KOLEJ CQ-TEC SUNWAY

NO.46H-2, MENTARI BUSINESS PARK,

JALAN PJS 8/2, SUNWAY
46100 PETALING JAYA, SELANGOR

KERTAS PENERANGAN
( INFORMATION SHEET )
KOD DAN NAMA
PROGRAM / FB-081-4:2012 / INFORMATION SYSTEM
PROGRAM’S CODE & ADMINISTRATION
NAME
TAHAP / LEVEL LEVEL 4

NO. DAN TAJUK UNIT

KOMPETENSI /
C03- INFORMATION SYSTEM USER TRAINING
COMPETENCY UNIT NO.
AND TITLE
1. PREPARE INFORMATION SYSTEM USER TRAINING
NO. DAN PENYATAAN
REQUIREMENTS
AKTIVITI KERJA / WORK
2. CONDUCT INFORMATION SYSTEM USER TRAINING
ACTIVITIES NO. AND
ACTIVITIES
STATEMENT
3. REPORT INFORMATION SYSTEM USER TRAINING

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TAJUK/TITLE : INFORMATION SYSTEM USER TRAINING REQUIREMENTS

TUJUAN/PURPOSE :

This Information Sheet is intended to describe on all activities involved in information system
user training to enhance the user’s knowledge relevant to the information system.

Upon completion of this competency unit, trainees will be able :

1. Identifying System user training & training objective

2. Interpret the training requirements
3. Identifying training needs based on participants profile
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INFORMATION SYSTEM USER TRAINING

DEFINITION OF TRAINING:
The process of providing individuals with an organized series of experiences and
materials comprise opportunities to learn.

What is a Training Plan?

- The training plan will outline who will deliver the training, and when and where your
apprentice or trainee needs to go to receive the structured component of the training.
- A training plan must be devised within three months of an apprentice or trainee
commencing their apprenticeship or traineeship and prior to the delivery of any
structured training.

- Treat the training plan as a working document. It should be flexible enough to meet
all your needs. Remember that you can talk about this to your registered training
organization at any stage during the training.

What to include in the training plan

The training plan must specify the following:

 The competencies to be obtained

 The time-frame for achieving the competencies
 The training to be undertaken
 The delivery modes to be employed
 The details (when, how and how much) of the time allocated outside routine
work duties is for off-the-job training
 Who is responsible for the delivery and/or assessment of each competency
 Assessment details and arrangements
 A record of any recognized prior learning (rpl) for qualifications and cross-credit
hours granted prior to commencing the apprenticeship or traineeship. Rpl
involves the assessment of any existing relevant skills and/or qualifications. This
crediting process can reduce the length of the off-the-job training or the duration
of the overall apprenticeship or traineeship.
 The name of the qualification to be issued
 Any other specific requirements to be met in accordance with the particular
training contract in question
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TRAINING OBJECTIIVE:

1. To provide entry level or initial training by which employees qualify for entry-job
assignments.
2. To provide remedial training to correct deficiencies in work habits, attitudes,
knowledge, skills or job performance.
3. To provide retraining of workers whose job has changed, have become obsolete,
or no longer required.
4. To provide cross-training to develop multi-skilled workers who can adapt to
changes in job requirements and advance technology.
5. To provide diversity training to share information about the changing of
workforce, new approaches to managing the workforce and its effects upon
teamwork, and the workers’ changing cultural and ethical values
Employers should have clear goals for the training function in their organization.

These goals include:

 Assisting employees in developing the skills and knowledge needed to

perform effectively in their current jobs

 Preparing employees to take on a variety of jobs as and when required

 Helping employees develop and achieve their potential

IDENTIFYING TRAINING NEEDS

Training programs need to be carefully and thoroughly planned. To do this, the

trainer should ask and determine the answers to a number of key questions such
as:

 Why is training needed?

 To whom is the training to be offered?
 What is the nature of the problem to which training is to be the answer?
 Who is to facilitate the training program?
 What is the specific objective of the training?
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 What is the expected duration of the training?
 When should the training be held?
 Where is the training to be held?
 What training methods could be used?

6.1 Training Needs Analysis (TNA)

To identify which employees need training and what sort of training they need it is
necessary to conduct a training needs analysis (TNA). This is an ongoing process
which provides answers to these two questions.

A needs analysis may be directed at the organizational level whereby there may be
a need for all employees to undergo a particular kind of training designed to develop
cultural norms, cohesiveness amongst workers, and commitment to the company’s
vision and goals. Alternatively, a group of workers carrying out similar tasks may
need training.

Individual’s needs must also be examined to see whether training will assist
employees to improve their performance. Various sources of information will be
used to gather information for analysis including:

a) A questionnaire issued to managers asking them to identify the training

needs of their subordinates
b) A questionnaire issued to employees asking them to identify the training
courses they think helpful to their work performance
c) Data in job descriptions
d) Performance appraisal forms which identify individual training needs
e) Company records and reports

Below is a sample of a Survey Form:

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Sample A: Survey Form for Managers

Training Needs for Clerical Staff Survey Form

Instructions to managers; Please tick in the appropriate column if you believe the employee
concerned needs to undergo any of the listed training programs.
SKILL NAMES OF EMPLOYEES
“A” “B” “C” “D” “E”
Telephone Techniques

Spoken English
Written English
Computer Skills
 MSWord
 Excel

Figure 1 : Sample Survey Form for Managers

A questionnaire for employees which matches the above survey would be drafted as follows:

Sample B: Survey Form for Employees

Training Needs For Clerical Staff Survey Form

Instructions to employees: Please tick in the boxes given to indicate (1) whether the skills or
knowledge area listed is relevant to success in your job. If it is relevant, (2) rank its importance
on a scale of 1-5 where “1” equals not important at all and “5” equals very important. Thirdly,
rank your own competence on each skill using the same scale 1-5.
SKILL RELEVANCE IMPORTANCE YOUR COMPETENCE

Telephone Techniques
Spoken English
Written English
Computer Skills
 MSWord
 Excel

Figure 2: Sample Survey Form for Employees

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How to identify training needs

Checklist
1. Review your business objectives and identify critical activities.
2. Set measurable performance standards, for example, measures of production
efficiency or marketing success.
3. Monitor performance to identify problem areas.
4. Get feedback from customers, suppliers and other key business partners;
consider using interviews or surveys in areas such as customer satisfaction.
5. Ask employees to raise concerns and make suggestions; include discussion of
training needs in employee performance management.
6. Identify any dependencies, for example, where only one employee has crucial
skills or knowledge.
7. Review any legal requirements such as health and safety training.
8. Review any changes you plan or expect (eg new products, procedures or
technologies); identify potential weaknesses and problems.
9. Consider how employees' roles may change: for example, your plans to promote
individuals and to develop new employees.
10. Priorities problem areas or areas of weakness.
11. Consider how improving systems or equipment could contribute to resolving
problems.
12. Consider whether poor performance reflects bad management, for example, a
failure to agree clear objectives and motivate employees.
13. Consider whether you have unrealistic expectations given the caliber or number
of employees, and if you need to recruit new talent or reassign roles.
14. Consider whether training will be an effective solution; assess employees'
willingness to learn, and preferred learning style.
15. Identify training options; set clear objectives for training activities.
16. Regularly review the outcome of training to identify further training needs and to
assess the effectiveness of your training-needs analysis.

Develop training material

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- Identify if the training material will be in the form of hardcopy, textbook, online
access, power point presentation or a distance learning medium.
- Solicit the expertise of a curriculum designer
- All aspect of the training materials must focus on the needs of the business
organization.
- Include assessment selections and critical thinking modules to reinforce learning.

Develop and design evaluation material

- Material content
- Presentation
- Class participation
- Facilitators knowledge of the subject matter

Implement the training

- Create a unique and comfortable learning environment

- Set up the training area with the appropriate materials
- Spot check your audio visual equipment
- Be in place to receive the participants
- Engage your audience to gauge their learning
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Training venue
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RESPONSIBILITIES
(Major responsibilities and target accomplishments expected of the position including
the typical problems encountered in carrying out the responsibilities.)

Provide support to supervisors and staff to develop the skills and capabilities of
staff. Main Activities:
- Ensure that accurate job descriptions are in place
- Provide advice and assistance with writing job descriptions
- Provide advice and assistance when conducting staff performance evaluations
- Identify training and development opportunities
- Organize staff training sessions, workshops and activities
- Process employee requests for outside training while complying with policies and
procedures
- Provide basic counseling to staff that have performance related obstacles
- Provide advice and assistance in developing human resource plans
- Provide staff orientations
- Access funding for training and write proposals
- Monitor staff performance and attendance activities.
Main Activities
- Monitor daily attendance.
- Investigate and understand causes for staff absences.
- Recommend solutions to resolve chronic attendance difficulties.
- Provide basic counseling to staff that have performance related obstacles.
- Provide advice and recommendations on disciplinary actions.


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What is performance report?
A detailed statement that measures the results of some activity in terms of its success
over a specific time frame. For example, an annual performance report might be
produced for each employee of a business, or such a report might help management
assess the success of a project or product and how well budgetary constraints were
adhered to.

Example form

QUESTION:
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1- What is training?

2- Why is the training needed?

REFERENCE :

1. Ronald J. Ebert, Ricky W. Griffin ; compiled by : Johan Lim , Pushpa (2011).Business

Essentials (7th Edition),Pearson Cusom Pub., Petaling Jaya, ISBN 9789673490912,
283p. : ill. ; 28cm.

2. Ralph M.Stair,George Reynolds(2008).Fundamentals of Information Systems, Course

Technology, United States, ISBN 9781423925811,414p. : ill. ; 28cm

3. Wikipedia programmer Brandon Harris, Training Program, Wikimedia Foundation Inc.

last modified on 24 November 2011 at 04:05