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Professional Conference Organiser (PCO)
 

H.E. TUN DR. MAHATHIR MOHAMAD (MALAYSIA)

Tun Dr. Mahathir bin Mohamad became the fourth Prime Minister of Malaysia on 16 July 1981. Born on 20 December 1925 in Alor Setar, the capital of the state of Kedah, Dr. Mahathir had his early and secondary education in his hometown. In 1947, he gained admission into the King Edward VII College of Medicine in Singapore. Upon graduation, he joined the Malaysian government service as a medical officer. He left in 1957 to set up his own practice in Alor Setar. Dr. Mahathir has been active in politics since 1945. He has been a member of the United Malays National Organisation (UMNO) since its inception in 1946.He was first elected as a Member of Parliament following the General Election in 1964. However, he lost his seat in the subsequent General Election in 1969.Owing to his keen interest in the country's education, he was appointed Chairman of the first Higher Education Council in 1968, Member of the Higher Education Advisory Council in 1972, Member of the University Court and University of Malaya Council, and Chairman of the National University Council in 1974.In 1973, Dr. Mahathir was appointed a Senator. He relinquished this post in order to contest in the 1974 General Election where he was returned unopposed. Following the election, Dr. Mahathir was appointed the Minister of Education. In 1976, Dr. Mahathir was made Deputy Prime Minister in addition to his Education portfolio. In a Cabinet reshuffle two years later, he relinquished the Education portfolio for that of Trade and Industry. As Minister of Trade and Industry, he led several investment promotion missions overseas. Dr. Mahathir was elected as one of the three Vice Presidents of UMNO in 1975. In 1978 he won the Deputy President seat and, in 1981, was appointed President of the party. He was returned unopposed as President in 1984. In the 1987 party elections, Dr. Mahathir defeated his challenger to retain the Presidency, and in 1990 and 1993 was again returned unopposed as party President. Under his leadership, the ruling Barisan Nasional (National Front) won landslide victories in the 1982, 1986, 1990, 1995 and 1999 General Elections. Dr. Mahathir is married to a doctor, Tun Dr. Siti Hasmah bt Mohd Ali, and they have seven children: Marina, Mirzan, Melinda, Mokhzani, Mukhriz, Maizura, and Mazhar.

Alaistair Rylatt

During the last decade, there has been a profound shift in how business confronts and responds to environmental and internal pressures. The result of these drivers is the creation of a ‘boundary less organization’, that is in constant fluctuation. In order to meet these challenges business needs to undertake a series of interventions to build workplace innovation. First, business needs to stimulate greater opportunities for safer conversation in their workplace by increasing the chances for people to listen and learn together more intelligently. Second, training and business evaluation needs to shift its attention beyond return on investment to issues such as longevity and shared purpose. To do this a wider understanding of the impact of the intangible assets needs to be articulated in business including the contribution of customer capital, human capital, relationship capital and intellectual capital to performance. Then finally, the training and develop profession needs to constantly explore new ways to engage and encourage learners. In practical terms this means providing emotional and intellectual support at every opportunity.

Carol M Panza

 

We begin with the case of a nuclear power plant under construction in what was then Czechoslovakia about 18 months after the borders were reopened to the West. Our objective was to support the implementation of a full scope, high fidelity simulator within an existing learning system. Technology and equipment from the West were about to be implemented in a major infrastructure development project in Eastern Europe. We will describe some critical issues that went beyond the technology and equipment and why these things were important to address.

Dr R Dabas

 

We begin with the case of a nuclear power plant under construction in what was then Czechoslovakia about 18 months after the borders were reopened to the West. Our objective was to support the implementation of a full scope, high fidelity simulator within an existing learning system. Technology and equipment from the West were about to be implemented in a major infrastructure development project in Eastern Europe. We will describe some critical issues that went beyond the technology and equipment and why these things were important to address.

Dr Tamim Abdul Hadi Samman

 

The College of Engineering at King Abdulaziz University lays a special emphasis on the co-operative training of its students, in order to achieve one of its goals of graduating highly qualified engineers. To attain this goal, an integrated educational program balancing between the theoretical and practical applications of the engineering knowledge is drawn up. Co-ordination is made between the government organizations, private firms and the university to place the students for co-operative training according to their areas of specialization. This training helps the students in developing their ability of problem analyzing and solving apart from improving their creative thinking, making them fit to suit the ambitions of the Saudi Arabian society in different fields and to support the overall development of the country. In this paper, the co-operative training program has been presented covering several aspects of training such as: responsibilities of the department, duration and requirements, objectives, procedures, reports and evaluation schemes.

Amal Alkooeji and Dr Ahmad A Ghani

 

Bahrain Labour Market Reforms

New job entrants face a challenging labour market environment. The public sector, traditionally offering most Bahrainis very attractive jobs, will not absorb large numbers of future job-seekers.  On the other hand, the private sector is not yet creating enough quality jobs to satisfy expectations of medium- to high-skill Bahrainis. Coupled with this challenge, Bahrainis are not preferred employees for the jobs on offer. Cost competitiveness is mainly low, especially with expatriates in low-skill segments. Quality competitiveness is a further challenge, since Bahrain’s education system does not provide skills relevant to the job market. Last but not least, the system’s attitude and work ethics do not encourage Bahrainis to show high commitment to their jobs. This called for the Kingdom to undertake vital labour market reform, essential to ensure development of the country’s human capital and more attractive employment for localization, along with improved business performance. Labour reform will impact the Kingdom’s economy and raise living standards, posing a challenge to improve services.  This not only responds to a growing unemployment threat, but also to young Bahrainis’ underemployment problem. The paper will describe the Kingdom of Bahrain’s case for change in labour market infrastructure and its unique experience in this regard.

J M Sampath, Dr Kalpana Sampath and Yazdi Jehangir Bankwallah

 

Leadership Development through Transforming Beliefs – a Malaysian Case Study

Lasting, transformational change must be from within, focusing on ‘causes’. Hickman (1993) agrees that transformational leaders identify core values and unifying purposes of the organization and its members, liberate their human potential, and foster plural leadership and effective, satisfied followers.This paper elaborates on a study of 30 top managers at a leading manufacturing organization in Kuala Lumpur, Malaysia. Using a process of values clarification, they were able to effect changes at the causal level: their beliefs. Understanding these beliefs and clarifying their real-life implications give better understanding of behavior. Conducted in four phases and using two methods for pre-post evaluation, the intervention aimed to create, among other things, a new-generation leadership to take the organization into the next league. The results reveal that learning orientation had significantly changed. Documentation of earlier beliefs and changed beliefs give further evidence for improved value profiles in tune with the intervention’s stated objectives. Moreover, the findings clearly reveal that, to bring definite behavioral change, beliefs need to be addressed.  Specific beliefs that cause dysfunctional behavior can be identified and reworked at any point to suit the context.  Deeper understanding of context is an essential part of belief change.  Leadership development should focus on working at belief level to bring deep change.

Prof. Adnan Zahed, Dr. Abdullah Omer Bafail, Dr. Muhammed Din Bashir
 

Experiences of Imparting Industrial Training to Engineering Students at King Abdul Aziz University (K.S.A.)

Industrial training has been an integral part of Engineering education since the establishment of the Faculty of Engineering in 1975 at King Abdul Aziz University (K.A.U.). To effectively manage the Faculty’s industrial training of over 2,600 students, a Directorate of Training (D.O.T.) looks after the mandatory summer training/co-operative industrial training programs with purposeful University-industry cooperation. The paper aims to outline how industrial training is harmonized with Engineering education by elucidating on experiences spread over three decades. In 2003, all the Faculty of Engineering’s 12 B.Sc. degree programs were accorded accreditation by the ABET (U.S.A.). Its practical training aspect, composed of hands-on laboratory as well as two short spells of industrial training for all Faculty students, is very much appreciated The paper highlights the training methodologies, D.O.T. management structure, extent of Faculty-industry interaction, and its overall impact on the Faculty of Engineering’s vision and objectives.

Dr Sunil Abrol

 

Strategies for Making Your Company a ‘Great Place to Work’

 “People join an organisation but leave the boss when they quit.”  In a competitive HR market, getting the right employee is a tough challenge. Hence the employer’s need to entice the best talent through competitive and flexible compensation, coupled with performance-based reward and recognition and, within the organisation,  to continuously ensure employee loyalty and commitment. Organisations need to build a brand and offer benefits to attract the best talent. They need to create a healthy work environment, offering managers and peers, among other things, exposure to high levels of technology, unlimited learning opportunities, challenging work content and career growth. Organisations that offer work-life balance by offering a mix and match of facilities and benefits that appeal to restless, ambitious and creative professionals are most-sought-after employers and are considered great places to work. While organisations can initiate strategies to attract, encourage and retain talent, attrition is a reality that can be minimized but not eliminated. Therefore organisations also need to learn management of churning through planning, lead time reduction, multiskilling and moving from people dependency to process focus. The paper proposes to present employee attraction, engagement, motivation  and attrition management strategies through case studies from companies whose employees adjudge them Great Places to Work

Faith B. Akinyeni

 

Lifelong learning is a concept that covers formal non –formal and informal modes of learning and discussion on it has generated unending interest to theorists, researchers, politicians, employers and parents. UNITED NATIONS SCIENTIFIC EDUCATIONAL AND CULTURAL ORGANISATION (UNESCO)  which has popularized the concept of Lifelong Education has elaborated it by the addition of an adjective to become Lifelong Integrated Education in the 1976 recommendation of the UNESCO General Conference held in Nairobi, the discussion of the importance of lifelong learning and description of the personnel processes, methods and materials, institutions and administrative and organizational conditions necessary for its facilitation has marked two decades after. Lifelong learning is the object of lifelong education and the concept has policy and methodological implications for childhood, adulthood and old age education. It places emphasis on tapping opportunities  for learning outside formal schooling. The huge task now facing governments, politicians, educators and other workers in training and development organizations is to come to terms with the challenges of lifelong learning and make it a reality. This paper is at the instance of the Technical Committee of the 35th IFTDO 2006 Kuala Lumpur Conference holding in August 2006. It addresses the elastic nature of the lifelong learning concept, forces underlying lifelong learning, the challenges and barriers to making it a reality. Strategies for promoting lifelong learning culture have been synthesized by surveying existing literature to back -up best practices and personal hunches.

Ybhg.Dato'Abdul Aziz Abu Bakar

 

Building and Applying a Competency Model for Human Capital Development

Human capital and talents are the primary source of competitive advantage in today’s globalized marketplace.  People are the basic building blocks of all that we do. Therefore, human capital development  - whether through entry-level courses, professional development courses or on-the-job training - will need to be stepped up to ensure that employees are able to learn, un-learn and re-learn, in their ultimate quest for lifelong learning.In TM’s endeavor to realize our vision of becoming the communication company of choice, the company recognizes that a strong, adaptable and reliable workforce holds the key.  Thus the need to emphasize the importance of human capital development.The SmartOrange Handbook launched in TM in December 2005 is the capability-building handbook that contains the policies, Competency Model and Competency- based Development Framework which will be the backbone of TM’s learning and development programs, in line with the company’s business strategy.  Included in the SmartOrange Handbook are the relevant competencies that all TM executives must acquire, as well as the training and development programs available in order to acquire these competencies.

Prof.Barrie Oxtoby

 

Sustainable Development Program for NGOs and Change Agents 

The subject of this presentation is a partnership programme led by IFTDO and designed by the University of Chester, UK. The purpose of the presentation will be to brief prospective clients and participants on the compelling need for the programme, how it is designed to work and the qualifications that participants could gain on successful completion of the programme. The audience will have the opportunity to ask questions and also to register positive interest in becoming involved. The IFTDO ‘Sustaining Development through NGOs and Change Agents’ programme was designed by involving over 40 leaders from more than 20 countries at the 2003 IFTDO World Conference in Lisbon, Portugal. The IFTDO template was created to harness best practices shared by international delegates.  The template will form the basis of a 12-module programme designed to address crises in the wider community and in business by transforming the prospects for sustainable growth through accredited local agents. The programme will be project-based with the vast majority of time spent in a participant’s own working environment. The programme may be delivered internationally or in a single country. Three levels of accreditation will be available – Certificate, Diploma and an internationally recognised Masters degree in Sustaining Human Resource Development.

Bob Morton

 

Identifying and Developing Leadership Talent in Ciba Specialty Chemicals

This session uses a case study approach based on talent development in Ciba Specialty Chemicals to explore the process of identifying and equipping the next generation to lead in a changing and turbulent business environment. Bob Morton will take delegates through the processes, tools and techniques used by Ciba, covering both assessment for potential and development. He will outline the overall framework for talent management, and then provide insights into the approaches used at differing stages of development, demonstrating how the tools are used in practice. This will be a participative session with delegates having the opportunity to experience some of the tools used for their personal insight. To enable this participation, delegates who register in advance for this session and provide their email address will be able to complete an on-line questionnaire which will be used during the session to demonstrate one of the tools and associated methods used to gain insight into talent development needs. Delegates will receive a complimentary copy of their own report and a development planning process. In view of this, numbers attending this session will be limited. 

Irving Yi-Feng Huang

 

Human Capital Measurement and its Implications for Strategic Human Resource Development in the Public Sector: an Empirical Study in Taiwan

It has been the trend for organizations, both in the public and private sectors, to try to enhance human resources strategically to promote their capabilities to cope with problems promptly in this era of change. It is important to set up the so-called system of Strategic Human Resource Development (SHRD) to strengthen organizational competitive advantage through assessing the level of human capital periodically. This paper aims to identify the training and development needs of government employees through a government-wide questionnaire-based survey to measure the current and desired level of human capital in Taiwan. The research findings will modify the model of human capital measurement by statistical analysis and will contribute to providing suggestions for government practice of strategic training and development.

Nik Mustapha Nik Mohamed

 

Adding Vitality to the Employer Brand - a Unilever Experience

The focus of my presentation will be to share Unilever's experience of how we express the Unilever employer brand worldwide - both visually and verbally. The subject of employer branding is becoming more important and this sharing will further enhance the awareness of HR practitioners on the subject. Key points on the subject include:-

  • Employer brand is important in attracting and engaging the right people
  • How employees feel about their employer is increasingly critical to ensuring success
  • Positioning a company as the employer of choice requires a strong and consistent brand and brand expression
  • Brand expression covers much more than a logo. It is about how the company looks, what it says, how its people say it and how people experience the company
  • Creating a positive brand experience for employees requires the same care and diligence as creating the customer brand experience.

Dr R Palan

 

Learning Innovations

The ability to adapt has been the hallmark of organisations and individuals that have remained relevant and successful in a world dominated by massive change. Since the rapid pace of change does not allow us to prepare for everything, we need to master adaptive planning through creativity and innovation to accelerate organisational readiness to respond to what cannot be anticipated. It is essential for organisations and societal structures to provide the required structures and rules as well as the required flexibility so that their members can play with ideas to come up with winning ones. Meanwhile, they should provide a reasonable margin for error. With respect to the people we lead - whether in the context of a business organisation, a government department, an educational institution or a sports team - creativity and innovation are requirements rather than luxuries. The essence of the argument that creativity and innovation provide organisations with a competitive edge has been proven time and again in the last few years by several progressive organisations. Organisations who have been thought leaders in their fields ascribe their success to their creative and innovative culture. The creative and innovative culture does not take root overnight. It is through a process of systematic engagement of the workforce and continuous lifelong learning by employees that a creative and innovative culture evolves. This requires HRD professionals to play a key role in introducing innovation in learning. Training in a traditional format has been about downloading information. Successful organisations have enabled their employees to learn differently. This high-energy and high-impact keynote is delivered by thought leader Dr Palan, who has introduced several innovations in the learning field from FUN models to introducing technology in learning. He will share his thoughts and experiences, including the latest thoughts on innovation in learning. Delegates will learn about proven models and best practices adopted by leading organisations around the world.

James Jordan

 

Melding Learning and Education as a Catalyst for Transformation

Learning occurs informally all the time.  We learn from the moment we are born until we die.  "I learn something new every day" is often true.  Our behavior, our personality, is formed through this informal learning. Education is formal and deliberate learning, either self-directed or institutionally directed.  Whether it is when we enter primary school or start our corporate education, it becomes a deliberate act for a certain purpose - to exact change in our behavior. How do we as HR professionals blend the two into continuous learning that achieves a desired change in attitude, performance, and culture?  The principles and techniques discussed in this address have social, political, and economic implications extending beyond corporate life into the cultural fabric. IBM went through tremendous transformation in the 1990s, and the lessons learned are still in use and continually evolving today.  As evidence of the success of the techniques used, a short history and results of the transformation are given.  With that as the backdrop, other case studies will be presented highlighting the successful application of these techniques from Africa to Asia to Europe. These show the impact on change in behavior and culture in a relatively short period.  The successes of the lessons learned are the foundation for truly exciting capabilities in transforming behavior in this decade and future ones. Finally, a vision of the future of learning is presented.  As the capabilities of technology change and broaden, the need to continuously evaluate their usage and adaptability to HR, learning, and education requires thinking in non-traditional ways.  It requires an open mind to evaluate the possibilities and a willingness to embrace them.  Factors critical to successful adaptation and deployment of new techniques are discussed. Attendees should leave the discussion with enthusiasm and the impression that real transformation in a short time involving a critical mass of learners is today not only possible, but doable.    

Tanri Abeng

 

Indonesia Resurrection: Social, Political and Economic Challenges in HRD

Since its independence in 1945 until 1998, Indonesia was ruled by authoritarian governments. Sukarno, Indonesia’s first President, ruled the country for 21 years; Suharto, the second, for 32 years. Both were very autocratic. Suharto was forced to resign in 1998 after major turmoil and student demonstrations. Since then, Indonesia has transformed itself from an autocratic into a democratic country, earning a lot of praise from the international community. It is now the world’s third-largest democracy. But what does democracy mean to Indonesia and its people in terms of welfare and development? Especially in the 21st century era of intense globalization. The key to a country’s success in not being left behind by other countries in this era is competitiveness. And the lever of competitiveness is people, with their innovation, creativity, education and skills, especially in high technology. Indonesia faces enormous problems in becoming competitive due to its social, political, and economic challenges. More than 80 % of its people have only primary education. Unemployment is very high; income per capita very low. Democracy does not bring political stability. Vertical and horizontal conflicts are rampant due to diversity in ethnic groups, local languages and religions. But these challenges should not allow us, the people of Indonesia, to surrender. We are a country of great people. We did not get our freedom as a present from our colonizers. We fought for it. We are optimistic that we can face all these challenges and become a competitive, developed country in the 21st century. We don’t want to be left behind. We will do it though innovation in education and training, focused on the Leadership Development Program. We will create the program through private and public partnership. We will try to obtain assistance in project funding from international multilateral loan organizations such as The World Bank, ADB and IDB. Leadership is key to our country’s survival and growth.

Prof. Adnan Zahed, Dr. Abdullah Omer Bafail, Dr. Muhammed Din Bashir

 

Lifelong learning is a concept that covers formal non –formal and informal modes of learning and discussion on it has generated unending interest to theorists, researchers, politicians, employers and parents. UNITED NATIONS SCIENTIFIC EDUCATIONAL AND CULTURAL ORGANISATION (UNESCO)  which has popularized the concept of Lifelong Education has elaborated it by the addition of an adjective to become Lifelong Integrated Education in the 1976 recommendation of the UNESCO General Conference held in Nairobi, the discussion of the importance of lifelong learning and description of the personnel processes, methods and materials, institutions and administrative and organizational conditions necessary for its facilitation has marked two decades after. Lifelong learning is the object of lifelong education and the concept has policy and methodological implications for childhood, adulthood and old age education. It places emphasis on tapping opportunities  for learning outside formal schooling. The huge task now facing governments, politicians, educators and other workers in training and development organizations is to come to terms with the challenges of lifelong learning and make it a reality. This paper is at the instance of the Technical Committee of the 35th IFTDO 2006 Kuala Lumpur Conference holding in August 2006. It addresses the elastic nature of the lifelong learning concept, forces underlying lifelong learning, the challenges and barriers to making it a reality. Strategies for promoting lifelong learning culture have been synthesized by surveying existing literature to back -up best practices and personal hunches.

Sanjay Dhar
 

Stretching to Grow: Weaving reinforcing cycles of individual and organizational growth for a turnaround.

Growth is a function of learning and learning is function of both action and reflection. Growth essentially emanates from enhancing the frame of mental reference through which an individual operates to include more perspectives and possibilities. The inner transformation is then reflected externally in terms of greater ability to influences events through energy, creativity and high impact initiatives. For individuals growth is not a function of hierarchical level although rising up the hierarchy may be only one of the possible outcomes of growth that is reflected in terms of recognition by the organization. Organizational growth is an outcome of the synergy of the growth of individuals within it reflected in organizational energy, innovations, culture and business leadership. Size , market share and profitability are lagging indicators of growth which are an outcomes of the transformational processes that happen within the organization where the growth of people within becomes the engine driving the growth of the organization as a whole. The organizational challenge is to provide an environment, systems and structures that enable the individual spirals of growth to reinforce the organizational mission and feed energy back to the individuals. In large organizations this task becomes difficult because of the inertia that comes with size and hierarchy, which tend to dampen the impact of initiatives. While a total revamp of organizational design would be an ideal, most organizations would find it a tough ask. This paper would explore transformational perspective to individual and organizational growth that can have universal application for organizations across the world. This would be done by using cases that highlight the integrated nature of individual and organizational growth to explore perspectives and possibilities and develop a model for organizational growth through individual growth at two levels

  • At a departmental level where departmental growth was achieved through stretching people with challenges and empowerment.
  • At a corporate level where interventions were designed to enable young managers to grow beyond formal organizational roles

The paper would explore how systems, structures and culture can be used as levers to provide individuals the leverage to influence the organization and then how in return individual influence can be used as a lever to change the culture, systems and structures of an organization leading to organizational transformation that is the engine of growth.

Dr.Tarek.A. El Badawy

 

In an effort to increase economic growth, create jobs and secure a more prominent position in the global economy, Egypt aims to create an information society based on information and communications technology. The result is a dramatic change in the development and allocation of Egypt’s human resources and a shift from a manual labor force to a knowledge-based labor force. This shift is promoting the proliferation of a new kind of worker in Egypt: the knowledge worker. The Egyptian knowledge worker is developing within the framework of a variety of external factors. They must contend with the historical background which has created a hierarchical, risk-averse business environment. The regulatory environment is also lacking and despite recent improvements, there are still many changes to be made in order to cultivate knowledge workers. This paper looks at the key ingredients for the development of knowledge workers in Egypt and the division of responsibilities for those ingredients. The key ingredients include: 1) educational reform, 2) regulatory reform, 3) changes in the structure of Egyptian businesses, 4) increased capital investments, and 5) training for professionals. These ingredients are common to knowledge workers throughout the world, but the method for addressing these issues is unique to each culture. Knowledge workers are developing differently in Egypt than they did in the United States, where the term was first coined, due to the divergent socio-political backgrounds of the two countries. Despite many difficult challenges in creating an information society, Egypt has already taken many of the necessary steps to do so.

Keywords Knowledge workers; information society; communications technology; economic development, Egypt; human resources; HRM; employment.

Barbara Pirie

 

Designing Culturally Effective Learning Programmes

In today’s increasingly globalised world, managers, instructional designers and trainers need to consider numerous cultural preferences and how they can impact learning programmes.  Two critical areas of learning design often strongly affected by cultural differences are participant profiles and timing. A design model that can help clarify programme design elements while staying focused on the learning goal involves six simple questions. When using this model, a blended training/education learning strategy often appears most effective. Culture - a shared and transmitted set of values and behaviours - is learned so well that its members assume that everyone shares them.  In reality, they are neither universally shared nor mutually understood.  In addition, a variety of cultures influence individuals. Participant profiles can show mixed learning preferences. In addition, participants might come from verbal or more silent, hierarchical or lateral, assertive or face-saving cultures.  Cultural preferences can form around timing.  Formality and ceremonies can be critical and time-consuming.  These cultural preferences are especially important in mixed cultural groups. Learning is on-going and multidirectional, so I expect to learn from those attending this session as they share cultural differences that affect their programmes, creative adaptations, and changes that make their learning programmes more effective.

Dr. Chris Saville

 

Enhancing Standards and Integrity - the Role of Education and Training 

During recent years, growing concern has been expressed over standards of integrity in corporate and public sector affairs. This concern has mostly been expressed by leaders, politicians and others in the form of exhortations or aspirations to raise ethical standards of conduct. However, ways to achieve these desirable aims have been markedly absent. Based on his book, ‘Corruption and Unethical Behaviour - Principles and Practice of Integrity Auditing and Development’, Dr Chris Saville will explore the challenges and opportunities for those in education and training and how they can make a significant contribution. The paper will begin with some working definitions and a research-based analysis of the anatomy of corruption and unethical behaviours. The body of the paper will focus on a range of strategies designed to enhance cultures of integrity including: ways to develop ethical compliance regimes; integrity awareness-raising strategies; integrity auditing; integrity self-assessment procedures and the development of an integrity curriculum for educators and trainers.

Associate Professor Dr. Norsaadah Ismail

 

Building Bridges Over Troubled Waters: Issues And Opportunities in Higher Education-Industry Linkages

In the globalization era, organizations operate where integration of learning, innovation and trading takes place. Collaborations between universities and industry construct the spine for system innovation. Universities provide trained manpower, skilled and knowledgeable workers, research and invention whilst industry provides the commercialization mechanism. Opportunities for university-industry relationships include research and partnerships, technology and knowledge transfer, and career services and placement. Human capital investment in Malaysia still leaves much to be desired, and both industry and universities need to play a more prominent role to push this forward. UiTM’s efforts to develop better-quality manpower and improve relationships include the setting-up of the Centre For UiTM-Industry Linkages (UILC). Vast potential remains untapped. Unless local industry and universities fully realize this and take concrete action to bridge the gap, we may continue to lag behind our counterparts in advanced countries. Industry should view universities as strategic partners to achieve greater heights. Synergies between the two need to be utilized to enable us to reap more benefits for our country’s future growth and development. Future business leaders are in universities today. They have to be trained properly so that we can produce capable corporate titans to match those in the advanced countries.

Dr. Tarik Al Sulimani

 

TQMizing Educational Systems in Developing Nations through Quality Practices: a Case Study in Saudi Arabia

Developing nations have made tremendous efforts in continuous improvement, meeting customer expectations, and adopting latest managerial approaches to provide high-quality products and services in leading industries worldwide. However, nations still face huge challenges today, even developed nations. A major contributor to these challenges has been their educational systems. Thousands of students graduate from colleges and universities today but cannot face the challenges of the work environment since their educational systems do not prepare them well.  This is very true in a country like Saudi Arabia, despite government efforts to improve the system. The educational system must be challenged to meet business demands. Applying quality practices in educational organizations (TQMizing) has not received much support in developing nations. It involves unique challenges. In Saudi Arabia, with only 12% of its people working in the private sector and with 1/3 of its population foreigners, the situation is even more complex. It is a long-term, complex process of cultural reform requiring unprecedented, unique competence and huge responsibilities. This paper will highlight the importance of implementing quality practices in educational systems in developing nations in general and in Saudi Arabia in particular. It will impact not only future generations, but also businesses and organizations.  The paper will provide a comprehensive implementation plan that developing nations can use to prepare for this century’s new challenges.

Les Pickett   
 

Utilising Human Capital: Improving Key Business Outcomes through the Effective Utilisation of Employee Capabilities

Corporate boards and senior executive teams globally are increasing their focus on their organisation’s human capital as an effective driver of financial results.  Extensive global research has identified key human capital indicators that are critical factors in achieving business success. Topics to be covered include:

  • Critical human capital indicators for business success
  • Outcomes of global human capital benchmarking study
  • Implications for corporate governance and HR initiatives
  • Human capital practices that can increase profitability
  • Critical challenges facing HRD practitioners.

 

Operation Turnaround: HRD Initiative Transforms Corporate Bottom Line

A PUBLICLY LISTED MANUFACTURING AND MARKETING COMPANY ON ITS WAY TO ULTIMATE OBLIVION IS TRANSFORMED BY A STRATEGIC HRD INITIATIVE RESULTING IN AN INCREASE IN RETURN ON SHAREHOLDERS’ FUNDS BY 16 PERCENT AND AN INCREASE IN OPERATING PROFITS OF AROUND 250 PER CENT OVER A PERIOD OF TWO YEARS. 

This presentation will provide practical action guidelines based on real-world experience. It will help HRD practitioners develop strategic business partnerships and add value to their organisations by:

  • Recognising opportunities for HRD to play a more active role in increasing organisational effectiveness and profit improvement
  • Aligning corporate objectives and HRD strategies
  • Developing strategies for more effective line management/HRD collaboration.

Marc Van Roon

 

Tasting the Sweetness: Flowing through Transformational Change

In today’s ever-changing world we need a new language and efficient tools to help cope with learning and training challenges. Art in Rhythm has developed a methodology where learning becomes a natural part of an inspiring creative process. People are creative human beings with a need to connect with one another and learn, perform and grow together - to let harmony emerge from diversity. Fritjof Capra once illustrated it this way: sugar is made up of three molecules - oxygen, hydrogen, and carbon. Where is the sweetness? The sweetness is in the relationship. It is not a quality in any element of sugar. It is an emergent quality that resides only in the system as a whole. When a living system operates out of passion and out of the shared desire to create, learning new skills and memorizing new information are automatic by-products of the nurturing activity itself. This presentation aims at rediscovering life’s hidden lessons about finding a natural way to connect with one another, to create meaningful workplaces together and to design attractive learning programmes. With practical tools and first-hand experiences, participants will get insights into modern human-oriented learning processes.

Tom Verghese

 

Managing the Diverse Workforce: Issues of Culture, Age, Gender, Personality and Language

Nowadays, due to globalisation, we live and work in diverse societies. Multinational company workforces may be particularly diverse, containing more than a token representation of minorities, veterans, women, and people with disabilities. It is therefore important to recognise and understand the principles of working with such a workforce. Being competitive in today’s work environment requires acceptance, opportunity and trust. A crucial factor in recruiting and retaining a diverse workforce is the development of managers and supervisors with management and mentoring skills. Effective mentoring in a multicultural setting involves opportunities to learn about diverse people and cultures, understanding diverse learning styles and approaches to problem-solving, as well as appropriate feedback about work and behaviour. Many companies have tended to focus on financial and strategic aspects. However, international businesses now realise that many team and individual problems relate to ineffective management and communication. Objective help through training may show them how to communicate and work together more cohesively and productively. Overcoming reluctance to invest in necessary expertise and resources could help clear potential diversity hurdles. The first step in managing cultural differences effectively is to increase cultural awareness, and appreciate the impact of our cultural background on our mindset and behaviour.

Mohamad Ally

 

Merging the Best from Education and Training to Improve Performance

Previously, education was seen as separate from training. As a result, educators and trainers lacked opportunities to develop a unified system for everyone’s benefit. This presentation will describe traditional differences between education and training, and outline what each can derive from the other to develop a superior human performance system. Education tends to emphasise what the research says, while training is concerned with efficient, just-in-time learning. Education attempts to build an all-round person, while training provides individuals with specific skills to do an effective, efficient job. As experts we need to harmonize education and training by providing knowledge and skills to do the job and, simultaneously, develop the whole person for the job. The presentation will explain:

• The traditional definition of education and training and the similarity of their outcomes.
• How most of what education does is based on instructional design theories developed for training purposes.
• How educational research guides workplace training practice.

In conclusion, this presentation will describe how education and training are mutually dependent and how they can benefit from each other to meet learner needs. The session will end by proposing strategies for educators and trainers to work together for the benefit of all.

Dr.Sharif Q. Elabdelwahab

 

Joint Training: GOTEVOT Paradigm Shift of Training

In 1962 Thomas Kuhn, in The Structure of Scientific Revolution, defined the concept of ‘paradigm shift.’ In 1980, the Royal Decree establishing the General Organization for Technical Education and Vocational Training (GOTEVOT) authorized it as the institutional body for all Saudi Arabia’s TEVT. It required a training paradigm shift. A total of 31,969 have since qualified from GOTEVOT’s colleges, schools, and institutes. Such efforts were not enough, however, to meet industry demands. As a result, six MOUs were signed between GOTEVOT and Saudi industries to take the lead in employment, training and retaining manpower. By the end of the training period, trainees have a professional training diploma and more than two years’ working experience. GOTEVOT’s main objective is to involve the private sector with government vocational training and policies, while providing them with all their needs, thus shifting from centralized government control to a more holistic approach. This paper will illustrate how GOTEVOT manages switching of control and will present the objectives, policies, shareholders, steps followed, achievements, and future outlook. One main benefit of including the private sector in GOTEVOT’s pioneering projects was skilled employees. GOTEVOT provides the missing piece of training - full inclusion of the private sector. Future projects may further involve them in building infrastructure.

Dr. Woraphat Arthayukti and Jennifer Low

 

Using Coaching as a Development Tool for Career Management

Coaching is recognized as a critical development tool, yet to fully maximize its role within learning organizations, we must acquire core skills. In this session you will learn to use coaching to unleash the full potential of those seeking to make career and life transitions:

• From professor dedicated only to academic work to university management
• From high-achiever graduate to junior executive
• From new lecturer to highly effective professor
• To work/life balance.

The speakers will share the core skill set that is the foundation for sustaining coaching behaviours in different learning environments and explore how to apply coaching models to the dynamics of career management. You will become familiar with coaching as a development tool through a highly experiential process of applying specific coaching competencies in action. You will also have the opportunity to participate in a live career coaching session as a volunteer live case study. Key points include how to:

• Determine when to coach and how to set clear goals
• Develop the art of coaching to stimulate learning and development
• Increase people’s awareness and accountability for managing their own careers
• Engage motivated behaviours for sustainable performance results in learning organisations.

Pat Costine

 

Overcoming Training Inequities – General and Irish Perspectives

Introduction

Research indicates that some specific “training inequities” exist on a general scale among people in employment. These inequities refer to the following areas:

(a) The level of training received is directly linked to the level of educational attainment, whereby those with higher education levels are more likely to participate in training. In effect, this means that those who need it most have less opportunity to participate in training activities.
(b) Males are more likely to receive training than their female counterparts.
(c) “Older” workers are less likely to have the opportunity to participate in training than “younger” workers.
(d) Those holding managerial and supervisory positions are more likely to have the opportunity to participate in training than general workers.
(e) Indigenous workers have greater opportunities to participate in training than immigrant workers.

While many factors underlie these statistical facts, a bottom line is that they have a direct impact from a socio-economic viewpoint. In other words, and in a general sense, there is a direct link between one’s standard of education and the extent of training received on the one hand, and one’s standard of living on the other. Overcoming Training Inequities This paper will look at strategies, from a number of countries, that are helping to overcome these training inequities. In particular, the author will highlight several initiatives established in Ireland. Among these are:

(a) The FAS Competency Development Programme (CDP)
This programme is administered by the National Training Agency – FAS, and its aim is to raise the competency level of targeted employees. The thrust of the programme is to ensure that skills are developed to match with national human resource requirements for continuous economic growth and to enable employees to cope with frequent and ongoing changes in work practices. A key element is that funding priority is given to the development of employees in the general operative category. This category is most likely to encompass people in the “less well-educated” bracket – one of the primary areas where inequity in terms of training opportunities has often been highlighted. The author will set out highlights of this initiative, including the basis for funding, the delivery mechanisms utilised and other outstanding features.

(b) Skillnets – The Training Networks Programme
This programme was originally set up in 1999 to demonstrate the effectiveness of an enterprise-led approach to training and development and to promote and support the development of training networks as a strategic response to existing and emerging competitive challenges facing Irish businesses (especially SMEs). It is focused on improving the level and quality of training and development activities in enterprises that already invest in training. The programme also aims to increase the level of training in enterprises and sectors where an ethos of training has not existed heretofore. Again the author will set out highlights of this initiative, including how the funding operates, how the Training Networks approach works, as well as other outstanding features. He will also relate his own direct experience with both of these initiatives and offer practical examples of how they have helped to overcome training inequities from an Irish perspective.

Dato' Dr.Ismail Noor

 

ALTRUISTIC VS CAPITALISTIC LEADERSHIP ORIENTATIONS

Introduction

There is currently a raging controversy worldwide on what should constitute the preferred style of leadership in organizational, national and global institutions. The principal protagonists of this argumentation and debate involve those who advocate altruistic leadership versus capitalistic leadership orientations. The writer advocates the altruistic leadership style, which embraces a values-driven belief system that is principally concerned with the welfare of people – be they employees, customers or civil society at large. It is synonymous with stewardship and the servant-leader point of reference. The contrary, capitalistic leadership style, focuses on profit maximization (contagion of greed), Darwinian survival of the fittest, and singular shareholder (rather than stakeholder, if a corporate entity) interests. Capitalistic leadership has no or very little space for social responsibility.

The Advocacy

The writer/presenter will introduce the Altruistic 3+4+5 Leadership Model. To be a truly successful glocal organization, the entity must embrace the three dimensions of organizational philosophy, execute the four postures of organizational behavior, and practice the five tenets of organizational team dynamics. The 3 dimensions are: alignment, attunement, and empowerment. The 4 postures are justice, mutual consultation, freedom of thought/expression, and the etiquette of dissent. The 5 tenets are personal integrity, enhancement of relationships, leadership efficacy, ethical conduct, and moral uplift through spiritual knowledge. When all these perspectives are in place, we have synergy or felicity (please see diagrammatic model attached). In the Malaysian context, it will be argued that this altruistic leadership paradigm is most suited to the Islam Hadhari (civilisational Islam) approach promoted by Prime Minister Dato’ Seri Abdullah Badawi. It helps promote egalitarian aspirations rather than authoritarian excessiveness. The writer/presenter will briefly touch a case study of a major multinational corporation that had gone through both the processes of altruistic and capitalistic orientations. The case study conveys the views of the principal proponent of the capitalistic/neo-tech approach. It is a story about the corporate leadership of Du Pont, the third largest chemical company in the world. The proponent who wrote this case study (NEOTECH IV) champions the capitalistic/neo-tech method of leadership, which adopts an anti-government, anti-religion and anti-mystic stance (referring to these institutions as mystics, neo-cheaters and value destroyers). With globalization, there should perhaps be a serious effort to at least harmonize these two opposing leadership paradigms, such that one does not unjustifiably suffer at the hands of the other.

The Conclusion

Be it as it may, the writer/presenter will forcefully argue the case for altruistic leadership, especially in the context of the Malaysian, public-sector scenario. Forging ahead to achieve the objectives of the Ninth Malaysia Plan and the aspirations of Vision 2020, altruistic leadership, stewardship or servant-leadership should be the preferred, one best style. It could well be the model for others to emulate.

Sid Henkin

 

It’s Not How You Do the Work, It’s How You Do the Work Together

This presentation focuses on how to achieve the critical balance between the two realms of a high-performing team: technical/operational and behavioral. Historically, teams focus on their members’ technical competencies, leaving behavioral alignment to chance. The assumption is that if you get the right technical skill sets on the team, results will follow. Technical competence can be defined and, in most cases, observed objectively. Recent research shows that how team members interact has most significant impact on team success. We have all observed teams with very technically competent members who fail to perform to expectations. We understand the impact of behavioral compatibility, but how do we address it? Traditional team-building training does not provide effective or measurable ways to uncover behavioral gaps in team performance, much less prescribe specific methods for bridging them. We have observed that many teams responsible for critical deliverables have low tolerance for activity that does not directly impact their ability to get work done This presentation will focus on how team and individual behavior can be measured, analysed and adapted to create high performance quickly and effectively. We will examine how to:

• Create behavioral role descriptions
• Develop ‘ideal’ behavioral team profiles
• Leverage behavioral diversity
• Understand our customers’ behavioral expectations.

Viv Du-Feu

 

Anticipating the Implications of Age Discrimination

In October 2006, the British Government will introduce legislation to make age discrimination illegal. Age is a fundamental benchmark that we all use habitually in decision-making about people. All indications, from countries with age discrimination legislation, suggest that employers will need to change embedded practices and challenge their employees’ entrenched attitudes, if they are to comply with the new law. The Government, recognising that employers needed notice, planned to issue the Regulations in 2004 to allow understanding of the new requirements and enable compliance measures to commence. However the Regulations were delayed and may only be finalised in Spring 2006. Eversheds has the largest employment law and HR practice in Europe, including trainers, course designers and authors. To help employers understand age discrimination, we broadened our established training programme to include conferences, briefings, research and e-learning. In September 2004 and February 2005, we ran two conferences, reaching 250 employers. The delegates had senior roles, were charged with eliminating ageism at work and collectively responsible for millions of employees. Using speakers from government bodies, academia, good practice employers from the UK, USA and Ireland, and Eversheds national experts on discrimination law, we described the time-frames, and the likely consequences. The high attendance at these conferences emphasised the need for information about age discrimination amongst HR. Consequently, Eversheds partnered with Cranfield University Business School to research employers awareness of, and preparation for, the new legislation, prevalence of age discrimination and the barriers to change. In total, 1,070 professionals participated, who identified a worrying lack of senior management commitment to eliminating ageism, some ignorance and significant lack of preparation. This research provided empirical data, using rigorous academic methodology, and was disseminated in the national and HR press and in subsequent research papers. The conferences provided employers with expert insights but they still needed guidance on the practical implications of the new law and the actions needed to protect their employees and organisations. In partnership with Acas (Advisory Conciliation and Arbitration Service - the Government sponsored arbitrator, and the author of definitive good practice guidance), and an employer (Comet, a retailer of electronic goods, employing 10,000 people across the UK), Eversheds designed one-day open-access courses, for no more than 25 delegates per course. Led by national experts on discrimination law and good practice, each course will cover the new requirements of employers, the implications for pensions provision, and the experience of an employer who has begun to introduce new polices and practices on age. These courses will run throughout England & Wales in Autumn 2005, reaching 200 employers. Recognising that the most likely perpetrators of ageist comments are line managers, Eversheds has designed an e-learning course respect@work. Written by HRD professionals and with the critical input of dozens of managers, HR professionals, educational psychologists and employment lawyers this course teaches employees about their responsibilities to their colleagues and the implications of inappropriate behaviour. Organisations are increasingly using this course to reach hundreds and thousands of employees.

Doni Prihandonno

 

Building Creativity for Fast-track Execution: from Academic Mindset to Pragmatic Touch

A theoretical or academic approach is indeed very necessary in order to prepare talented and professional human resources. This approach will help to bring values and principles to work in a fitting and proper manner. However, this is not enough. After being drilled in those theoretical principles, the human resources need to be touched with a pragmatic approach. When we talk about being pragmatic, we talk about instinct, sense and feeling. A pragmatic approach needs to embrace how to build creativity, especially in the workforce.
A survey has shown that there are 4 factors in becoming creative:

1. Using a whole brain approach
2. Increasing your information openness
3. Tolerating uncertainty
4. Sensing and developing your risk acceptance.

These 4 factors will be explored under this topic. With improvement in those factors, human resources will be ready to work with alignment, between principles and reality. This will then have an impact on behavior and attitude; on thinking, feeling and acting, as well as fast execution in the workplace.

Michael A. Potter

 

"In the ever-changing world of HR, managers are continually facing new challenges and opportunities. With the growing need for flexibility, adaptability and contextual thinking, it is vital for HR professionals to focus on motivating and developing the supervisors. Change management is also a key topic to focus on to ensure that organisations stay ahead of future needs and requirements that they may face. Management of projects, HR accounts and outsourcing are vital to the effective and efficient running of organisations and various tools can be used to aid organisations such as competency frameworks and various skills and techniques As Charles F Kettering, the inventor of the electric starter, once said: 'We should all be concerned about the future, because we will have to spend the rest of our lives there'.

Dato’ Ir Ahmad Zaini Mohd Amin

 

Key Issues on the Transformation of Multimedia College into a Commercially-Oriented Organisation.

Multimedia College (MMC), established in 1948 is the training and development arm of Telekom Malaysia. It’s mission is to develop, transform and create people at all levels of the organisation with the necessary knowledge and skills to carry out the corporate objectives of TM, the needs of society and other professional organisations. In 1995, MMC was upgraded to a ‘College’ status by the Ministry of Education and in 2002, was recognised as a Private Higher Educational Institution (PHEI). With this new status, TM saw a business opportunity in MMC and had promptly upgraded MMC from a cost-center to a profit-center, therefore necessitated a transformation of MMC into a commercially-oriented organisation. This article therefore serves to highlight several key issues that were addressed during MMC’s transformation and would also serves as a guide for other training centers that are considering their own transformation into a commercially-oriented organisation. The key issues are Strategic Role, Organisation and Purpose, Mission Statement, Business Operations, Competitive Analysis, Commitment and Attitude, and Teams and Individuals.

Prof Michael J Marquardt

 

A new and wider array of skills and competencies are needed by leaders in the 21st century, with reflecting questioning being perhaps the important. Great leaders ask great questions that build corporate culture and organizational success. Unfortunately, most leadership development programs, whether corporate or academic, have been ineffective, irrelevant and expensive. As a result, organizations are beginning to look at new and more powerful approaches for developing and training their leaders. Over the past 10 years, action learning has emerged as the most successful and innovative mode for leadership development. Action learning is a problem-solving, leadership-development program which contains six components; namely,

(1) an important project or problem
(2) a diverse group of 4-8 members
(3) a questioning-reflection process
(4) a commitment to action
(5) learning at the individual, group and organizational level, and
(6) an action learning coach. The opportunity to develop questioning and reflective skills occurs continuously throughout action learning programs.

Mary Yap Kain Ching

 

“ MOVING UP WITHOUT MOVING OUT “ – AN INNOVATION FOR QUALITY ENHANCEMENT IN MANAGEMENT AND LEADERSHIP TRAINING

In 2004 the Malaysian Ministry of Education established five SUPER PRINCIPALS (JUSA C) posts in its Education Service. The creation of the five Super Principal posts in Malaysia is an innovation to celebrate the excellence of outstanding principals whose impact has been felt and it is also part of the government’s overall effort to raise the status of the teaching profession. Along with this professional innovation and prestigious recognition comes a heavier responsibility for these principals to shoulder. The changing role of these principals now stretches beyond managing their own schools as their role is now moving towards a new paradigm that is developmental, networked, collaborative and with leadership shared within and between schools, the Ministry of Education, State Education Departments and the community at large. This innovation contributes to human capital revolution in terms of leaders developing other leaders, a focus which the IFTDO World Conference & Exhibition is concentrating on. My paper looks at the stringent selection and evaluation processes undertaken by the Ministry of Education to choose the right candidates. It also highlights a leadership model for effective school management linking it to a holonomy of leadership styles practised by effective school leaders. This is followed by a critical appreciation of the developing role played by Super Principals in leadership training for fellow principals and this will throw light on some of the challenges and issues that have surfaced as we make an effort to integrate the two core elements of education and training in our consultancy and training programmes organized by the Ministry of Education, Malaysia. My paper ends with recommendations as food for thought for future considerations in the role played by Super Principals in leadership training and capacity building as global leaders in the field of education and training.

Mario A del Castillo

 

Giving Human Performance Technology an Asian Face: Innovative Implementation Strategies for Asian Organizations

Along with other organizational development interventions that have found their way to Asia, Human Performance Technology has had little success among practitioners. Neither has it had success among organizations. Numerous pieces of research in this field point to the apparent lack of fit between classical Organizational Development (OD) approaches and Asian culture. This researcher puts forward data to support the theory that national and organizational cultures influence both the degree of use and the success of OD interventions, including Human Performance Technology (HPT). As a result of his discussions with OD practitioners, this researcher recommends a set of implementation strategies that may increase the level of success of HPT in particular, and OD in general, among Asian organizations.

Mohamad Nazuir

 

Developing Industry-Ready Graduates: Intel-UiTM Model

This presentation paper attempts to describe the technical education gaps observed by Intel Malaysia in the local universities, and how collaboration programs are being designed to significantly close gaps or eliminate improvement barriers. There will be a special program sharing on Intel-MARA University of Technology (UiTM) collaboration, conveniently named, the Intel eLite Program. Intel’s programs partnering with education establishments focuses primarily on improving graduate readiness to work and increasing their employability. Secondary objective is to develop the future technical hiring resource pipeline for Intel Malaysia’s 3 main job areas, namely, Manufacturing, Services, and Design and Development. This has set Intel Malaysia’s vision to enhance higher education in Malaysia with collaboration programs to produce high quality and competent graduates, in predetermined technical niche areas. Collaboration efforts include, enhancing graduates’ soft skills, providing high standard industrial training attachments, influencing implementation of world class curriculum standard, providing technical advisory to Intel’s focused universities and strengthening quality post-graduate developmental research work. The paper describes a holistic approach to assist in solving the nation’s education program progress and also, in developing a win-win educational programs collaborations with universities. Intel has taken opportunities to assist various public and private local universities to create programs to improve tertiary education for students and also, to enable opportunities for academicians’ to gain industry experience and keep abreast with technological development. Cumulative effort begins from the high schools education through to tertiary education. Structured collaboration programs are designed to ensure high-technology knowledge in semiconductor industry is shared and relevant awareness among students are created. In summary, the presentation paper will share the enabling program collaborations designed and deployed at Universities to improve and take technical education in Malaysia to global excellence.

Dr. Peter Chee Lean Hock

 

Creating a High Performance Work Place With Performance Based Rewards

Motivation is the essence of life. It gives us direction and reason to want to do something. It drives us forward persistently and intensely to achieve our goals in the face of obstacles. It evokes desire, excitement and meaning to life. Much as we enjoy the feeling of being motivated, employers yearn to have motivated workers. Yet many organizations are frequently not getting it right. They suffer the consequences of having employees who are referred to as deadwood, lazy, not interested in work, not willing to exert high levels of effort towards organizational goals and merely doing the minimum just to get by. So, what is it that motivates people to perform well and do their best for the organization The golden answer that employers strive for will be deliberated and addressed through this paper. The attainment of high levels of performance constitutes an integral objective of many corporations though it is by no means an easy task. The area of Performance Reward Management is one that has been increasingly attracting attention although this method of improving performance has been around for a long time. Perhaps one of the most talked about, if not actually implemented practical solution for making human resources more productive is performance pay. Yet many practitioners and researchers doubt the true effectiveness of this approach. The widespread adoption of performance pay intervention has evoked controversies regarding its effectiveness in enhancing performance. The many case studies of success and failure coupled with opposing theories and limited empirical researches have raised many mixed feelings about the potency of this intervention. Whilst a wide range of reward options exist and different people are motivated by different forms of intrinsic and extrinsic rewards, the purpose of this paper is to explore and examine the extent to which extrinsic rewards particularly performance pay can motivate. Practitioners continue to cry out for answers. Can performance pay work? Does it motivate employees towards higher performance and if so in what form and under what conditions does it yield optimum results? This paper attempts to answer these questions. It expounds on concepts, theories and practical implications involving performance pay, motivation and performance improvement. To push the ideas further this paper will identify existing gaps and future thinking and practice in the area. Motivation is frequently cited as a main problem facing businesses today. Effective performance reward schemes are critical for organizations progress .It seems logical to reward employees based on performance. What other better ways of reward can there be? Not having performance based pay could be even more damaging when employees are paid based on non performance criteria to the extend that favoritism and biased judgements prevail. Such phenomenon can be easily observed in organizations that comprise demotivated staff that are not delivering high productivity. Further knowledge and understanding of effective and successful application of performance reward scheme could save organisations from the trap of misconception and failure. Getting a pay off from performance pay is certainly possible. It was never meant to be easy. If it is then it would not provide as much competitive advantage as it actually can when you get it right.

M.Y. Kassim, A.D Ahad and M. Hamdan

 

Linking Academia & Industry: Bridging the Gap Through Collaborative Efforts. The Case of Universiti Brunei Darussalam

The active cultivation of a collaborative relationship between academia and industry is redefining higher education management. Universiti Brunei Darussalam is the only national university in Negara Brunei Darussalam and is entrusted with the responsibility of creating marketable quality graduates as throughputs. As such, its relationship with the industry is important to give alternative value added learning experiences to its students via its work attachment programmes. Management of such relationships often occurs at the micro or programme level. This paper analyses the extent to which these liaisons have been fostered. It draws on interviews with selected interviewees such as industry stakeholders, government agencies, programme leaders, lecturers and students. It investigates issues and challenges of the work attachment programmes as it entails managing the diverse and often incompatible, stakeholder interests and expectations. These issues and challenges includes among others the limited duration of the programme, the lengthy administrative procedures, the participating students’ mindset and performance on the job and host agency complications. The paper concludes that there is scope for more extensive and innovative collaborative efforts to be implemented to enhance the quality of education for the students.

GAIL HEIDENHAIN

 

Since 1985, Gail has been training and certifying others in Accelerated Learning. She has designed a wide variety of Accelerated Learning-based programs for organizations around the world. Gail also partners with many large corporations, such as large insurance companies in Europe, Siemens, Royal Dutch Shell, PSEG Nuclear, and Club Med to develop leaders, create greater intercultural effectiveness, and to develop the ‘personal mastery’ and accountability of the workforce. Gail is President of the International Alliance for Learning, was the leader of the DGSL team in Germany that developed and implemented Germany’s three-level Accelerated Learning certification program in 1991, and serves on the certification committee for the IAL.

ROLAND BOETTCHER

 

Roland Boettcher, Vice-President of Delphin, Inc., has been training facilitators in Accelerated Learning since 1991. He is a certified Master Trainer in AL (IAL and DGSL), an NLP Master Practitioner, Dialogue Facilitator (MIT) and music therapist. He has designed and facilitated programs in Personal Mastery, Leadership Development, Stress Management and Productive Communication for corporations in Germany, Austria, Switzerland and Northern Italy. Roland has presented at conferences in Germany and the US on AL-related topics. He is currently the Association Manager of the International Alliance for Learning.

Prof. Indahsah Haji Sidek and Azuddin Jud Haji Ismail

 

Knowledge Management in a Learning Organization: Challenges of Sharing Learning, Empowering and Motivating the Workforce

‘Knowledge’ is recognized as the key asset driving organizational sustainability and success. Discovering knowledge is a divine pursuit which may stimulate people to:

• Generate knowledge in the form of organizational learning
• Evaluate knowledge effectiveness
• Share knowledge
• Implement knowledge management initiatives
• Leverage knowledge in the quest for a learning organization.

This paper delves into some desired outcomes of knowledge management. Emphasis is given to the importance of establishing a learning organization, hinging on Senge’s concept where “people continually expand their capacity to create the results they truly desire...and where people are continually learning to see the whole together.” This paper further attempts to highlight the building blocks for a learning organization that revolve around the ‘five disciplines’: shared vision, team learning, systems thinking, personal mastery and mental models. A landscape of KM models is featured to elaborate on the harmonization of education and training in meeting the challenges of sharing learning, empowering and motivating the workforce.

Dr Asma Abdullah

 

Innovative Approaches in Understanding Cultural Diversity

How do we ensure that we fully allow for cultural diversity? Dr Asma Abdullah in her session introduces two innovative approaches that help educators, trainers and facilitators, as well as learners, to more fully appreciate cultural differences in their learning experience:

• ‘The Cross-cultural Card Game’ allows participants to use 16 dimensions to describe cultures
• ‘The Cultural Detective’ package facilitates cross-cultural understanding.

These two approaches, when used together, enable participants to enhance their awareness of both similarities and differences when comparing values and underlying assumptions across cultures.

Prim Kumar

 

Growing the Learning Organizations – China’s Experience

In 1999 the Chinese Communist Party Chairman officially introduced the concept of Life-long Learning. Ever since, China has been on a journey to find its unique Learning Organization solution, creating a Learning Country supported by Learning Provinces, Learning Cities, Learning Enterprise and even Learning Families. The 11th China Five-year Plan, with its emphasis on becoming a Nation of Innovation, further supports this. This presentation will comprise three parts:

1. Chinese Government efforts to enable ‘Planned Learning’ at individual and enterprise levels
2. How learning and development organizations support this government initiative
3. Lessons from 2 years of training and development business with State-owned Enterprises (SOEs) and local business partners.

The presenter will:

• Trace the introduction of the principles of Life-long Learning and Learning Organization into SOEs, and how the training industry has supported it
• Explore challenges for local and foreign consulting organizations in transforming SOEs into Learning Organizations, and benefits from Learning Initiatives
• Cover opportunities for global companies to assist China in this endeavor
• Share experience on dos and don’ts in successfully serving the China market, especially SOEs and Chinese learners, with an attractive training and development value proposition.

Mu Xiao Dong

 

The challenges of enterprise growth by learning

Mu Xiao Dong, CEO of Wankong Group (China) Wankong Group, a large-scale leading electrics enterprise, integrating R & D, manufacture, trade and service as well as many other fields, whose head office is located at Wenzhou Daqiao Industrial Zone, Beibaixiang Town, Yueqing City. The Group abuts on the No 104 national highway, China international light industry city – Wenzhou and China Electric Appliance Capital – Liushi, where the traffic is very convenient. The company (original Yueqing Wanjia Control Equipment Factory) was founded in 1991; it was authorized as national no-region cross-industry enterprise group by State Administration for Industry and commerce in March, 2006. It mainly produces 100 series of products with more than 5,000 varieties covering HV/LV switchgear assemblies, high voltage vacuum circuit breakers, SF6 load switches, HV/LV electrics and elements, electrical sectional steel, cabinet of network communication plate and so on. The group possesses total assets of 500 million Yuan, workshop area of 58,000m2, 1,500 employees, besides, it owns 5 wholly-owned subsidiaries, 1 member enterprise, more than 100 cooperation enterprises and over 30 sales offices. The market sales network has scattered over the whole country, part of products are exported to overseas, the company has the ability to produce 50,000 switchgears annually, the sales amount occupies about 20% of national market share, and the annual output value reaches 1 billion Yuan, in terms of these, the company was a leading enterprise in the line of HV/LV switchgear assemblies, the production and sales amount of switchgear keeps leading for four years continuously. Most of our workers are just graduated from a middle school and they are the technicians and support forces of the company just with self-taught technical knowledge. Our middle managers and company leaders are also grow in their work practice. As the company is growing fast and confronting more and more challenges in the development, to improve the competency of the workers and managerial and create a more suitable culture are the guidelines of company further development. Our staffs have a vast desire to learn and capability to do this, because continuous learning is always a tradition of us. Also, to adapt to the new global economic trend, our strategy should be more global perspective. For all these, we need learn from outside, benchmarking the best practice of enterprises all over the world.

Zhang Sheng Xiong

 

Create a Learning Organization & be competitive

As the China Communist Party has pointed out in the Sixteenth Annual Representative Conference Report, “create a society of civil learning and lifelong learning, and promote the growth of people” is one of the core meanings of “Well-off Society”. “Learning Society” means we are very recognized of advanced management knowledge in the world. Many people in china think it is about senses and methods of learning when we talk about “Learning Organization”, it is about telling people how to learn. It is true, but also it is about the latest management knowledge in the world. Learning Organization is a wide theory, it can be used in the management of a country and also a family. Because our country, party, government, school, military and enterprise are all organizations, so we can use Learning Organization to manage them. So what is a Learning Organization? The essence of learning organization can be concluded in three sentences. First, it has a continuous learning requirement in the organization; second, it can make the staff in an organization experience the meaning of life; third, it is an organization which can convert the learning to creativity. There are four concepts which are stressed in a learning organization

Concept 1: owes In a learning organization the staff should be grateful to the their organization, they appreciate the organization providing them a stage to learn, and help them grow; and also as a leader in an learning organization he/she must understand that the organization can achieve so much, it’s the staff who contribute a lot. So the leader should be grateful to the staff. We can experience the meaning of life only when we are living in a grateful organization.

Concept 2: kind If you want to achieve a great success in the development, you must keep a positive attitude, and think about the reality with a kind heart.

Concept 3: tolerant In a learning organization people should be commitment and take responsibility in the growth of organization. Most of our leaders can not bear the staff make mistakes, they always want perfect. But if you really want to be perfect, you must pursue continuous creation and innovation. So the leaders should learn to be tolerant.

Concept 4: joy Joy management becomes a very important concept, and it also becomes one of the bottle-necks. People in big city like Beijing, Shanghai and Guangzhou are under work related pressure as an official survey suggested. So in learning organization we stress on joy work, joy living and joy learning.

Zhang Sheng Xiong

 

Let Abundance! Flow to HRD

HRD cannot be limited to learning skills; to improving conditions; to education, training, systems. All these tend to come from outside an individual, and anything external rarely lasts or goes deep. HRD needs an inner revolution of ABUNDANCE! This inner revolution will propel HRD to what it wants to do, achieve, become. We have looked outside far too long. It is time to look inside us. Why ‘heartsets’ of ABUNDANCE! instead of the usual mindset? The problem with the mind is it has no heart. It has many conditions, requirements, and expectations. It is overused, overworked. The heart is bold, brave, unconditional, confident, eager. Thus heartsets best complement ABUNDANCE! What seven heartsets of ABUNDANCE! will spur our inner revolution? We:

1. Flow
2. Connect
3. Attract Reward
4. Choose to Be Positive
5. Appreciate Our Journey and Everyone’s Journey
6. Evolve into a Higher Being
7. Find Time for the Ten Areas of Our Lives: Self, Family, Friends, Rest, Recreation, Health, Faith, Mission, Wealth, Work.

Given all these, there can be no HRD without ABUNDANCE! mentality. All heroic HRD efforts are in vain if we miss the main inner ingredient: ABUNDANCE! So let ABUNDANCE! flow to HRD!

Dr. Roger M. Addison

 

Organization Harmony: Aligning the Worker, Work and Workplace

Harmony: a situation in which there is agreement, alignment
In today’s organizations it is important for agreement between workers, work and the workplace. Performance Technology (PT) can provide the recourses and tool to increase the agreement in these organizational factors. The purpose to this paper/presentation is to present a brief description of Performance Technology, provide examples and give you some exercise so you can practice the concepts of Performance Technology.

Faith Akinyeni

 

Lifelong Learning: a Global Policy Consensus

The concept of lifelong learning sees one’s whole life as an opportunity for learning and development. It is also a way of thinking about structuring society’s approach to education. The world needs everyone’s creativity, enterprise and scholarship. Learning has a wider contribution in helping to create a civilized society and enabling people to play a full part in their community. Dramatic technological changes have influenced most people's lives, shaping the environment in which industry and services function - with far-reaching implications for our learning needs. This calls for professionals to keep up in an effort to meet expectations. Need for mobility creates an urgent need for continuous learning to upgrade, update and refresh knowledge for career-building opportunities. The economic reality of lifelong learning cannot be disregarded, since the economy and the labour market impose legitimate demands on education and competency. Keeping current helps render best service to the public. Orientation to the world of work that includes effective vocational guidance needs to begin at early stages of general education. Programmes like Germany’s k.12 career education, which very mildly introduces children to the world of work in kindergarten, increasing exposure through the general schooling years, need to be implemented worldwide.

KULDIP SINGH

 

LIFELONG LEARNING IN UNIVERSTIES: A CASE STUDY OF UiTM SARAWAK

With the growing awareness of the importance of lifelong learning in the development of the knowledge economy and its integral role in HRD, this article examines the role of lifelong learning for lecturers in institutions of higher learning and their perceptions of lifelong learning. Using a self-report questionnaire and a sample of 150 lecturers in UiTM Sarawak, research was carried out to answer the following research questions:

(1) To what extend do lecturers recognized the need to be lifelong learners?
(2) How much time do lecturers devote to lifelong activities?
(3) What are the lecturers’ perceptions of the value of lifelong activities?
(4) To what extend do lecturers feel they have the skills and knowledge to function effectively at their current job and for the job they would like to have in future?
(5) To what extend are lecturers satisfied with existing opportunities to improve their education and skills.
(6) What types of knowledge and skills do lecturers feel are useful in working life and personal life?

The findings of the survey revealed that most lecturers’ have a positive attitude to lifelong learning and are actively involved in lifelong learning. Apart from that, the study also revealed that main reasons for lifelong learning were own initiative and job requirement and the main obstacles for engaging in lifelong learning were family and job commitment. The sample is relatively small (N= 150) and largely homogeneous, which may limit its generalizability. A number of additional research opportunities are suggested, including those designed to further explore the attitude towards lifelong in the private sector especially amongst the female employees. Implications for practitioners and researchers are suggested.

Keywords: Lifelong learning, informal learning, adult education

Datuk Dr. Rosti Saruwono

 

Anticipating the Implications of Age Discrimination

Synopsis

This paper will discuss several points that relate to the relationship between Industry and Academia. It will touch upon the author’s perspective of the current state of affairs, and what possible actions that can be taken to strengthen the links between both parties.

1. Understanding the respective roles of Industry and Academia
2. Defining the nature of relationship
3. Potential for Partnership
4. Areas of Collaboration
- Long-term plans for universities
- Manpower Demand forecast
- Areas of studies offered by universities
- Curriculum Development
- Facilities development
- Attracting students
- Student Projects
- Industrial Attachment for Students
- Job placement
- Research
- Consultancy
- Academic Staff Training & Development
5. Proposed Actions

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