View ANALISIS CATWOE ó CATDWE word from TRUX at Antenor Orrego Private University. Metodologa de Sistemas CATWOE C- Costumers A- Actors T- . PDF | Batik industry in Indonesia is generally small and medium enterprises ( SMEs) Based on the rich picture we develop CATWOE analysis as follows: Analisis Situasional Kompetensi Praktisi Sumber Daya Manusia. PDF | Dissatisfied with the approach of systems engineering, Checkland set The CATWOE mnemonic was developed to formulate the root definitions, and ANALISIS RESPON PEMANGKU KEPENTINGAN DI DAERAH.
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Grupo de Investigación: “Seguridad, Análisis de Riesgos, Accidentes y Confiabilidad de Sistemas” .. elements summed up in the acronym CATWOE ( Table 5). A Root Definition was formulated and it then assisted the CATWOE analysis Definition telah dirumuskan dan ini kemudian membantu analisis CATWOE yang. The root definition and and 6 do gap analysis and action plan for CATWOE were .. Seminar: Development of Small Island,  Arifin, B., “Analisis Ekonomi.
Sarjana thesis, Universitas Brawijaya.
Indonesian Abstract Undang-Undang No. Pendekatan partisipatif dilaksanakan dengan melibatkan stakeholder pembangunan, dalam rangka memperoleh aspirasi dan menciptakan rasa kepemilikan.
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Kota Batu adalah satu-satunya kota di Jawa Timur yang berpartisipasi dalam Pilkada serentak dan berkewajiban membuat dokumen RPJMD maksimal 6 bulan setelah walikota dan wakil walikota dilantik. Masalah yang biasa muncul dalam perencanaan partisipatif adalah partisipasi pasif dari stakeholder karena beberapa alasan. Partisipasi disini bukan hanya sekedar tingkat kehadiran melainkan juga berhubungan dengan tingkat keaktifan dari masyarakat dalam memberikan saran dan kritik.
Penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif dengan pembatasan fokus mengacu pada hasil riset lapangan yang dikorelasikan dan dianalisa sesuai dengan teori-teori pendukung mengenai partisipasi masyarakat dan Soft System Methodology. Forum Konsultasi Publik; 2. Musyawarah Perencanaan Pembangunan; dan 3.
Stakeholder yang terlibat dalam Perencanaan; dan b Model Perencanaan Partisipatif menggunakan pendekatan Soft System Methodology yang terdiri dari 1. Definisi akar masalah partisipasi masyrakat; 2. Model perencanaan partisipatif yang ada dunia nyata ; 4.
Model Konseptual Model perencanaaan partisipatif. Sumber data diperoleh melalui observasi, wawancara, focus grup discussion dan dokumentasi. Analisis data yang digunakan ialah Soft Sytem Methodology untuk menggambarkan kondisi nyata dan memperbaiki model perencanaan partisipatif yang telah ada. Hasil penelitian ini menentukan derajat partisipasi masyarakat berada di level ketiga informasi dari derajat tokenism dalam A Ladder Citizen Participation oleh Arnstein.
Pendekatan SSM menganalisis bahwa ada beberapa faktor lingkungan yang menghambat derajat partisipasi masyarakat gagal mendapatkan level yang lebih tinggi. Each has its own competencies, assessment tools and training materials.
These are the actions set for each individual pathway: - Evaluation - Needs definition - Training pathway - Goal fulfilment review E Training intervention The training intervention is represented by the images of two people.
Following the evaluation completed by applying the assessment tools to each pathway, the competencies to be developed are defined by a training intervention. For an accurate definition of the training pathway, in addition to the needs identified, one must take into account the company's priority objectives. The training pathway determines the following: the group targeted by the training, the contents, the order of content delivery, and the length of the training action.
These approaches are intended to help the company reach a number of competencies to handle diversity and use it as a driver of innovation. The competencies include the knowledge, skills and attitudes needed by the company at different staff levels: Blue profile: Company directors and managers. Any organisation interested in implementing this methodology can take the first step by identifying its profile in terms of reactivity or proactivity in managing diversity, which is facilitated by the assessment tools in the blue approach: Diversity Management assessment tool and Diversity interview.
Based on such needs, the company can continue with next training itinerary, i. As a result, the company may have more emphasis towards a blue, orange or green profile. A blue profile means that the company can continue with the training approach of that level. If the profile leans more towards orange or green, the actions defined in the second level can be taken.
See also sections 2. The assessment tools indicate the reactivity or proactivity in managing diversity. Reactivity or proactivity is found both in strategic and operational levels see Image 2. An organisation can eventually choose which training profile to take based on both the assessments and ensuing discussions.
These organisations have only tackled diversity in a shallow way or not at all, thus ignoring potential links between diversity and their products or services. They have not implemented any diversity-related measures yet.
In blue-profile companies, diversity may be considered an issue that needs to be resolved. In fact, the company might have had problems of different kinds concerning diversity: verbal and non-verbal communication misunderstandings, work conflicts caused by opposing opinions, non-compliance with disability regulations or recommendations non-adapted jobs or posts as a result of the lack of knowledge or poor facilities , etc.
ValoDi seeks to overcome these situations by means of training and a number of actions that can be taken by the human resources personnel. People targeted in this level Managers and directors must get involved in promoting diversity management. Training at this level is specifically targeted at those with decision making power in the company: managers, human resources staff Competence to be reached in this level The organisation is proactive about diversity and recognises diversity in their workforce.
Based on it, they will continue with the blue approach, or as applicable orange or green. It provides qualitative information on diversity and innovation management at the company. Training pathway Training in this itinerary is aimed at developing the competence characteristic of this level in the managing staff, human resources employees or people in charge of diversity management.
For further information on tools and training materials, see the blue-level modules.
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Following this evaluation and ensuing 27 discussions, some companies may lean more towards the an orange profile. This means that they already have blue-level competence and, subsequently, directors and managers in the company support diversity management. To continue making progress, the orange approach needs to be implemented.
It also offers assessment tools and training materials that will help the company raise awareness with the employees and include diversity into human resources operations in a cross-cutting way. Profile of companies to continue training at this level Orange-profile companies already have managers that are aware of the importance of diversity management.
In ValoDi methodology, two main training needs can be identified in this company type: including diversity in human resources operations, or improving diversity competence with the rest of the staff. People targeted in this level This approach targets two types of employees: - For inclusion and awareness purposes: middle managers, teachers, and people responsible for different employees.
Design of diversity management actions. For further information on training materials, see the orange-level modules. In this approach, the company should benefit from diversity by using it as a driver of innovation. Profile of companies that must continue training at this level Green-profile companies have committed managers who are aware of the importance of diversity management, HR operations that include diversity on a cross-cutting basis, and employees with a high competence level as regards diversity.
They are proactive towards diversity and diversity management, and they seek to enhance their innovation competence to be able to benefit from diversity. People targeted in this level Staff involved in innovation management. Assessment tools Innovation evaluation questionnaire.
For further information on tool and training materials, see the green-level modules. The goal of the ValoDi materials is to provide users with the necessary tools for them to develop diversity and diversity management competence.
This guide is intended to facilitate the design of training actions on the basis of ValoDi materials of different levels i. ValoDi offers evaluation tools and training materials. Preferably, the evaluation tools must be used under supervision by one of the ValoDi participating institutions.
The target audience of the training materials varies depending of the skills to be developed. The blue level i.
This illustration shows each individual level and their target audience. Introduction to diversity management and its value to the enterprises 2. Models and best practices for diversity management 3. First steps for the Diversity Management in the Company 4.
Tools for the Diversity Management 5 to Awareness modules: Genre, Sexual orientation, health, disability, language, ethnic and cultural background, age, ideology andopinion. Diversity Management at the HR operations Introduction to innovation and its link with diversity Model and best practices in innovation and diversity Creativity tecniques 14 Possitive discrimination plan 3.
The ValoDi Project aims to develop tools for organisations to acquire competence in diversity management and to use it as a source of innovation and advantages, both internally generation of new processes and improvement of existing ones and externally development of new services or products, or modification of existing ones.
For companies to be able to handle diversity and derive innovation from it, every training module includes a number of competences that the organisation must develop. Such competences have been divided into three levels blue, orange and green based on their development. Next is a chart including the three training modules in the levels. Three steps are suggested: evaluation, needs definition, and training action design. The application of these tools provides us with results for the definition of the training needs of our target group.
Let us describe the evaluation tools. The development of the DM Assessment Tool is based on an ongoing international debate and research on diversity management put together among other researchers by Aulikki Sippola.
In her study Sippola suggests that four corporate paradigms can be applied.
In ValoDi, we have made an attempt to illustrate the state of diversity management in an organization by a four-fold table as a result of the electronic DM Assessment, with an axe x for 35 actions and axe y for strategic approach see Image 2. However, it has proved too challenging during this short and relatively practically oriented project alone. Hence, we chose a moderate approach with the DM Assessment result. A single respondent as well as an organisation can view the result of responses to the DM Assessment as a set of continuums from reactive to proactive for each statement of the assessment see Image 1.
This can make a tangible basis for further discussions on the diversity management profile of an organization and for analysing the training needs.The assessment tools indicate the reactivity or proactivity in managing diversity.
Note, that the colours scheme is independent and does not directly reflect that of the training profiles. It is recommended to analyse the results obtained through the use of the assessment tools before choosing a learning path.
ValoDi Diversity Assessment. The methodology of the ValoDi project leans on four assessment tools: - Diversity Management assessment tool and ensuing discussion - Diversity Management interview - Diversity assessment tool - Innovation assessment tool 22 D Pathways Pathways or itineraries are graphically represented by coloured lines.
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