Privatisasi: Implikasinya terhadap Perubahan Perilaku Karyawan dan Budaya Organisasi

Abstract

Two variables are usually used as a basis to make decision of privatization. While this is not necessarily wrong, there in fact other factors that should be taken for consideration but so far being neglected. These are human and cultural factors.This paper discusses these two factors and hypothesizes their implications in the short term and long term. In the short term, it is hypothesized that privatization will create fear, anxiety, stress and dissatisfaction among employees in which their company being privatized but no significance implication to the organizational culture. In the long term it is hypothesized that these fear, anxiety, stress and dissatisfaction will gradually be reduced. Despite this expectation, in the long term it is also expected that the success of privatization will be depending on the reaction of the people on the cultural change.

Entrepreneurial character education through the school culture in the vocational high schools

“…The results of this study had been in accordance with the theory of Hatch (1993), Stolp & Smith (1995), Anonim (2003), Schein (2004), and Sobirin (2009), which explained that the school cultures consisted of three layers. The outer layer of the school cultures was the artifacts that consisted of three dimensions, namely: verbal/conceptual dimension, behavioral dimension and physical/material dimension.…”

“…The entrepreneurial process consists of moral knowing, moral feeling and moral action that has been formed both by the hereditary influence and the environmental influence; then, the entrepreneurial process will be used as the foundation in the learning participants' paradigm, perspective, attitude and action as an entrepreneur. Stolp & Smith (1995), Schein (2004) and Rosseau (Sobirin, 2009) define the school culture as a conceptual design that contains the standards for taking decisions based on the fundamental assumptions and that will be used as the appropriate way of viewing, thinking and feeling in solving the problems that occur in the schools. Furthermore, they explain that the school culture is divided into three levels namely: (1) artefacts; (2) values and beliefs; and (3) basic assumptions.…”

“…From the theory proposed by Hatch (1993), Stolp & Smith (1995), Anonim, (2003, Schein (2004) and Sobirin (2009), the researcher might locate in details that in the artifacts there are three inter-related dimensions namely: (a) verbal/concep-tual dimension; (b) behavioral dimension; and (c) physical/material dimension. The elements that might be grouped into the verbal/concep-tual dimension are as follows: (a) schools' vision and mission; (b) curriculum; (c) schools' organizational structure; (d) schools' figures and achievement history; and (e) languages spoken in the schools.…”

Quality Culture of Islamic Boarding School

“…Data is the result of recording the research both in the form of descriptive notes and numbers (Arikunto, 2002: 96). The data in this study are (1) the results of interviews by researchers and caregivers of Islamic boarding schools, administrators of boarding schools, students, and religious teachers in Islamic Boarding School Sidogiri Pasuruan. (2) results of observations or observations related to all activities observed by researchers.…”

Gambaran Budaya Organisasi Keperawatan Di Rumah Sakit Santa Elisabeth Medan Tahun 2020

“…Budaya merupakan pola asumsi dasar sekelompok masyarakat atau cara hidup orang banyak/pola kegiatan manusia yang secara sistematis diturunkan dari generasi ke generasi melalui berbagai proses pembelajaran untuk menciptakan cara hidup tertentu yang paling cocok dengan lingkungannya (Sobirin Achmad, 2010).…”