PAD 214 : Identify Training Needs

UITM ALOR GAJAH, LENDU. MELAKA DIPLOMA IN PUBLIC ADMINISTRATION MAM110 3B INRODUCTION TO PUBLIC PERSONNEL ADMINISTRATION PAD 214

TITLE ASSIGNMENT: Explain how to Identify Training Needs in organization and choose one method. Discuss the role of INTAN (InstitutTadbir Negara) in handling training and needs to the public officer.

PREPARED BY: AMIRUL HASIF BIN MOHD SHAHRUDDIN

2011644322

MOHD SHAZRIN SYAFIQ BIN ROSLAN

2011480348

MUHAMAD FAEDZ BIN MOHD ARIS

2011865094

PREPARED FOR: PUAN ZARINA BINTI MOHD ZAIN

DATE SUBMISSION: 15 AUGUST 2012

ACKNOWLEDGEMENT We have taken effort in this assignment and it is impossible to complete without the kind support and help of many individuals. We would like to express our appreciation and thanks to all of them. Firstly, we want to wish many thanks to our parents and friends that give us their support and motivation during the assignment. Next, we want to say thanks to our Human Resources Management subject’s lecturer, PuanZarinabintiMohdZain that guided us on this assignment. Last but not least, to our classmates that have work really hard to make sure this assignment can be done. A many thanks again to all that contribute in doing this assignment.

TABLE OF CONTENT TOPIC 1.0 INTRODUCTION

PAGES 1

2.0 IDENTIFIYING THE TRAINING NEEDS

2-4

2.1 ONE OF THE JOB METHODS: ON THE JOB TRAINING

5-7

2.2 NATIONAL INSTITUTE OF PUBLIC ADMINISTRATION (INTAN) 2.3 ROLES OF NATIONAL INSTITUTE OF PUBLIC ADMINISTRATION

8 9-10

3.0 CONCLUSION

11

4.0 REFERENCES

12

01.0 INTRODUCTION Human resource management (HRM or HR) is the management of an organization’s workforce, or human resources. It is responsible for the attraction, selecting, training, assessment, and rewarding of employees. In circumstances where employees desire and are legally authorized to hold a collective bargaining agreement, HR will typically serve as the company’s primary liaison with the employees’ representatives. HR is a product of the human relations movement of the early 20th century, when researches began documenting ways of creating business value through the strategic management of the workforce. The function was initially dominated by transactional work such as payroll and benefits administration, but due to globalization, technological advancement and further research, HR now focuses on strategic initiatives like mergers and acquisitions, succession planning, industrial and labor relations, and diversity and inclusion. In human resource managements, there is Training and Development. Training is a systematic process of altering the behavior, knowledge and skills of employees in a direction that will achieved organization goals while Development is learning that goes beyond todays job which consist a more long term focus (Nadler, 1984). It is an important part of HRM activities. Reasons for emphasizing the need for training and development of personnel include creating a pool of readily available and adequate replacements for personnel who may leave or move up in the organization and enhancing the company’s ability to adopt and use advances in technology because of a sufficiently knowledgeable staff. This will built a more efficient, effective and highly motivated team, which enhances the company’s competitive position and improves employee morale. The expansion of the human resource into a new program would be ensured adequately. Research has shown a specific benefit that an organization receives from training and developing its workers including the increase of productivity, increases efficiency resulting in financial gains, improvement performance on the job given etc.

2.0 IDENTIFYING TRAINING NEEDS A training needs analysis should be carried out before any action is taken to organize a training programme. A training need as the gap between an actual situation and the desired situation (Ho, 2003). The actual situation may refer to job performance, knowledge, skills, behaviour, or attitudes. Without a clear answer for which type of workers need training or part that lacks that need to be trained will be given as an end to itself. In fact, when training is given to employees who are not in need of it, there is a very real danger of increasing frustration on the part of worker. A course participant with the negative feelings towards the programme may become disruptive, uncooperative and generally demotivating to others attending the same course (Mondy, 2012) All employees will need some basic skills. The companies may need to carry out essential training to enable employees to fulfil their roles. For example, show them how to use your telephone system, or provide them with the basic health and safety training.Once the basics have been covered, the companies may wish to develop the staff further and identify their specific training needs.An effective training needs assessment will help direct resources to areas of greatest demand. The assessment should address resources needed to fulfil organizational mission, improve productivity, and provide quality products and services. A needs assessment is the process of identifying the "gap" between performance required and current performance. When a difference exists, it explores the causes and reasons for the gap and methods for closing or eliminating the gap. A complete needs assessment also considers the consequences for ignoring the gaps (Mondy, 2012).

There are three levels of a training needs assessment: Organizational assessment evaluates the level of organizational performance. An assessment of this type will determine what skills, knowledge, and abilities an agency needs. It determines what is required to alleviate the problems and weaknesses of the agency as well as to enhance strengths and competencies, especially for Mission Critical Occupation's (MCO). Organizational assessment takes into consideration various additional factors, including changing demographics, political trends, technology, and the economy. Occupational assessment examines the skills, knowledge, and abilities required for affected occupational groups. Occupational assessment identifies how and which occupational discrepancies or gaps exist, potentially introduced by the new direction of an agency. It also examines new ways to do work that can eliminate the discrepancies or gaps. Individual assessment analyses how well an individual employee is doing a job and determines the individual's capacity to do new or different work. Individual assessment provides information on which employees need training and what kind. Once the training staffs have been identified, the type of training for the staff must be suited for their needs. People learn in different ways, and the staff might needs to be tailored forthe right training course to the right person to produce the desired outcomes.There are numerous training methods that you can use, including in-house training, external course, distance learning, e-learning, coaching, study leave, networking seminars and etc.The results of the needs assessment allows the training manager to set the training objectives by answering two very basic questions: what needs to be done, and why is it not being done now? Then, it is more likely that an accurate identification of whom, if anyone, needs training and what training is needed.

Sometimes training is not the best solution, and it is virtually never the only solution. Some performance gaps can be reduced or eliminated through other management solutions, such as communicating expectations, providing a supportive work environment, and checking job fit. These interventions also are needed if training is to result in sustained new behaviours needed to achieve new performance levels, for an individual, an occupation, or an entire organization.

2.1 ONE OF THE JOBS METHOD : ON THE JOB TRAINING There are five method of training and development. First, role playing method where participants are required to respond to specific problems they may encounter in their jobs by acting out real world situations. Second is job rotation where employees move from one job to another to broaden experience. Third, internship method that to integrate theory with practice and the fourth is apprenticeship training that combines classroom instruction with on the job training. Lastly is the method that we chose is on the job training where informal training and development method that permits an employee to learn job tasks by actually performing them. On-the-job training focuses on the acquisition of skills within the work environment generally under normal working conditions. Through on-the-job training, workers acquire both general skills that they can transfer from one job to another and specific skills that are unique to a particular job. Onthe-job training typically includes verbal and written instruction, demonstration and observation, and hands-on practice and imitation. In addition, the on-the-job training process involves one employee, usually a supervisor or an experienced employee passing knowledge and skills on to a novice employee. On the job training is the oldest form of training. Prior to the advent of off-site training classrooms, the only practical way of learning a job was working along side an experienced worker in a particular trade or profession, as evinced by the practice of apprenticeship during the Middle Ages when master craftsmen passed on skills and knowledge to novices who worked along side them ( Hoffman, 2009) On-the-job training is still the predominant form of job training in the United States, particularly for non-managerial employees. Numerous studies indicate that it is the most effective form of job training. The largest share of on-the-job training is provided by the private sector, though the most widely studied training programs are those sponsored by federal legislation. On-the-job training programs range from formal training with company supervisors to learning by watching. In this sense, the most formal types of on-the-job training are distinct from classroom training largely in

that they take place within the firm. In the face of increased international competition and the more widespread use of computers in production processes, the implementation of more formal and sophisticated kinds of on-the-job training has become a critical issue for firms in the United States (Hoffman, 2009). Two different types of on-the-job training are frequently distinguished in the professional literature: structured (planned) and unstructured (unplanned). Unstructured is the most common kind and refers to loose on-the-job training programs that largely involve a novice employee working with an experienced employee, who serves as a guide or mentor in an observe-and-imitate training process. The new workers largely learn by trial and error with feedback and suggestions from experienced workers or supervisors. Unstructured training is designed based on work requirements (e.g. manufacturing products), not on imparting job skilled needed by new workers (e.g. the specific skills needed to manufacture products). Consequently, unstructured on-the-job training often fails to impart needed skills fully or consistently, because experienced employees sometimes are unable to articulate clearly the proper methods for performing a job and they sometimes use different training methods each time train new workers. In contrast, structured on-the-job training involves a program designed to teach new workers what they must know and do in order to complete their tasks successfully. On-the-job training represents a significant investment considering that roughly 30 per cent of a new worker's time is spent in onthe-job training during the first 90 days of employment, that productivity of experienced workers assigned to train new workers may decrease during the training period, and that new workers may make expensive mistakes, according to William J. Rothwell and H.C. Kazanas in Improving On-the-Job Training. Hence, it behoves companies to design and implement systematic training programs. One of the first structured on-the-job training programs was launched during World War I in the shipbuilding industry by Charles "Skipper" R. Allen, who based the program on the ideas of the

psychologist Johann Friedrich Herbart. Allen sought to make training more efficient by having trainees undergo four steps: Preparation, presentation, application, inspection.

2.2 NATIONALINSTITUTEOF PUBLIC ADMINISTRATION (INTAN)

The National Institute of Public Administration (INTAN) is the training arm of the Public Service Department, Malaysia. It began as a modest training centre at Port Dickson in September 1959 and known then as the Staff Training Centre. This centre provided training to officers on land administration, financial administration, office management and local government administration. The realisation to provide formal training to government officers has led to the official setting up of the National Institute of Public Administration (INTAN) at Jalan Elmu in June 1972 (Negara Kita, 1983). Rapid expansion of INTAN’s training in 1980s resulted in the establishment of several branch campuses in 1983 which include the Northern Regional Campus (INTURA) in Sungai Petani, Kedah; the Eastern Regional Campus (INTIM) in Kemaman, Terengganu and the Southern Regional Campus (IKWAS) in Kluang, Johor. INTAN’s main campus is located at Bukit Kiara Kuala Lumpur was officially opened in 1984 and INTAN Jalan Elmu then became the Central Regional Campus (INTENGAH) in 1998 (Negara Kita, 1983). Increasing demand for INTAN’s training programmes then necessitated the establishment of two other regional campuses. The Sarawak Campus in Kuching, Sarawak was established in 1999 while the Sabah Campus in Kota Kinabalu, Sabah was set up in 2001. The mission of the Institute is to serve the renewal of the public administration’s professional and human resources policy, Knowledge base for a Professional Public Administration ( Dr. Norbert Kis, 1995 )

2.3 ROLES OF NATIONAL INSTITUTE OF PUBLIC ADMINISTRATION There are many roles of INTAN can be found which is to carry out training that is focused on developing attitude, strengthening of skills and empowering the knowledge of public servants and to carry out research, consultancy and publication activities to equip public servants with skills, ability and constructive thinking. Thus, they are revising their own plan which be named as INTAN’s Strategic Plan. The plan is designed to realise the philosophy of the Public Service Department as a leader in transforming the public sector that is to produce civil servants who are competent, professional and ethical as well as officers who are quick to respond to meet the needs of the people. It gives a direction to INTAN towards becoming a premier public sector learning institution, in addition to driving the institution to provide quality learning for the public sector to develop its human capital (Negara Kita, 1983). INTAN‘s Commitment enforce to create public servants who are dynamic, progressive, competitive and entrepreneurial (creative and innovative) to execute their duties efficiently, to assist in the successful implementation of programmes, policies and the national agenda and to spearhead the public sector’s learning (Negara Kita, 1983). It functions as well as recruitment and selection centre for the bodies of public administration including recruitment data-base management; coordinates the Young civil servant together with other public administration internship programs, performs tasks relating to the System of Human Resources Network, supports the human resources activities in the central public administration by providing instructions and methodological references. Activities building on free capacity of the Institute relate to participation at educational and training programs with regard to the interest of good governance; participation in the conduct of international public administration leadership, human resources development trainings; provide services related to the selection process of civil servants. It establishes the criteria for public servants activities evaluation and it creates and organizes its own database.

As a governmental back office guarantees a constant professional background to the development of public administration, ensures active partnership with national and international universities and academic research centres. The Public Administration Academy building up on The National Institute of Public Administration’s knowledge based mainstream, as a sub-unit of the organization ensures institutional frames of the professional further training and the examination system of public administration. The main aim of National Institute of Public Administration's is to respond to the challenges of the dramatically shifting role of the public sector, which is due to a variety of global crisis and changes. The National Institute of Public Administration serves as a managing agent in the establishment of the University for Civil Service.

3.0 CONCLUSION All in all, there are many ways of conducting the training. Training and Development is a necessary thing and is a must in any organizations in recruiting maintainingemployees performance. It enables the organization to obtain rightly qualified employee and making the recruitment process easier. This process is crucial for an organization to increase the output of employee. It enables the organization to choose the right person for the job with a good background, right qualifications and promising performance. Not only that, the organization needs reliable employees as their pillars. They need to have great employees to achieve their goals.

REFERENCES

Andrew, T. (2002).Managing People.Butterworth-Heinemann: Elsevier Sciences Linacre House. David, A & Stephen, P. (1988).Personal / Human Resources Management. Cambridge. Prentice Hall publisher. R. Wayne & Bandy Mondy.(2012) Human Resources management.(Twelfth Edition) London. Pearson Education. Negara Kita :Sejarah, PentadbirandanDasar-Dasar Pembangunan / InstitutTadbiranAwam Negara, (1983) Kuala Lumpur:JabatanPercetakan Negara. http://tutor2u.net/business/people/recuitment.jobdescription.asp http://search.barnesandnoble.com/Recuiting-Interview-Selecting-Orienting-NewEmployees/Diane-Arthur/e/9790814420249?workid=1100895175