TUGASAN INDIVIDU (MASTER)
SESI SEMESTER 1 2021/2022
KOD KURSUS
D C E 5 1 1 0
NAMA KURSUS THEORIES AND PRACTICES OF HUMAN RESOURCE
DEVELOPMENT
PENSYARAH PROF. MADYA DR. SITI RABA’AH HAMZAH
TUGASAN KE 1 /2 /3 /4 /5
TAJUK TUGASAN INDIVIDUAL ASSIGNMENT 1
NAMA PELAJAR
Sila pastikan nama VISHNUVARATAN A/L MAKHANDRIN
& no.matrik adalah
BETUL
NO.MATRIK
J M 4 1 6 2 3
PUSAT
PEMBELAJAR
AN
Pengakuan pelajar : saya mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab saya sendiri
Sila potong di sini setelah disemak dan dicop (Salinan penerimaan pelajar)
………………………………………………………………………………………………………………………………………………...............................................................
TUGASAN INDIVIDU
(MASTER)
KOD KURSUS DCE 5110
TUGASAN KE 1/2/3/4/5
NAMA PELAJAR
Sila pastikan nama VISHNUVARATAN A/L MAKHANDRIN
& no.matrik adalah
BETUL
NO.MATRIK
J M 4 1 6 2 3
Pengakuan pelajar : saya mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab saya sendiri
COP PUSAT PEMBELAJARAN : COP UPMET :
,Work-Based Learning: A Practical Approach for Learning to Work and Working
to Learn
A Case Study on Decision-Makers’ Professional Development in Iran
Mohammad Reza Sarkar Arani, Ph.D., J. Alagamandan, and H. Tourani, Ph.D.
This paper tries to clarify the experiences of a “work-based learning” project and
training model for the professional development of twenty-four decision-makers and
curriculum developers at the Ministry of Education-Organization for Educational
Research and Planning- in partnership with the University of Western Sydney of
Australia from 2000 to 2002. This study illustrates that the examination of the work-
based learning model offers the possibility for Iranian decision-makers and
curriculum developers to integrate work and learning at the workplace and help each
other develop the skills, knowledge and attitudes required for changing workplaces.
Recent approaches to human resource development have centred more in
workplace. They involve the workforce more directly in decision-making process,
change management, informal learning in the workplace which shape their
productivity approaches (Garrick, 1998; Theissen, 1992; CEBE, 2003). The work-
based learning helps decision-makers to reconceptualize the ways of improving both
their professional effectiveness in their work and the relationships with their
colleagues through workplace efforts and related activities (Garrick, 1998; Petrick &
Furr, 1995; Tickle, 1987; Ashton et. al., 1989; Graves, 1990; Smyth, 1995; Smylie,
1995). "Learning by doing" is a way through which teachers, curriculum developers
and decision-makers can become engage in significant professional development
(Schon, 1987; Fish, 1989).
Work-based learning as a new higher education approach is as part of major
changes influencing universities; including contributions of the pioneers of work-
based learning; and it explores the changes in academic work practices associated
with work-based learning (Boud & Solomon, 2001). The notion of work-based
learning has captured a great deal of attention and has gained increasing importance
in higher education and professional training in recent years.
This study found that students changed their management philosophies stressing
new corporate cultures after participating in the course, based on their own
assessment (self-reflection) as well as feedback from their colleagues who had been
partners of their action plan and peer groups meeting and study circles (collaborative
reflection).These reflections caused them to revise their skills, ability, and knowledge
and decision so as to:
-Accept possibility of changing management in workplace,
-Understand significance of process of change in workplace,
-Develop an action plan for change organizational behavior,
-Analyse journey changes in workplace,
-Deliver strategic plan in the organization, not for the organization,
-Learn and train continuously, and understand essential of lifelong learning,
-Transport previous experiences to new culture of management,
-Work, study and research in teamwork,
-Appreciate systematic thinking and necessity of organizational culture for it,
-Encourage workplace cultures based on empowerment and participation,
-Create strategy in the organization through force field analysis,
-Emphasis on cooperative learning in workplace,
, -Recognize self-reflection, self-directed learning and self-improvement mode,
-Practice diversity of learning modes and styles in workplace (taken from Students
Interviews)
It is possible to have a model of decision-makers and curriculum developers’
competency on which the OERP is not only a place of work but also a source of
professional development. The work-based learning project in the OERP considers
‘work’ as a site of enquiry, as: recognition of prior competence, curriculum, basis for
program design, reflection on implication of change, redefinition of learning,
assessment and development. As Garrick (1998) noted that learning in the course of
working seems to be a common sense that implies a ‘curriculum’, which exists in
everyday activities. The on-going professional development of decision-makers is a
very important area, which has real meaning. The OERP staff struggle to view
professional development and enhancement of skills as a lifelong pursuit. They
perfectly realize that experience, self-study, self-directed learning, self-review and
improvement critiques of their activities by their colleagues and self-reflection are
important parts of this process. Rather than one-time workshops on the latest
educational topics, they are engaged in a long-term process of self-reflection and
development. Indeed, the best way of developing new skills, and continuous change
is to practice for interpretation, application and evaluation yourself and work
environment in the workplace. As one of the most important outcomes of the work-
based learning project in the OERP, it seems that the participants changed their
sense of “work” as a new learning environment and “self” as a teacher.
Reflection:
Some of the reported benefits of work-based learning include:
• an improvement in the range of a person's skills and competencies;
• increase in learning activity; an acceptance of the need for ongoing learning;
• the development of the skill base of trainers;
• improvement in work practices and financial savings as a result of projects;
• less reliance on expensive and sometimes ad hoc formal training;
• imaginative work-based projects; and
• team development as work units become involved in projects.
Work-based learning can be incorporated as new way to approach human resource
development as Work-based learning courses can go a long way in helping
businesses retain their staff. This is due to the fact that offering work-based learning
enables employees to progress and achieve job satisfaction. The happier employees
are in their jobs, the more likely they are to stay with their employer. Knowing that
there is room for progression is also beneficial and will encourage staff to remain
loyal.
Work-based learning courses equip employees with relevant skills and knowledge
that they can use to do their jobs to a higher standard. Having qualified staff will
obviously give you a competitive advantage over businesses that do not, by helping
you to win customers and increase your prices, based on the quality of the staff
employed at your business.
SESI SEMESTER 1 2021/2022
KOD KURSUS
D C E 5 1 1 0
NAMA KURSUS THEORIES AND PRACTICES OF HUMAN RESOURCE
DEVELOPMENT
PENSYARAH PROF. MADYA DR. SITI RABA’AH HAMZAH
TUGASAN KE 1 /2 /3 /4 /5
TAJUK TUGASAN INDIVIDUAL ASSIGNMENT 1
NAMA PELAJAR
Sila pastikan nama VISHNUVARATAN A/L MAKHANDRIN
& no.matrik adalah
BETUL
NO.MATRIK
J M 4 1 6 2 3
PUSAT
PEMBELAJAR
AN
Pengakuan pelajar : saya mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab saya sendiri
Sila potong di sini setelah disemak dan dicop (Salinan penerimaan pelajar)
………………………………………………………………………………………………………………………………………………...............................................................
TUGASAN INDIVIDU
(MASTER)
KOD KURSUS DCE 5110
TUGASAN KE 1/2/3/4/5
NAMA PELAJAR
Sila pastikan nama VISHNUVARATAN A/L MAKHANDRIN
& no.matrik adalah
BETUL
NO.MATRIK
J M 4 1 6 2 3
Pengakuan pelajar : saya mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab saya sendiri
COP PUSAT PEMBELAJARAN : COP UPMET :
,Work-Based Learning: A Practical Approach for Learning to Work and Working
to Learn
A Case Study on Decision-Makers’ Professional Development in Iran
Mohammad Reza Sarkar Arani, Ph.D., J. Alagamandan, and H. Tourani, Ph.D.
This paper tries to clarify the experiences of a “work-based learning” project and
training model for the professional development of twenty-four decision-makers and
curriculum developers at the Ministry of Education-Organization for Educational
Research and Planning- in partnership with the University of Western Sydney of
Australia from 2000 to 2002. This study illustrates that the examination of the work-
based learning model offers the possibility for Iranian decision-makers and
curriculum developers to integrate work and learning at the workplace and help each
other develop the skills, knowledge and attitudes required for changing workplaces.
Recent approaches to human resource development have centred more in
workplace. They involve the workforce more directly in decision-making process,
change management, informal learning in the workplace which shape their
productivity approaches (Garrick, 1998; Theissen, 1992; CEBE, 2003). The work-
based learning helps decision-makers to reconceptualize the ways of improving both
their professional effectiveness in their work and the relationships with their
colleagues through workplace efforts and related activities (Garrick, 1998; Petrick &
Furr, 1995; Tickle, 1987; Ashton et. al., 1989; Graves, 1990; Smyth, 1995; Smylie,
1995). "Learning by doing" is a way through which teachers, curriculum developers
and decision-makers can become engage in significant professional development
(Schon, 1987; Fish, 1989).
Work-based learning as a new higher education approach is as part of major
changes influencing universities; including contributions of the pioneers of work-
based learning; and it explores the changes in academic work practices associated
with work-based learning (Boud & Solomon, 2001). The notion of work-based
learning has captured a great deal of attention and has gained increasing importance
in higher education and professional training in recent years.
This study found that students changed their management philosophies stressing
new corporate cultures after participating in the course, based on their own
assessment (self-reflection) as well as feedback from their colleagues who had been
partners of their action plan and peer groups meeting and study circles (collaborative
reflection).These reflections caused them to revise their skills, ability, and knowledge
and decision so as to:
-Accept possibility of changing management in workplace,
-Understand significance of process of change in workplace,
-Develop an action plan for change organizational behavior,
-Analyse journey changes in workplace,
-Deliver strategic plan in the organization, not for the organization,
-Learn and train continuously, and understand essential of lifelong learning,
-Transport previous experiences to new culture of management,
-Work, study and research in teamwork,
-Appreciate systematic thinking and necessity of organizational culture for it,
-Encourage workplace cultures based on empowerment and participation,
-Create strategy in the organization through force field analysis,
-Emphasis on cooperative learning in workplace,
, -Recognize self-reflection, self-directed learning and self-improvement mode,
-Practice diversity of learning modes and styles in workplace (taken from Students
Interviews)
It is possible to have a model of decision-makers and curriculum developers’
competency on which the OERP is not only a place of work but also a source of
professional development. The work-based learning project in the OERP considers
‘work’ as a site of enquiry, as: recognition of prior competence, curriculum, basis for
program design, reflection on implication of change, redefinition of learning,
assessment and development. As Garrick (1998) noted that learning in the course of
working seems to be a common sense that implies a ‘curriculum’, which exists in
everyday activities. The on-going professional development of decision-makers is a
very important area, which has real meaning. The OERP staff struggle to view
professional development and enhancement of skills as a lifelong pursuit. They
perfectly realize that experience, self-study, self-directed learning, self-review and
improvement critiques of their activities by their colleagues and self-reflection are
important parts of this process. Rather than one-time workshops on the latest
educational topics, they are engaged in a long-term process of self-reflection and
development. Indeed, the best way of developing new skills, and continuous change
is to practice for interpretation, application and evaluation yourself and work
environment in the workplace. As one of the most important outcomes of the work-
based learning project in the OERP, it seems that the participants changed their
sense of “work” as a new learning environment and “self” as a teacher.
Reflection:
Some of the reported benefits of work-based learning include:
• an improvement in the range of a person's skills and competencies;
• increase in learning activity; an acceptance of the need for ongoing learning;
• the development of the skill base of trainers;
• improvement in work practices and financial savings as a result of projects;
• less reliance on expensive and sometimes ad hoc formal training;
• imaginative work-based projects; and
• team development as work units become involved in projects.
Work-based learning can be incorporated as new way to approach human resource
development as Work-based learning courses can go a long way in helping
businesses retain their staff. This is due to the fact that offering work-based learning
enables employees to progress and achieve job satisfaction. The happier employees
are in their jobs, the more likely they are to stay with their employer. Knowing that
there is room for progression is also beneficial and will encourage staff to remain
loyal.
Work-based learning courses equip employees with relevant skills and knowledge
that they can use to do their jobs to a higher standard. Having qualified staff will
obviously give you a competitive advantage over businesses that do not, by helping
you to win customers and increase your prices, based on the quality of the staff
employed at your business.
