UNIVERSITI PUTRA MALAYSIA

COMPONENTS OF TRAINING DESIGN MODELS: THE EXTENT OF PRACTICE BY SELECTED

TRAINING INSTITUTIONS IN MALAYSIA

FARIDAH MOHAMMED

FPP L 1995 5

COMPONENTS OF TRAINING DESIGN MODELS : THE EXTENT OF PRACTICE BY SELECTED TRAINING INSTITUTIONS

IN MALAYSIA

FARIDAH MOHAMMED

MASTERS OF SCIENCE

UN I VE"RS I T I PERT AN I AN MALAYS I A

19 9 5

COMPONENTS OF TRA I N I NG DES I GN MODELS : THE EXTENT OF PRACTI CE BY SELECTED TRAI N I NG I NSTI TUT I ONS

I N MALAYSI A

By

FAR I DAH MOHAMMED

Project Subm i t ted I n Par t i a l Fu l f ilme n t O f The Requi remen t s For The Degree O f Mas t ers O f Sc i ence In The

Centre For Ex tens i on And Con t inu ing Educa t i on, Un i vers i t i Pert an i an Ma l ays i a

November 1995

This Projec t Paper titled » Components o f T r a i n i ng Design Mode l s : The Ex tent of P ractice by Se l ected Tra i ning Institutions in Malaysia " prepared by Puan Faridah Mohammed a s pa r ti a l fulfjlment of the requirements for the Degree of Masters of S c i ence ( Human Res ourc e Dev e l opmen t ) , i n the Center for Ex t ens i on and Con t i nu i ng Educa t ion , Universiti Per t an ian Ma l ay s i a .

Con f i rmed By

�------�-�- -------------HJ. TUR MAN B I N SUAND I , Ph . D Head of Unit Extension Services Un i t Center for Extension and Continuing Education Universiti Pe rtanian Malays i a ( First Supervisor)

�� -------�---------�---

HJ. EZUAR B I N TAMAM , Ph . D Lecturer Department of Development Communication Center for Extension and Con t i n u i ng Educa t i on Unive r s i t i Pe r t ani an Ma l ay s i a ( Sec ond Supervi s or )

Dr . .EL.1..w--z-.. :-. Lec turer Center for Extension and Continuing Educ aLjon Un ive rs i ti Pertanian Ma l ay s i a ( Exam i n e r )

Da te

ACKNOWLEDGEMENT

I ndeed I have A l l ah ( swl ) to t hank fo r a l l t he

oppo r t un i t ie s He has g iven i n paving t he way tow a r d s

achiev i ng t h i s mas te r s p rog ramme . I f no t fo r t he p a t ience ,

t he cou rage and t he pe r sev e rence b e s towed upon me , I may have

g iven up ha l f t he way because i ndeed t he c ha l l enge s have been

many ; a t many a t ime s a l ong t he way , t he burden was some t ime s

j u s t too much f o r me to bea r . A l hamd u l i liah and Subhan a l l a h !

May I a l so t ake t h j s opportunity to pu t on reco r d and

exp re s s my s ince re and u tmo s t g ra t itude and app re c i a t ions to

t he f o l l ow i ng who se a s s i s t ance , enco u r a geme n t and adv i se had

kep t me g o i ng and were e s pec i a l ly o f immeas u r a b le v a l u e

towa rd s m y educa t i ona l pu r su i t. Thank you .

( a ) D r . Hj. Tu r i rna n B i n Suand i , my s upe rv i so r , who i s a l so

He ad o f Ex tens ion S e rv i c e s Uni t , Cen t e r o f Ex tens i on and

Con t i nu i ng Educa t ion ( PPPL ) , Unive rs i ti Pe r t an i an

Ma l ay s i a ( UPM ) . He h a s been excep t iona l l y unde r s t an d i ng

e s pe c i a l ly t owar d s t he way I managed my p ro j e c t . He was

p a r t i cu l a r ly p a tie n t d u r ing the time s when I was

' s i le n t ' a bou t t he p ro g r e s s of my p roject . But above

a l l , I knew he wou l d be t he re when I needed h i m to

adv i se me a bou t my p ro j e c t . And i ndeed, I am v e ry

g ra te fu l t h a t he d i d not g i ve up on me a s h i s s tuden t .

Thank you Dr. and r do not have enough o f t he r i gh t

wo r d s to s ay t o you fo r s t and i ng by me . May A l l ah bless

you f o r a l l t he good t h i ngs t h a t you have done and may

He g i ve you succe s s a l l t he way . Amin .

ii

(b) D r . Hj . Ezha r B i n Tamam , my s ec ond s up e rv i s o r . H e was

t he re to he l p ou t espec i a l ly w i t h c r i t i c a l commen t s .

Thank you .

( c ) D r . H j h. Asma B in t i Ahmad . my exam i ne r , who had

p ain s t ak i ng ly read my p r oj ec t and g iven c r i t i c a l

c omment s f o r fu r the r improvemen t s . Thank you .

( c ) The Pane l o f Expe r t s fo r my i n s t rumen t : -

i ) Pro f e s s o r Madya Da t o D r . Mohd Nas i r I sm a il - D irec t o r o f PPPL

i i ) Profes s o r Madya D r . Abu Daud S i l ong - Deputy D i rec t o r o f PPPL

i ii ) P ro fe s s o r Madya D r . H j . Aza ha r i I sma i l - Lecturer, PPPL

Iv) Razaob B i n Hama t - Cu r re n t ly . D i s t r i c t V a l ue r o f t he V a l ua t i o n and

Prope r ty Serv i c e s Depa r tmen t . Bang i. He d i d h i s Mas t e rs i n Training Management at PPPL i n 1 9 9 1 .

Thank you f o r you r time ill goi ng thr ough t he r e s e a rc h

i ns t rumen t and g iv i ng c r i t i c a l commen t s on i t . I t had

been ve ry u s e fu l i ndeed .

( d ) A l l my l ec tu r e r s a t PPPL and Faku l t ! Ekonom i , UPM , r i gh t

t h rough a l l my four s emes t e r s . Thank you f o r s h a r i ng

your know l edge , expe r i ences and adv i c e .

( e ) En . Azmi B i n Mohd Noo rd i n , 'Kak J un ' , and a l l s ta f f at

the a dm i ni s t ra t i on sec t i on o f PPPL. Thank you for much

a s s i s t ance g iven . Thank you f o r t he s tudy room , En .

Azm i . I t had been handy t o have one .

( f ) My c o l l eague s whom I have me t and have go t acqua i n t e d

wi t h a t PPPL wh i l e p u r s u ing t he p r og r amme . G l ad t o have

me t y ou a l l and t o have you a l l a s my f r i e n d s . Spec i a l

i i i

(g)

t hank s to my group study mates, Sohime and Zab i d i . Get

in tou c h . A s pec i a l note of t hank s also to ' N un ik '

fo r be i ng a con s t a n t g i r l f r i end t hroughou t and who has

helped me muc h i n my analys i s .

The Pub l i c S e rv i c e s Department and the Depa rtment of

Va l u a t ion and P rope r ty Se rv i ces , M in i st ry o f Finan c e .

Thank you fo r t he scholarship and t he s t udy l eave

g ran t ed .

( h ) My o f f ice co l l eague a t INSPEN who had a l so l en d me a

he l p i ng hand w i t h my ana lys i s , Nas i r Daud . I w i s h you

s u c c e s s fo r your forthcoming Doctoral studies .

( i ) A l l o t he r s whom J may have no t men t ioned bu t who h ave

h e l ped me in one way or ano t h e r , in some small or b I g

way .

Than k you .

And l a s t bu t not the least, thank you Mak , Fuz i e, Aban g ,

Fa i s a l , Fa t ehah , F a reez and I mah fo r b e i ng the re when J

needed you mos t . A l l ah b l e s s us all. Am in .

Iv

TABLE OF CONTENTS

PAGE

ACKNOWLEDGEMENTS . . . . . . . . . ," " " " " , . . . . . . . . . . . . i 1

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , x

ABSTRACT . . . . , . . . . . . . . . . . . , . . . , . . . . . . , . . . . . . . . . . . . x i

ABSTRAK . , . . ," ', . . . , . . . . . . . , . , . . . . . . , . . , . . . . . . . . . x i v

CHAPTER

I INTRODUCTION

B ackg round t o t he Pro blem ................ 1

Cha l l enges fac ing Ma lays ia . . . , . . . . . . . . 1

S t ra t egy Shi f t i n HRD 0 f O rgan i s a t i ons . 3

Des i g n i ng Tra i n i ng Programmes .. ,....... 5

E f fee t i ve TraIn ing Pcog I'ammes . . , ..... , . 7

The Agenc i e s Studied ..................... 9

Ins t i tu t Pen i la i an Negaca . . . . . . . . . . . . . 9

Institut Kerja Raya Malaysia . . . . . . . . , . 1 0

Ins t i tu t Tadbiran Awam Negara . . . . . . . . . 1 0

l ns t i t u t Dip l omas i dan Hubungan Lual' Negara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ,.. 11

Pe t ronas Managemen 1 Trd i n i ng Sdn Bhd . ' 1 1

Institu t Kejuruteraan Teknalogl Tenaga Nasional . . . . . . . . . . . . . , . . . . . . . , . . . . . . . . 1 2

Pus a t Latihall Bank Bumiputl'u . . . . . . . . . . 13

S t a t emen t o f ProbJem ........... ,......... 13

O b j ec t ives o f the Study .............. ,... 15

S ign i f i cance o f t he Study , . . . . . . . . . . . . ' " 16

Assumptions Underlying lhp Study . . . . . " .. 17

v

Scope and Limitations of the Study .... . . . 18

De f i n i t i on of Te rms . . . . . .. . . . . . . ...... . . . 19

I I L I TERATURE REV I EW

Educa t io n , T r a i n i ng . and Deve l o pme n t 23 The D i v i d ing L i ne

Concep t o f Educ a t i o n , T r a i n i n g and Deve l opment . . . . . . . . . . . . . . . . . . ... . . . . . . 24

Concep t o f De s i gn . . . . . . . . . .. .. . . . . . . . . . . . 30

Wha t i s Des i gn 30

Cha rac t e rj s t i c s o f De s i gn . . . .. .. ...... 31

Wha t Makes an E f fe c t ive Des i g n . . . . . . . . 32

Key Fe a tu re s o f a t ra ining De s i gn . . . . . 32

Theo r i e s Fo r Design . . . . . . . . . . . . . . . . . . . 35

Pre- requ i s i t e s fo r Lea r n i ng De s i gn . . . . 42

T r a i n ing Mode l s o r Des i gns . . . . . . . . . . . . . . . 43

De f i n i t i o n . . . . . . . . . . . . .. . . . . . . . . . . . . . . 4 4

Types o f Tra i n i ng Mode l s . . . . . . . . . . . . . . 4 4

Bene f i t s o f Us i ng T r a i n ing Mode l s 45

V a r i a b l e s i n t he App l i c a t i o n o f T r a i n i ng Mode l s . . . . . . . . . . . . . . . . . . . . . . . 4 6

Ana lys i s o f S e l e c t ed T r a i n i ng Mod e l s . . 47

Common Componen t s i n T r a i n i ng Des i gn Mod e l s . . . . . . . . . . . . . . . . . . . . .. . . . . 55

Conc l ud i ng Obse rvations and Remarks . . . . . .. 6 7

I I I METHODOLOGY

Popu l a t ion . . . . . . . . . . . . . .. . .. . . .. . . . . . . . . . 70

Samp l i ng . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . 70

v.i

Data Co l l ect i on . . , . . . . . . . ' " . .. . . " . . . . . . 7 2

W r i t t en I ns t rume n t . . . . . . . . .. . . . . . . . . . . 73

P re - t es t i ng o f Written Ins t r ument . . . . . 7 5

Ana lys is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 5

IV F I ND I NGS AND D ISCUSSION

Gene r a l P ro f i l e o f the Training I ns t i t u t i ons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 6

Organ i s a t i ona l S t r uclurp/ Es t a b l i s hmen t . . . . . .. . . . . . . . . . . . . . . . . . . 7 6

Qu a l i f i c a t ion o f Training Pe r s onnel . . . 7 7

Tra i n i ng Po l icy 7 7

Annual T rai n i ng P l an . . . . . . . . .. . . . .. . . . 7 7

F in anc i a l Suppor t

I n-h ou s e Tra i n i ng

Ex ten t of Prac t i ces of the Coponen t s o f I ns t ruc t i ona l Des i gns by by Selected

7 8

78

Trai n i ng I ns t itu t ions . . . . . . . . . . . . .. . . . . . . 7 9

Tra i nIng o r S ituat i on Ana lys is . . . . . . . . 79

I dentif i c a t i on of Training Need s . ... . . 81

Asses s men t o f Training Nee d s 8 5

De t e rm i na t i on o r F o rmu l a t i on of T ra i n i ng Obj ectives . . . ... . . . . . . . .. . . . . 8 6

Curr icu l um Development . . . . . . . . . . . . . . . . 8 8

I n s t ruc t i onal Strategies .............. 8 9

Ins t ru c t i ona l Re sources 9 2

Eva l uation and feedback 9 5

T rans fe r o f T r a i n i ng . . . . . . . . . . . . . . . . . . 9 8

Cos t - be ne f i t Ana l y s is o f T rain ing Programme s . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 9

vii

I mp l emen t a tion or Managemen t o f T ra i n i ng Prog ramme s . . . . . . . . . . . . . . . . . . . 101

Deg ree o f D i f f i cu l ty i n the P rac t i c e s o f t he T r a i ning Mode l Componen t s . . . . . . . . . . . . . . . . 1 0 3

The F i r s t App roach . . . . . . . . . . . . . . . . . . . . 10 4

The Second App roach . . . . . . . . . . . . . . . . . . . 1 0 5

V SUMMARY , CONCLUS I ON , AND RECOMMENDAT I ONS

S t a t ement o f Prob l em 1 0 7

Obj ec tives o f t he S t udy . . . . . . . . . . . . . . . . . . 10 9

Me thod o l ogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Summary o f F i nd i ng s . . . . . . . . . . . . . . . . . . . . . . 1 1 2

Training Ana l y s i S 112

I den t i f i c a t i on o f T r a i n ing Need s . . . . . . 1 1 3

As s e s smen t o f T rai n i ng Ne eds . . . . . . . . . . 1 1 4

Fo rmu l a t ion o f T r a i n i ng Ob j ec t ives . . . . 11 5

Cur r i cu l um Deve l opment . . . . . . . . . . . . . . . . 1 1 5

I ns t ruc t i onal S t r a t e g i e s . . . . . . . . . . . . . . 1 1 6

I ns t ruc t i onal Resources 11 7

Eva lua t i on and Feed back 1 1 8

Trans f e r o f T ra i n i ng . . . . . . . . . . . . . . . . . . 11 9

Cost- benef i t Ana l y s i s of Training Prog rames . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 9

Imp l emen t a tion and Managemen t of t he T r a i n ing Prog ramme s . . . . . . . . . . . . . . . . . . . 1 20

Deg ree o f D i f f i cu l ty i n t he Prac t i ces of t he T r a i n i ng Mode l Componen t s . . . . . . . . . 121

Conclus i on s f rom Find I n g s . . . . . . . . . . . . . . . . 1 2 2

Recommenda t i ons . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 3

vi i i

B I BL IOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

ADD I T I ONAL REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

APPEND I X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Cove r Le t t e r and Questionnaire . . . . . . . . . . . 140

ix

Tab l e

1

2

3

4

5

6a

6b

6c

7a

7 b

7 c

8

9

10

1 1

1 2

1 3

L I ST OF TABLES

Page

T r a i n i ng or S i t ua t j ona l Ana lys i s 80

I dent i fi c a t i on o f T r a i ning Needs 82

As s e s smen t o f T r a i n i n g Needs 8 5

D e t e rm i n a t i on/Fo rmu l a t i on o f T r a i n i ng Obj ec t ives 8 7

Cu r r icu lum Deve l o pmen t 8 8

Con s i d e r a ti ons i n De t e rm i n i ng T ra i n i ng Me t hods 90

O th e r Cons i d e ra t i on s i n De t e rm i n i ng T r a i n ing Me thods 90

T r a i n i ng Me t hods 9 1

Sources o f I npu t 9 3

De t e rm i n ing I ns t ruc t i on a l Resou rces 9 4

Res ou rc e s Provided by I ns ti t u t i on s 9 5

Evaluation and Feed bac k 9 6

T rans f e r of T ra i n i n g 9 8

Cos t - bene f i t Ana lys i s o f T r a i n i ng Programme 100

I mp l emen t at i on/manageme n t o f T r a i n i ng P r o g r ammp 102

Leve l o f Dif fic u l t y fo r t he Prac t ice of the Componen t s I ndependen t o f Each O t he r 10 4

Level o f D i f f i cu l ty f o r t he Prac t i ce o f the Componen t s Dependen t o f Each O t h e r 10 6

x

Abs trac t o f pro j e c t p ap e r s u bmi t t e d t o t he Sena t e o f Un iver s i t i Per t an i an Ma l aysi a i n p ar t i a l fu l fi lmen t

o f the requ iremen t s fo r t he degree o f Master o f Sc i ence

COMPONENTS OF TRA I N I NG DES I GN MODELS THE EXTENT OF PRACTI CE BY SELECTED TRA I N I NG I NSTI TUTIONS

I N MALAYS I A

by

FARIDAII 13INTI HOHAMMED

Novembe r 199 5

F ir s t Superv i sor : Dr . II j . Tu r i man Bin Suandi Second Superv i s or : Dr . li j . Ezh a r B i n Tamam Fac u l ty : Cen tre for Ex tension and Con t i nu i ng Educ a t i o n

A n org an i s a t i on c a n be de f i ned as a group o f peop l e who

work t ogether t o achieve a sp t of common g oa l s. T h i s brings

u s t o t he fac t t ha t or gani s a t i ons c anno t ex i s t w i t hou t

peop le : i f t hey are no t a t exec u tive o r manage ri a l p o s i tions ,

t hey are d e f i n i t e ly down t here l ower t he line and fur t h e r .

The s e peop l e are emp l oyed t o be e f fi c i en t and e f fe c t ive and

are expec t ed to con tr i bu t e s i gn i f i c an t l y t owar d s produc tiv i ty

and qua l i ty o f t he pr oduc t s o r s e r vi c e s o f fe r ed by t he j r

organ i sa t i ons . Perhaps t he mos t s i gni f i c a n t inve s tme n t made

by any emp l oyer in t he present scenario i s in t ra i n i ng .

There fore i t i s e s s en t i a l tha t a s y s t em a tic appr oach t o

t ra in i ng d e s i gn b e emphas i zed .

The bro ad o b j e c t ive o f t h i s s tudy w a s t o exp l ore the

i n s truc t iona l d e s igns prac ticed by s e l ec t ed tra i n i ng

i ns t i t u t ions i n Ma l aysja . Mor e s pe c i fic a l l y , the s t udy

xi

ent a i l s t o de t e rm i ne ( a ) the gene ra] p ro f i l e of t he

t ra i n i ng i ns t I tu t i ons und e r s t udy , (b) t he c u rren t p rac t i c e s

o f componen t s o f t raining d e sign mode l s by s e l ec t ed t raining

ins t i t u t ions i n Ma l ays i a , and , ( c ) the d e g ree o f d i f f i c ul ty

expe r i enced by t he ins ti t u t i on s with r e g a rds to t he p rac t i ce

o f the i d en t i f i ed componen t s . The s t udy focus e d on t he

f o l lowing iden t i f i ed componen t s: (1) t ra i n i ng o r si t ua t ion

ana lys i s , ( i i ) i d en t i f i c a tion of t ra i n i n g need s , ( i i i )

a s s e s smen t o f t ra in ing need s , ( iv) f o rmu l a t i on o f t ra in i ng

o b j ec t ive s , ( v ) cu r r i cu l um deve l o pmen t , ( v i ) d e t e rm i na t i on of

ins t ruc t i ona l s t ra tegi e s , (v i i) de t e rmina t i on o f t he

i ns t ruc t i ona l r e s ou rce s , ( v i i i ) eva l u a t i on and feedb a c k ,

I ( i x ) t rans fe r o f t ra in i ng , ( x) c o s t - bene f i t ana lys i s , and ,

( x i) t he imp l emen t a t ion o r managemen t o f p ro g r amme s .

The ini t ia l s t age o f t h i s s t udy i nvo lved a rev i ew o f

s e l ec t ed i ns t ruc t i ona l des i gns o r t ra i n i ng mode l s fo r

purposes o f i den t i fying lhe c ommon c omponen t s o f the model s .

Thes e componen t s we re s ub s eq uen t ly i n c o r po r a t ed i n t o the

que s t i onna i re w h i c h were t hen pu t fo rwa r d t o seven r e sponde n t

o rgan i s a t ions c omp r i s i ng s e l ected t r a in in g in s t i tu t i on s i n

Ma l ays i a . Da t a c o l l ecec t e d were analy s e d us i ng a S t a t i s t i c a l

Package f o r Soc i a l Sc i enc e s , t he SPSS-PC+.

The f indings r evea l ed t ha t all t he s e l ec t ed t ra i ning

ins t i tu t i ons p rac t i sed al l t he above e leven common compone n t s

t o ins t ru c t iona l d e s i gn mode l�. They d i ffe r red only in t he

dep th o f p rac t i ce. L i it Ie emphas i s w a s g iven t o the

componen t s 'Trans f e r of T r a i n i ng' and 'Co s t - bene f it

xi i

Ana l ys i s ' . I t a l s o revea led t he three comp onen ts whi c h we r e

ranked a t a h i ghe r l evel o f d if fi c ulty in its implementa t ion

and t hey a re : ( 1 ) a s s e ssmen t of train i ng needs. (2) tran sfer

o f tra i n i ng and , ( 3 ) c ost - bene f it ana l y s i s . The rest o f t he

componen t s were a t a l owe r leve l o f difficulty. Anothe r

app roach r e su l t ed i n f i nd i ng s whe r e by t he s ame componen t s ,

tha t i s , ( 1) ass e s sme n t of t raini ng needs. ( 2) t rans fe r of

t ra i n i ng and, ( 3 ) c o st - benef il ana lys i s . a c h i eved t he s ame

p e r fec t rank i ng p l aced al so at the higher level of

d i f f i cul ty .

xiii

Abs t rak p ro j ek penye l i d i kan yang dlkemukakan kepada Sen a t Un iver si ti Perlanian Malay s ia

s e bagai memenu h i s ebahag i an dar i pada keperluan u n t u k mendapa t k an I j azah Sar j ana Sains

KOHPONEN REKABENTUK LAT I HAN : SEJAUH MANA AHALAN OLEH I NSTI TUS I LATI HAN TERP I L I H

DJ MALAYS I A

o l eh

FARIDAH B I NT I MOHAMMED

November 1 9 9 5

Penye l i a U t ama : D r . H j . Turiman Bin S uandi Penye l i a Kedua : D r . Hj . Ezhar B i n Tamam Faku l t i : Pus a t Pengembangan dan Pendid i k an Lan j u t an

Sebuah o rgan i s as i b o l e h di t akr i fkan s e bagai s ekump u l an

ind iv i du yang b e rus aha bersama- s ama ke arah pencapa i an

ma t l ama t o rgan i sa s i . I n i bermakna bahawa organi s a s i t i dak

dapa t wuj ud t anpa sumber manus ia . J i k a mereka tidak memegang

j awa t an ekseku t i f a t au penguru s an , maka mereka mungk i n

memegang j awa t an d i pe r i ngkal b awahan . Merek a d i amb i l

beke r j a s upaya dapa t beke r j a dengan Ieblh e f i s ien dan

be rkesan s er t a d iharap dapal memberi kan sumbangan yang

sign i f ikan ke a rah p rodukl i vili dan kua lili produk dan

perkhidma t an yang d i tawa r k an o l eh organi s asi . Mungk i n ,

p e l a b u ran yang t e r besar yang d i bua t oIeh sesebuah organ i s a s i

masa k in i i a l ah t e r hadap l a t i han kaki t angan . O l eh yang

dem i k i an , ada l ah pen t i ng supaya penekanan d i ber ikan l e r hadap

s alu pendek a t an yang I e blh s i s lema l i k daJ am u s aha- u s aha

me rekaben tuk p rogram - p rog ram Ialihan.

xiv

Obj ek t i f urn urn kaj i an i n i lalah un tuk men i n j au rekaben t uk

p rog ram l a t i han yang d i ama l k an o l eh i n s t i t u s i - i ns t i tu s i

l a t i han d i Ma l ays ia . Secar a l erper i nei , kajian ini berusaha

un t uk mengkaj i : ( a ) p ro f i l am i ns t i t u si - i ns t i tu s i l a t i han

d a l am kaj i an . ( b ) s e j auh mana ama l an i ns t i t u si - i n s l i tu s j

l a t i han d a l am memp rak t ikkan komponen - k omponen rekabentuk

l a U han , dan (e) d a r j ah kesuka ran pengama l an komponen-

komponen be rkenaan . Foka s kujian ini t er t umpu kepada : -

( i ) ana l i s i s pers eki ta ran a t au ana l is i s l a t i han , ( ii ) kaj i an

kepe r l uan l a t i han . ( i i i ) aua l i s i s kaj i an kepe r lu an l a t i han ,

(Iv) pembent uk an o b j ek t i f l a t i han , (v) pem bangunan k u r i ku l um ,

( v i ) penen t uan s t r a t e g i pembe l a j a r an , (vii) penen t uan

s umb� r - sumbe r pembelajaran, (viii) penlJaian dan maklumbalas,

( ix ) pem indahan l a t i han , ( x ) dnal i s i s kos- faedah p rog ram

l a tihan , dan ( x i ) pengul'u s a n pr ogram l a tlhan ;

D i pe r ingk a t awa l k a j i an

penu l i s an t e l ah d i j a l ankan

komponen - komponen b e r s ama d a r !

i n i , s a t u kaj i an s emu l a

bagl maksud mengena l p a s ll

bebe rapa rekaben t u k l a tihan

yang d i kaj i . Komponen - komponen lni k emudi annya d imasukk an k e

dalam s o a l s e lld i k , yang s e lepas i t u d i be r i k an kepada t u j u)}

responden t e rd i rl da r i pada ins t i tu s i-in s t i tusl l a t i han di

Ma lays i a . Da t a yang d i pe r o l ehi d ip ro s e s dengan menggunakan

Pakej S t a t i s t i k untuk Sosial S a i ns , SPSS-PC+.

Penemuan k a j i an menunj ukkan bahawa kesemua s e be l as

komponen reke bent uk l a t i han adalah dlama lkall o L eh i n s ti l u s i -

ins t i tus i l a t i han wa l aupun l a har> ama l an t e rhadap t iap

xv

komponen b e r beza a n t a r a salu sama l a i n . Ad a l ah dld apa tl

bahawa ku rang penekanan d i be r i k an kepada komponen a t au amaIaIl

'pem i ndahan l a tihan' dan 'ana l i s i s k o s - faedah ' . Penemuan

s e lanju t nya menunjukkan t e rdapa t t1ga komponen be rada pada

t ahap ama l an yang suk a r i a i tu

l a t i han (2 ) pemi ndahan l a t i han dan

( 1 ) ana li sis k eperluan

( 3 ) ana l i s i s k o s - faedah .

Pendeka t an kedua j uga menunjukkan ke t i ga- t i ga komponen yang

s ama sepe rt i d i a t a s be rada dl rank i n g yang s ama pada paras

amaian yang sukar .

x v i

CHAPTER 1

I NTRODUCT ION

Backg round To The Prob lem

Chal lenges faci ng Mal aysi a

Development in Malaysia. has rea clle d a stage where it

has become more critical for organis ations to continuou s ly

deploy and manage. not only their capital but also their

human resources with greater eff icien c y to increase

productivity and to ensure susta in a b l e econom ic growth

(NST. 2 1/9/94 ) . I

In facing this situa tion, t he article reported s ix

serious challenges facing Malay sia today. primarily:-

iJ a tight labour m arket s ituation and cons equent

over-dependence on foreign workers.

ii] insufficient sk i lled workers and a gap in the skill

delivery system accomp anied by a general reluctance

to undertake retra i ning and skills u p g r ad i ng o f the

existing workforce,

iiiJ rising labour costs and lower l evels of productiv ity,

ivj inflationary pressure,

v] slow shift to automation, robotic s and cap i tal-

intensive production proc e s s e s, and.

vi) infrastructure bottlen e cks wh ic h are b e ing addressed,

example. power s upply . new roads, industrial sites.

1

2

The unde r l y i ng mess age he r e t he n evo lves a round the

v i t a l and u rgen t need fo r o rganisa t i ons , to have no t o n l y a

sys t ema t i c , bu t a l so a s t ra t eg i c l ong - t e rm Human Resou rce

Deve l opmen t P l an ( HRD P l an ) to u l t ima te ly p roduce a workfo rce

tha t is h i gh l y s k i l led and k now l egea b l e , and p o s s e s s i ng

pos i t ive a t t i tudes , r i ght va l ue s and comm i tmen t .

The Governmen t , real i s i ng the cha l l enges and more s o , o f

t he r e l uc t ance o f o rganisat i ons t o r e t r a i n t he i r human

resource , have i ns t i t uted a r u l i ng u nd e r Bank Negara ,

requ i r i ng the f i nanc i a l and s e rv i c es sec t o r , tha t i s , t he

bank s and insu rance compan i e s , t o spend 2 .5 pe r c e n t o f t h e ir

annuai pay ro l l on t rain ing . A bo l d e r s t ep h a s led t he

Gove rnmen t t o embark on c rea t ing a Human Resou rce Devel opmen t

Fund ( HRDF ) und e r the Human Resouc e Deve l opmen t Fund Ac t ,

1993. Thi s Ac t requ i res manu fac t u r ing c ompan i e s t o con t r i b u t e

one pe rcen t o f t he i r annual pay ro l l t o t he Fund ; t he Fund i n

t u rn reimburses t h e c ompan i e s fo r money spen t o n t ra i n i ng . As

o f t oday, a t o t a l o f 3,294 manu fac t u r e r s have c on t r i bu t ed a

t o t a l o f RM61 . 1 m i l l i on t o t he Fund (NST, 17.7.1994). Tenaga

Nas i ona l Bhd . a lone i n 1994 had spen t RM43.6 m i l l i o n on

t ra i ning. wh i ch acco rding t o i ts Execu t i ve Cha i rman , Tan Sri

D r An i Arope , i s equ i va l en t t o one p e r cent o f i t s cap i t a l

expend i t u r e . Th i s has ac t u a l ly c re a t e d a huge i n t e re s t i n

t ra i ning ac t iv i t i e s espec i a l ly w i t h compan i es wh i c h

p rev i ous ly d i d n o t b o t h e r t o t ra i n the i r s t a f f . Th i s move h a s

consequen t ly l e d a new t rend i n t ra i ning whe re compan i e s a re

becom i ng more t ra i n i ng-dr i ven because , w i t h sho r t e r p roduc t

3

l i f e - cycl e s and bus i nes s e s chang i ng rap i d ly , compa ni e s find

t hemse lves need i n g a c o n t i n uous tra i n i ng c yc l e ( BT , 2 5 . 8 . 9 4 ) .

Look i ng a t t he 1 9 9 4 f i gu re s , t he Un i t ed S t a t e s o f

Ame r i c a s howed a spend ing o f US$ 4 b i l l i on ( a bou t RMI0 . 4

b i l l i on ) on human r e sources deve l opme n t ( NST , 9 . 4 . 9 4 ) . I n

Ma lays i a . the Cha irman for the Cab inet Commi t t ee o n T ra i n i ng .

t he honou ra b l e Da t o' Ser i Anwa r I b rah im quo t ed a RM2 0 b i l l i on

i nves t men t i n t ra i n i ng , a 1 9 9 0 f i gu re s a i d over t he TV3

p rogramme on " Money Ma t t e rs " . The 1 9 9 3 s pend i n g was i n t he

reg i on o f RM1 6 . 3 m i l l i on , w i t h RM 7 9 . 3 m i l l i o n

h i gh a s RMI 0 . 0 3 1 b il l i on al l oc a t ed f o r

i n 1 9 9 4 and a s

t he yea r 1 995

I t i s t h u s ( Ja b' t an Pene rangan , 1 99 3 , 1 9 9 4 , 1 9 9 5 ) .

i n t e re s t i ng t o n o t e t h a t t he f i gu r e s have mu l t i p l i ed ove r t he

yea r s i n a s ho r t s pace o f time .

have j o i ned t he c i rc l e o f

I n o t her wo r d s ,

i nves t or s in

Ma l ay s i a t oo

IIRD ; t h er e by

i n t eg ra t i ng t rain i n g and deve l opme n t a s pa r t and pa r c e l o f

the bu s ines s o f t he o rgani sa t i ons .

S t ra tegy Shift i n HRD o f Organ i s a t i ons

The leg i s l a t i on on t he HHD Fund and Bank Negara ' s rul i ng

o f fers much incen t i ve f or organ i s a t i on s t o con t i nuous l y tra i n

a nd re t ra i n t he i r s t a f f . Th i s w i l l s l owly bu t g radua l ly and

u l tima t ely pu t o rgan i sa t i ons ill a p o s i t i o n to s t ra t eg i cal ly

p l an t h e ir HHD e i t he r on a sho r t - t e rm or l ong - t erm ba s i s . On

one hand , t h i s s h i f t i n t he HHD s tra t egy o f many

o rgani sa t i ons s eems a hea l thy effort as it wil l fu lf ill t he

4

Gove rnment's o b j ec t ive o f reduc i ng

t he know l edge and s k i l l s gap. as

fo re i gn l ab ou r , b r i d g i ng

we l l as b r i n g i ng a bou t

pos i t ive a t t i t udes , r i g h t

wo r ke r s . O n the o t he r

app rehens ion w i t h regard s

Fo l lowing a re s t a t emen t s

i n t e rnal fea r ' -

va l ues , and comm i tmen t s among

hand , there l i es

to the q ua l i ty

repo r t e d whi ch

a fee l i n g o f

o f t ra i n i ng .

r e f l ec t ed t h i s

i) NST o f J uly 17. 1994 repo r t ed t ha t much money had been

was ted on t ra in i ng t ha t wa s no t need s- based ; t h a t t he re

were mo re o f 'need l es s ' t ra i n ing r a t he r t han ' needed

t ra in i ng ' ;

i i ) ,NST o f Ap r i l 4, 1994 menU o ned o f some compani e s wh i c h

pur s ued a n ad - hoc app roach t o t ra i n ing wh i c h i s p u re ly

rea c t i ve ra t he r than proaclive o r needs-ba s ed . Emp loyees

we re e i t he r sent for ove r s eas t ra i n i ng p rog ramme on

g rounds that t he i r s a l e s have dec l i ned ; o r a s a fe ty

t ra i n i ng p rog ramme was c ondu c t ed due t o an acc i d en t i n

t he p l an t ; or t hey have a cou r s e because t he gene r a]

manager wanted i t;

i i i ) NST o f Ap r i l 4, 1994 repo r t ed an o rgan i s at i on whi c h s e n t

t en t housand peopl e on cou rses i n 1994 w i t h t he nex t

t a rge t be i ng increased t o 120,000;

i v ) NST o f Ap r i l 4, 1994 repo r t ed a l o c a l o rgan i s a t i on wh i ch

boas t ed o f i t s packaged Ame r i c an t ra i n i ng p rog r amme. Thi s

o rgan i s a t i on only found t ha t a f t e r spend i ng RM2 m i l l i on ,

t he programme was a fa i l ure .

\,jNIVCi'S:'; . '. . , " 4' ;:'11-5

Thu s , g ra s p in g t he unde r l y i ng p ro b l em o f none - q ua l i ty

p rog rammes t ha t may appea r when tra i n ing p rogr"amme s a re be i ng

imp l emen t e d by o rgan i sa t i ons . t he t ra i n ing des i gne r s now need

to ca r e fu l ly d e sign t raining prog rammes which wi l l ma t ch or

mee t as c l o s e as pos s i ble to t he o rgan i sa t i ona l s goa l s a nd

o b j ec t ives whi c h i n t u rn . w i l l have e f fec t on t he na t i ona l

and g l o ba l o u t pu t .

Des igning Tra i n i ng Programmes

The pace fo r t ec hno l og i ca l c hange s have been ve ry rap i d

i n t he ma rke t . Th i s i s why t he p roce s s o f desi gn i ng t ra in i ng

p rog rammes i s neve r s ta t i c , and i s a lways dynam i c i n i t s I

des i gn. I t i s a n on - go i ng p r oce s s i n wh i c h t h i n g s a re t r i ed

ou t , pe rhaps even mak i ng r evi sions a s feedback s a re o b ta i ne d

f rom pa r t ic i pa n t s a nd p e r formance evalua t i ons ca r r i e d ou t

( Si l be rman . 199 0 ) .

Th i s had , in fac t , ea rlier been empha s i zed by S e d l i k ,

Magnu s and Rak ow ( 1 9 8 0: 1 1- 1 2 ) who be l i eved t ha t c o rp o ra t e

training i s a dynami c p ro c e s s de s i gned t o ach i eve spec i f i c

bu sine s s o b j ec t ives . Any t ra i n i ng p ro g ramme s hou l d no t be

cons i de red s ucce s s fu l i f t he o b j ec t i ve s we re accomp l i s hed

on ly i n t ra in i ng and no t in t he rea l wo r l d. The key t o

e f fec t ive t ra in i ng t hen i s , i mp l emen ta t i on . They fu r t he r

be l i eved t ha t t he r e a re many approaches t o deve l o p i ng

t ra in i ng p rog ramme s , whe r e even among sys t ematic approaches

t o t ra in i ng deve l opmen t . t he r e are many mode l s to choos e . If

6

t he t ask o f deve l o p i ng t ra i n i ng p rog ramme s we re l e f t t o

compe t en t and exp e r i enced i n s t ruc t i ona l deve l op e rs. each o f

these mode l s i s c ap a b l e o f p roduc i ng a q ua l i ty instructional

programme.

Thus . t ra i ni ng d esigns o r mode l s . adop t e d and ada p t e d

wi t h c a r e t o s u i t t o t he p ra ct i c a l wo r l d and m a t c h i ng

o rgan i s a t i ona l goals and o b j ec t Iv e s . a re a nd can be a u s e f u l

t o o l in helping a n y o rgani sa t ion d e s i gn e f fe c t ive t ra i ni ng

programmes s whi c h can chu rn r e s u l t s t he way t hey wan t t o .

As adult t ra in i ng and c on t i nu i ng educa t i on p rog rammes

become more popular, t he i r bo t t om- l i ne succ e s s in t he f u t u r e

may bo t depend o n t he i r c on t en t a l one b u t o n how w e l l-p l anned

and we l l-des i gned t hey a r e . Whe the r i t is a re train i ng

workshop or a p r o fe S S iona l con fe renc e , a t ra i n i ng p rog r amme

for adu l t lea rne r s and p ro fe s s i ona l s mu s t be mean i ng f u l fo r

t he re spec t ive i nd i v i dua l s and have -the f l ex i b i l i ty t o

accomod a t e changing cond i t i ons and nee d s . A s a p rog ramme

p l anne r or training coo rd i na t o r , one mu s t h ave a c l ea r ,

sys tema t i c p l anni ng mode l t o deve l o p and conduct p rogramme s

t ha t result i n rea l pa r t ic i pa t i o n and mea s u ra b l e l ea rning

(Murk & We l l s, 1 9 8 8: 4 5 - 4 7 ) .

The re fore , based on the forego i ng , i t i s o b s e rved t hat

con t en t a l one may no t d o jus t i c e t o l ea rn i ng ; i n f ac t . the

i n i t i a l g roundwo r k o f p lann ing can mak e the t ra in i ng mo re

p rac t i ca l i n cons i de r i ng t he va r i ed and c omp l ex needs o f t h e

individual learners or g roup. Fo r t h i s, a t ra i n i ng mod e l i s