Kami Anak Malaysia

Bersama Berganding Bahu Kearah Membina Generasi Gemilang.

Merialisasikan Impian Untuk Semua

Bekerjasama Tanpa Diskriminasi

Adik-Adik kami Bimbing dan Sahabat Kami Pimpin

Mengamalkan Perkongsian dan Amalan Terbaik

10 Program Utama Untuk Semua

Program Yang Akan Mengubah Sikap dan Menambah Ilmu

Konsep Penglibatan Peserta dan Pembelajaran Aktif

Yang Berat Sama Di Pikul dan Ringin Sama Di Jinjing

Monday, October 25, 2010

Self Development-Effective Leadership

Leaders must be adaptable to change. Charles Darwin said, "It's not the strongest of the species, nor the most intelligent, that survive; it's the one most responsive to change."

Self Development-Leadership Theory

Hersey’s and Blanchard’s Situational Leadership

The Classic Situational Leadership® model of management and leadership style also illustrates the ideal development of a team from immaturity (stage 1) through to maturity (stage 4) during which management an leadership style progressively develops from relatively detached task-directing (1), through the more managerially-involved stages of explanation (2) and participation (3), to the final stage of relatively detached delegation (4), at which time ideally the team is largely self-managing, and hopefully contains at least one potential management/leadership successor.

The aim of the leader or manager is therefore to develop the team through the four stages, and then to move on to another role.

Ironically this outcome is feared by many managers. However, good organisations place an extremely high value on leaders and managers who can achieve this.

The model also illustrates four main leadership and management styles, which a good leader is able to switch between, depending on the sitution (ie., the team’s maturity relating to a particular task, project or challenge.)

Situational Leadership® is a trademark of the Center for Leadership Studies, which represents the interests and products of Dr Paul Hersey. Ken Blanchard (who incidentally wrote ‘The One Minute Manager’) went on to develop the Situational Leadership® system into what he called Situational Leadership II®, and which now covers a range of products marketed by his organization, The Ken Blanchard Companies.

Use of material relating to Situational Leadership® and/or Situational Leadership II® requires licence and agreement from the respective companies.

Tannenbaum and Schmidt Continuum

The Tannenbaum and Schmidt Continuum also correlates in a way to the models above – esentially that management style tends to offer more freedom as the group matures.

Tannenbaum&Schmidt Continuum
The diagonal line loosely equates to the dotted line on the other two models. As the team matures and becomes more self-suffient and self-directing, so the manager’s style should react accordingly, ideally becoming more detached, more delegating, encouraging and enablung the group to run itself, and for a successor (or if you are a good manager or a lucky one, for more than one successor) to emerge.

Self Development-Team Development Model

Bruce Tuckman’s 1965 Forming Storming Norming Performing Team-Development Model

Dr Bruce Tuckman published his Forming Storming Norming Performing model in 1965. He added a fifth stage, Adjourning, in the 1970′s. The Forming Storming Norming Performing theory is an elegant and helpful explanation of team development and behaviour. Similarities can be seen with other models, such as Tannenbaum and Schmidt Continuum and especially with Hersey and Blanchard’s Situational Leadership® model, developed about the same time.

Tuckman’s model explains that as the team develops maturity and ability, relationships establish, and the leader changes leadership style. Beginning with a directing style, moving through coaching, then participating, finishing delegating and almost detached. At this point the team may produce a successor leader and the previous leader can move on to develop a new team. This progression of team behaviour and leadership style can be seen clearly in the Tannenbaum and Schmidt Continuum – the authority and freedom extended by the leader to the team increases while the control of the leader reduces. In Tuckman’s Forming Storming Norming Performing model, Hersey’s and Blanchard’s Situational Leadership® model and in Tannenbaum and Schmidt’s Continuum, we see the same effect, represented in three ways.

Tuckman’s Forming Storming Norming Performing Model – Original Model

The progression is:
  • forming
  • storming
  • norming
  • performing
  • adjourning
Features of each phase:
forming – stage 1
High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the team’s purpose, objectives and external relationships. Processes are often ignored. Members test tolerance of system and leader. Leader directs (similar to Situational Leadership® ‘Telling’ mode).

storming – stage 2
Decisions don’t come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches (similar to Situational Leadership® ‘Selling’ mode).

norming – stage 3
Agreement and consensus is largely forms among team, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enables (similar to the Situational Leadership® ‘Participating’ mode).

performing – stage 4
The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development. Leader delegates and oversees (similar to the Situational Leadership® ‘Delegating’ mode).

Bruce Tuckman refined his theory around 1975 and added a fifth stage to the Forming Storming Norming Performing model – he called it Adjourning, which is also referred to as Deforming and Mourning. Adjourning is arguably more of an adjunct to the original four stage model rather than an extension – it views the group from a perspective beyond the purpose of the first four stages. The Adjourning phase is certainly very relevant to the people in the group and their well-being, but not to the main task of managing and developing a team, which is clearly central to the original four stages.

adjourning – stage 5
Tuckman’s fifth stage, Adjourning, is the break-up of the group, hopefully when the task is completed successfully, its purpose fulfilled; everyone can move on to new things, feeling good about what’s been achieved. From an organizational perspective, recognition of and sensitivity to people’s vulnerabilities in Tuckman’s fifth stage is helpful, particularly if members of the group have been closely bonded and feel a sense of insecurity or threat from this change. Feelings of insecurity would be natural for people with high ‘steadiness’ attributes (as regards the ‘four temperaments’ or DISC model) and with strong routine and empathy style (as regards the Benziger thinking styles model, right and left basal brain dominance).


Friday, October 22, 2010

KM Approach to Business-Ria Two Sdn Bhd

KM Approach to Business-Ria Two Sdn Bhd (Part1)



KM Approach to Business-Ria Two Sdn Bhd (Part2)

KM-Knowledge Management Approach to Business-MAA Assurance

MAA Assurance



Knowledge Management Approach to Business
Apply knowledge management approach to business in Malaysia by collecting a lesson learned and reapply through the development of franchise and agent program. This program was successfully implemented on the above organization.

Activities
-collecting lesson learned
-sharing the best practices
-replicate the processes in the business flow
-benchmarking the best technique and approach
-training using KM based approach

KM-Knowledge Management Approach to Business-Mulia Erat Sdn Bhd

Mulia Erat Sdn Bhd (Part 1)


Mulia Erat Sdn Bhd (Part 2)



Knowledge Management Approach to Business
Apply knowledge management approach to business in Malaysia by collecting a lesson learned and reapply through the development of franchise and agent program. This program was successfully implemented on the above organization.

Activities
-collecting lesson learned
-sharing the best practices
-replicate the processes in the business flow
-benchmarking the best technique and approach
-training using KM based approach

Thursday, October 21, 2010

Self Development-Goal Setting


Salam all,

If you know that you can do more with your life, but struggle with the means of acquisition, consider your goal setting skills. By learning to effectively set goals, you are taking the first step to a happy, more productive life that is fulfilling. Once you learn how to set goals, moving into the ability to commit to those goals and seeing them through to completion will enable you to experience the many benefits of goal setting, and the general success that you want!

Goal setting is a powerful way of motivating people. In fact, goal setting theory is generally accepted as among the most valid and useful motivation theories in industrial and organizational psychology, human resource management, and organizational behavior. Locke's research showed that there was a relationship between how difficult and specific a goal was and people's performance of a task. He found that specific and difficult goals led to better task performance than vague or easy goals.

Telling someone to "Try hard" or "Do your best" is less effective than "Try to get more than 80% correct" or "Concentrate on beating your best time." Likewise, having a goal that's too easy is not a motivating force. Hard goals are more motivating than easy goals, because it's much more of an accomplishment to achieve something that you have to work for. A few years after Locke published his article, another researcher, Dr Gary Latham, studied the effect of goal setting in the workplace. His results supported exactly what Locke had found, and the inseparable link between goal setting and workplace performance was formed.


'Life With a Purpose'


-MZA-

KM-Workshop INTAN 22to25 March 2010-Video Presentation 3

Bengkel Knowledge Management: Institut Tadbiran Awam Malaysia
INTAN 2010, Dewan Seri Baiduri, IMATEC


Trainer: En. Megat Zainurul Anuar bin Megat Johari
Trainer: En. Akmal Zaman bin Abu
Syarikat: Dreamsoft (M) Sdn Bhd
Rujukan : www.thedreamsoft.com
Email: admin@thedreamsoft.com
Email Trainer: megat@thedreamsoft.com; akmal@thedreamsoft.com


objektif
1. untuk memberikan menyelaraskan sukatan pemahaman dan 'terminology' bagu 'Knowledge Management'
2. memberikan pendedahan asas tentang pengurusan ilmu
3. meningkatkan pengetahuan peserta tentang perlaksanaan dan praktis KM di agensi masing-masing
4. memberikan pendedahan kepada KM system dan isu-isu berkaitan pengurusan maklumat


KM-Workshop INTAN 22to25 March 2010-Soft Skills NLP-Akmal


Revision
KM Video 22 25 MArch 2010 KM Action Plan-Megat 10

Tuesday, October 19, 2010

KM-Workshop INTAN 22to25 March 2010-Video Presentation 2

Bengkel Knowledge Management: Institut Tadbiran Awam Malaysia
INTAN 2010, Dewan Seri Baiduri, IMATEC


Trainer:
En. Megat Zainurul Anuar bin Megat Johari
Trainer: En. Akmal Zaman bin Abu
Syarikat: Dreamsoft (M) Sdn Bhd |Rujukan : www.thedreamsoft.com
Email: admin@thedreamsoft.com
Email Trainer: megat@thedreamsoft.com; akmal@thedreamsoft.com


Objektif
1. untuk memberikan menyelaraskan sukatan pemahaman dan 'terminology' bagu 'Knowledge Management'
2. memberikan pendedahan asas tentang pengurusan ilmu
3. meningkatkan pengetahuan peserta tentang perlaksanaan dan praktis KM di agensi masing-masing
4. memberikan pendedahan kepada KM system dan isu-isu berkaitan pengurusan maklumat

Revision
KM Video 22 25 MArch 2010 Scavenger Hunt Megat 7


KM Video 22 25 MArch 2010 collaboration tools Megat 8


KM Video 22 25 MArch 2010 Capturing Lesson Learned Megat 9

KM-Workshop INTAN 22to25 March 2010-Video Presentation 1

Bengkel Knowledge Management: Institut Tadbiran Awam Malaysia
INTAN 2010, Dewan Seri Baiduri, IMATEC


Trainer: En. Megat Zainurul Anuar bin Megat Johari
Trainer: En. Akmal Zaman bin Abu
Syarikat: Dreamsoft (M) Sdn Bhd |Rujukan : www.thedreamsoft.com
Email: admin@thedreamsoft.com
Email Trainer: megat@thedreamsoft.com; akmal@thedreamsoft.com


Objektif
1. untuk memberikan menyelaraskan sukatan pemahaman dan 'terminology' bagu 'Knowledge Management'
2. memberikan pendedahan asas tentang pengurusan ilmu
3. meningkatkan pengetahuan peserta tentang perlaksanaan dan praktis KM di agensi masing-masing
4. memberikan pendedahan kepada KM system dan isu-isu berkaitan pengurusan maklumat

Revision
KM video 22to25 March 2010: Tacit and Explicit


KM video 22to25 March 2010: KM Lesson Learned from Interview



KM video 22to25 March 2010: Workshop Begin 1a-The Participant



KM video 22to25 March 2010: Workshop Begin 1b-Data, Information and Knowledge


KM video 22to25 March 2010:KM-Megat3-Community of Practise

Wednesday, October 13, 2010

Self Development-Interview

Bagaimana perasaan kita apabila di 'interview' dan bagaimana kita menjawab soalan apabila ditanya tentang diri kita :)





Self Development- Cita Cita Saya

Bagaimana untuk mencapai cita-cita adalah sesuatu yang amat penting. Kebanyakan dari kita hanya menyebut tentang cita-cita sewaktu zaman kanak-kanak. Apabila ditanya tentang cita-cita pada usia remaja kita kadang-kadang tersenyum dan ada juga yang sudah lupa tentang cita-cita.


Bayangkan hidup tanpa cita-cita! Sudah tentu apa juga pekerjaan dan 'profession' akan menjadi betul. Tetapi adakah itu yang kita mahu. Hidup kita ditentukan oleh keadaan kerana kegagalan kita untuk mempunyai impian.


Kehidupan dan kesibukan aktiviti harian membuatkan kita hilang fokus dan tidak membuat perancangan untuk mencapai cita-cita. Percayalah cita-cita tidak akan datang sendiri menemui kita tetapi kitalah yang harus mengejar cita-cita kita.


Berikut adalah sebahagian dari remaja yang mempunyi cita-cita dan berjanji akan mencapainya didalam tempoh 5 tahun dari sekarang (13 Oktober 2010) dan ada juga didalam tempoh 10 tahun dari sekarang. Adakah anda seperti mereka yang mempunyai cita-cita dan yakin mampu mencapainya.


Tahniah! dan semoga berjaya.






































Tuesday, October 5, 2010

PM-Template-Project Closing

1. Project Closing- Meeting 1 Close Out Agenda

Project Closing- Meeting 1 Close Out Agenda

2. Project Closing- Post Implementation Survey

Project Closing- Post Implementation Survey

3. Project Closing- Project Review and Close Report

Project Closing- Project Review and Close Report

4. Project Closing- Meeting 2 Close Out Agenda

Project Closing- Meeting 2 Close Out Agenda

Regards
MZA

PM-Project Closing UiTM

Project closure is conclusion and finishing of a project, including settlement of all disputable matters. As a rule, project closing includes the following group of steps: finishing works on product creation; delivering project results to customer; breaking up project team; analyzing project experience and documenting.

Closing a project is not as easy as it seems. You need to first ensure that the project closure criteria have been fully satisfied and that there are no outstanding items remaining. You then need to identify a release plan for the project deliverables, documentation, supplier contracts and resources. Finally, you will want to initiate a communication plan to inform all project stakeholders that the project has now been closed.


Regards

MZA