperkenalkan 2010. Permata satu2nya bank lokal yang memberikan “Cuti CSR” kepada seluruh karyawan diluar jatah cuti tahunan.
2.3. Framework - Mekanisme Poin Senyum: Proses yang user-friendly untuk karyawan – Poin Senyum . PermataHati Noble award – diberikan pd saat PD’s Award tahunan, dengan kategori: Most Caring Individual Most Responsive Directorate Most Innovative Directorate Most Excellent Directorate
4.4. Infrastruktur – Online e-Passport: Saat ini kami memiliki buku passport dalam bentuk hard copy contoh. Tapi tahun 2012 ini kami memperkenalkan dalam bentuk online sebagai bagian dari Inovasi.
4.5. Infrastruktur – Monitoring Dashboard: Salah satu kunci kesuksesan program CSR adalah sistem monitoring dan tracking yang dilakukan secara reguler dan dilaporkan ke Direksi setiap bulan . Tracking diberikan berdasarkan: Individu karyawan Direktorat Frequent Volunteer vs. New Volunteer Trend bulanan & tahunan