PERANAN DISIPLIN KERJA DAN PENGEMBANGAN KARIR TERHADAP KINERJA KARYAWAN PADA PT PLN PEMBANGUNAN SUMATERA UTARA

PT PLN Pembangkitan Sumatera Utara Medan, by reason of the selection of research objects due to the decreased employee performance in the company. Employee performance is a condition that indicates whether or not the employee is doing the work. This decrease in performance can be caused by work discipline and career development which is less suitable with the background of education level as well as position in work resulting in the occurrence of errors and boredom in work, the employee who often use the absent as a reason for saturation in the work so that violation of company regulations . The theory used in this research is Human Resource Management. This study aims to analyze how the influence of work discipline and career development of employees at PT PLN Pembangkitan Sumatera Utara. The research method used is descriptive quantitative with the nature of the research is explanatory. The analytical method used is multiple regression with the population used as many as 154 employees. Determination of sample used is sample saturated with amount of sample 154 employees and 30 employees of branch of PT PLN Sektor Pembangkitan Medan for validity test. The results showed that work discipline and career development simultaneously and partially significant effect on employee performance at PT PLN Pembangkitan Sumatera Utara and the coefficient of determination is 71%. So it can be concluded in this study that the work discipline and career development simultaneously and partially significant effect on employee performance   at   PT   PLN   Pembangkitan   North   Sumatra

National curriculum assessment: how to make it better

In a series of papers ov er the last ten years, I have outlined various problems affecting the assessment of the national curriculum in England which are the subject of a critique by Paul Newton (this issue). In responding to this critique, I acknowledge that his summary of my position is fair, and agree that, by the standards of analytic rationality, the evidence for some of the problems I identify is not compelling. However, in response I argue that by standards of reasonableness (eg on the balance of probabilities) the evidence is sufficently serious to warrant a re-examination of national curriculum assessment, and the alternatives. In particular, I argue that the current system provides assessments that are not sufficiently reliable for the inferences that are made on the basis of the results and has also caused a narrowing of the curriculum. I propose that the first of these weaknesses can be addressed through the increased use of teacher assessment, and the second by increasing the range of the curriculum tested through testing a greater proportion of the curriculum. In order to effect these changes without increasing the burdern on students and teachers, I propose that these two changes are combined in the form of a light sampling scheme which would increase both the reliability and minimise the curricular backwash, although the price paid for this would be the lack of a direct, transparent and objective link between the results achieved by individual students on tests and the reported levels of a school’s performance