Multicultural Personality of Principals of Public Elementary Schools in East Jakarta

Supadi,; Listyasari, Winda Dewi; Soraya, Evitha; Rochanah, Siti

doi:10.2991/assehr.k.201221.047

Cited by 2 publications

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“…Several studies have provided evidence that MBTI and DISC trainings can be components of broader developmental interventions that show desirable outcomes. For example, training on personality, in conjunction with content on some combination of group norming, assigning team roles, goal-setting, communication skills, negotiation skills, public speaking, and multiculturalism, has shown positive effects on knowledge, performance, satisfaction, and cohesion (Bayley et al, 2007; DiMeglio et al, 2005; Rekar, 2001; Rekar Munro & Laiken, 2003; Supadi et al, 2019). Jarl (2016) observed a slight increase in student team satisfaction as a result of composing teams to maximize personality diversity, assigning team roles, and training on MBTI.…”

Section: Terminologymentioning

confidence: 99%

Trainer perspectives on personality-based group training: Learning objectives, training outcomes, and best practice recommendations.

Osborn¹,

Brummel²,

Walton³

2024

Consulting Psychology Journal

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Despite the prevalence of personality-based group training in applied settings, little systematic research has examined the outcomes of such interventions. Even less research has explored the specific components of such interventions that might contribute to or detract from group processes and performance. To organize and spur this line of inquiry, we reviewed the literature on learning objectives, training outcomes, and best practice recommendations for personality-based training. We also interviewed 26 trainers who use personality assessments, such as the Myers-Briggs Type Indicator, DISC, CliftonStrengths, and Hogan Personality Inventory, concerning these topics. We organized their responses to each topic into categories, using thematic content analyses for the learning objectives and training recommendations. Common learning objectives involve increasing self-and other-awareness, preference for personality diversity, interpersonal skill, and individual-and unit-level attitudes and performance. Anecdotal reports generally suggest that personality-based training can improve self-awareness and interpersonal skill, but some reports describe risk of stigmatization and subgroup conflict. Differing approaches to these trainings appear to vary in their effectiveness. Common best practice recommendations from trainers include describing personality flexibly, emphasizing the value of personality diversity, tailoring the training content based on group personality profiles, ensuring trainees understand that personality testing is for developmental purposes, and treating personality feedback as confidential. We conclude by summarizing existing guidance for practitioners and suggesting two future research streams: (a) controlled evaluation of training outcomes and (b) exploration of the proposed mechanisms of action in personality-based training.

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Section: Terminologymentioning

confidence: 99%

Trainer perspectives on personality-based group training: Learning objectives, training outcomes, and best practice recommendations.

Osborn¹,

Brummel²,

Walton³

2024

Consulting Psychology Journal

View full text Add to dashboard Cite

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Management of Educational Facilities and Infrastructure in Islamic Junior High School

Rizky

Karnati

Supadi

2022

JERE

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One of the efforts to improve the quality of Indonesia's young generation is through the learning process in schools, and successful learning is supported by the effective and efficient utilization of all educational facilities and infrastructure in schools. This study aims to analyze the planning, procurement, inventory, maintenance, and removal of educational facilities and infrastructure at one of Islamic Junior High School. A qualitative research data collection technique is used through observation, interviews, documentation, and triangulation. Data analysis techniques procedure including: data collection, data reduction, data presentation, and concluding. The subjects in this study were students and teachers. Based on the results of the study it can be seen: first, planning activities for facilities and infrastructure are always carried out starting from analysis, determining funds, and selecting needed goods, second procurement activities are carried out by buying and determining funds as needed, the third inventories are always carried out as evidence of the procurement of goods, and coding is carried out when the goods come to school, the fourth maintenance of facilities and infrastructure is carried out regularly by involving school residents and discussed through periodic meetings, fifth Deletion activities are carried out if there are inappropriate goods, damaged goods, and goods that are no longer used.

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Multicultural Personality of Principals of Public Elementary Schools in East Jakarta

Cited by 2 publications

References 0 publications

Trainer perspectives on personality-based group training: Learning objectives, training outcomes, and best practice recommendations.

Trainer perspectives on personality-based group training: Learning objectives, training outcomes, and best practice recommendations.

Management of Educational Facilities and Infrastructure in Islamic Junior High School

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