Sudais

Sheikh Sudais

Summer

Summer

Learn From History

26 April 2008
Many people have inability to learn from history but people simply do not know how to learn from history where chance are complex, both successful and unsuccessful.

30 April 2008

Null hypothesis (H0) - Cross Tabulation

In statistics, a null hypothesis (H0) is a hypothesis set up to be nullified or refuted in order to support an alternative hypothesis. When used, the null hypothesis is presumed true until statistical evidence, in the form of a hypothesis test, indicates otherwise — that is, when the researcher has a certain degree of confidence, usually 95% to 99%, that the data does not support the null hypothesis. It is possible for an experiment to fail to reject the null hypothesis. It is also possible that both the null hypothesis and the alternate hypothesis are rejected if there are more than those two possibilities.

The null hypothesis is a hypothesis about a population parameter. The purpose of hypothesis testing is to test the viability of the null hypothesis in the light of experimental data. Depending on the data, the null hypothesis either will or will not be rejected as a viable possibility.
H0 is a stated assumption that there is no difference in parameters (mean, variance) for populations. null hypothesis (H0) According to the null hypothesis, any observed difference in samples is due to chance or sampling error.

Example:

Consider a researcher interested in whether the time to respond to a tone is affected by the consumption of alcohol. The null hypothesis is that µ1 - µ2 = 0 where µ1 is the mean time to respond after consuming alcohol and µ2 is the mean time to respond otherwise. Thus, the null hypothesis concerns the parameter µ1 - µ2 and the null hypothesis is that the parameter equals zero. The null hypothesis is often the reverse of what the experimenter actually believes; it is put forward to allow the data to contradict it. In the experiment on the effect of alcohol, the experimenter probably expects alcohol to have a harmful effect. If the experimental data show a sufficiently large effect of alcohol, then the null hypothesis that alcohol has no effect can be rejected.

Importance of the study

Importance and benefits of research
The results of the study can generate new knowledge and gain better understanding of the roles of Learning Organisation in DSD as a coordinating agency in ensuring the implementation of NDTS and to make the private sector aware the benefit of the NDTS so that private sectors will make cooperation with the public sector, and to secure private sector support for the introduction of the system as well as the public sector’s in involvement in making it operational. To be specific, the findings of the study will;
•benefit DSD of The MOHR through the development of a new model of LO interventions for effective role in coordinating and implementing dual system training that could be used by many agencies involved across many part of countries globally . The functions of this department are to formulate, promote and co-ordinate the vocational and industrial skills training to fulfil the national economic development of the country would be enhanced with the development of curriculum development framework;
•gives input to training institutions and industries globally on the strategies and pertinent factors for strong and smart partnerships in dual system training. Create awareness among training institutions and industries about the new approach and benefit of the NDTS in Malaysia and other parts of the world;
•gives input to the DSD, MOHR in Malaysia as a coordinating agency on the approaches and measures needed to address all the challenges and constraints for sucessfull NDTS implementation;
•new knowledge and understanding of the factors and roles of organisations to develop into LO in Malaysia and other parts of the world; and
•gives input to industries and especially to the DSD, MOHR in Malaysia as a coordinating agency on the approaches and measures needed to address all the challenges and constraints in developing as LO.

Factor Analysis

With Frank Musekamp at room 2.40 ITB. Discussed about data analysis again. Factor analysis can be used to reduce the number of items. All 135 items dived by:
i. Policy = 25 items
ii. Processes = 16 items
iii. Procedure = 13 items
iv. ICT = 11 items
v. Leadership = 30 items
vi. Culture = 29 items
vii. Output = 11 items
viii Demography = 8 items

OUTCOME
The outcome of the study is a model of a new road map or cornerstone for the development of Learning Organisation which is an integrated and formulated new role of Learning Organisation in the Department of Skill Development, Ministry of Human Resource. This model will enable DSD to move forward not only as a coordinating agency but also as an effective body that could implement and manage NDTS sucessfully. The development of this model is based on the anticipated findings from the analysis of both the quantitative and qualitative data ie;
•The significant factors that contribute to the role of the learning organisation in DSD to enhance the implementation of NDTS;
•The critical success factors practiced by other agencies (such as BiBB and companies) that could be adapted in implementing dual training system in term of the roles of Learning Organisation; and
•A predictable relationship between the factors and the level of the effectiveness of the Learning Organisation in DSD.

First Meeting

This morning I was with my supervisor, the discussion regarding Factor Analysis and reliability. The task is to find out the sub-dimension or sub-category of policy, procedure, processes, leadership, ICT and culture. The sub-dimension must relate with specific theory regarding learning or learning organization.
Second parts of it are to do micro correlation hypothesis regarding level of respondent, such as top management, middle management or non-management. To look at the involvement of which particular level will affect the effectiveness of the particular dimensions. See you on 7 May 2008, 10.00 am.

Town Hall

Bremen Town Hall - UNESCO World Heritage

Kebab House At Hamburg

Teerhof, apeninsula in the Weser River.


20 April 2008

di Hamburg

menanti ketibaan kebab

kelaparan anak rantau

makanan halal jadi keutamaan

perjalanan dari Bremen, ke car boot sale berbekal air botol dan kismis

selesai makan, solat jamak dzuhur dan asar

dan pulang semula ke teerhof

damai

Frankfurt Airport

On the Run!!. Transit at Frankfurt airport on 13 April 2008 after 14 hrs long journey from KLIA. Waiting another 5 hrs for flight to Bremen Airport which takes 2 hrs before take long breath.

First Day - University Bremen 2008

Room 2.37 Uni-Bremen


Room 2.37 Uni-Bremen.

Teerhof Windows

Teerhof windows are always open to all of us to be a witness to this world.

Apex of Learning Organisation

25 Mac 2008

Y.B. Datuk Dr S Subramaniam
Y. B Dato' Noraini Ahmad
1. National Skills Development and Training Blueprint
2. UniKeM
3. Skills Development Promotion

Seminar at UTHM on 28 March 2008

Prof Dr Horst Erich Rikeit
Aspects of The German TVET - System For The Companies Involved
Turning money into knowlwdge is Research
Turning knowlwdge inti money is Inovation

Data Management Using SPSS

Data: Primary and Secondary
1. Type of Data
i. Numeric (0 - 9)
ii. Characteristics/String (A - Z)

a. Nominal : Qualitative (classification, grouping)
b. Ordinal : agree 1, 2, 3, 4 disagreee
c. Interval & Ratio : Income, Score

2. Data Entry
Editing, Save, Record/Transfer
Column (Variable)
========================
Rows (Observation)

3. Analysis
Graph, Station, BAR Chart, Pai Chart

Chapter 5 : FINDING
Profiling Calculate valid percentage (if have)

Cross Tabulation: Relation
Analysis > Descriptive Statistic > Cross tabulation

Demographic: Row

Chi-Square: Association
Ho : no association between race & education
H1 : there is association
Conclusion in %
Chi Square Test: Smaller than 0.05 – significant
Reject Ho
Pearson Chi Square > Assume Significant (2 side) = 0.000

Administrative of Questionnaire

Admintrative of Questionnaire - 19 March 2008
Pn. Shamsida binti Zainal Abidin
En. Mohd Yazid bin Awalludin
Pn. Hamizatul Azura binti Hamzah
Cik Hjh. Junita binti Mohamed Ali
Pn. Zakiah binti Jali
Pn. Nurhida binti Shaharuddin
En. Mohd Zuhdi bin Ibrahim @ Ahyat
Tn. Hj. Zaharudin bin Abdul Latif
En. Md. Nayan bin Abdullah
En. Wan Sulaiman bin Md. Daud
Pn. Salbiah binti Hussein
Pn. Khuzainey binti Ismail
En. Kamal Azhar bin Ibrahim
En. Mohd Sahrol @ Shukor bin Salleh
En. Eleas bin Ismail
Pn. Maserifah binti Mustapha
En. Mohamad Uzair bin Mat Deris
Pn. Nooraini binti Saaim
Cik Fazylnda binti Abdul Halim
Pn. Norazuri bin Yusoff
Cik/Pn. Noor Azah binti Ishak F32
Cik Edayu binti Abidin
Tn. Hj. Abdul Aziz bin Jais
Tn. Hj. Ismail bin Omar
Pn. Norsiah binti Muhammad
Cik Yogeswary a/p Kathiresan
Pn Hjh Zuleah binti Darsong
Pn Hjh Muhaini binti Mohd Diah

Frontline Management Initiative (FMI)

The Frontline Management Initiative (FMI) already provides a framework for management development for almost 30 000 frontline managers in Australian enterprises. However, what is most interesting, is that it is the first national initiative designed to support workplace and organisational learning. Developed from the recommendations of the Enterprising nation report in 1995 (Karpin 1995), the Frontline Management Initiative is designed as a key lever to increase management capability and performance and, thereby, to improve business effectiveness.
The FMI is significant because it is a national program of competency-based management development with a flexible framework that can be adapted to diverse organisational environments. While nominally focussing on individual manager development, the initiative is based in the workplace and has a capacity to act as a catalyst for organisational learning and cultural change which can build business capability. The FMI is a move away from restricting training and learning to certain places and times, towards workplace learning and knowledge construction. The present study shows the potential of the FMI to be a high-leverage initiative capable of linking individual development to business performance improvement.

PhD - Administrative of Respondents

26 Feb 2008; 10.30 am - 1.30 pm
3rd Group.
Abd Halim Sulaiman, Abd Rizal Razali, Zamri Nawi, Elias Hamid, Abdullah Yahya, Samsudin Zakaria, Mohd Faizal Yusof, Ahmad Lotfi Haris, Ku Aswat Ku Adnan, Mohd Zulaffandi Abdulah, Syed Izzuddin Syed Jaladin, Iswandi Idris, Azaudin Adzmin, Mohd Zaidi Abdullah, Hayrul Nizam Dahalan, Salizal Mohamad Razali, Shaiful Shahril Norajoa, M Yusri Pardi, Wan Mohd Azmi, Mohd Faizal Mat Ali, Rahimah Abdul Hamid, Salwa Masdar, Naslina Mohamad Nasir, Norliakazimi Noordin, Zamzurani Ani, Norhaida Mohamad Sani, Norsyawaliza Md Nasir, Suzanawati Sofian, Rosilawati Mohd Ghazin, Norhamsah, Norakma Nawawi, Wan Naimah, Ramaizai Ramli, Molinda Abd Rahman.

Administrative of Questionnaire - 21 Feb 2008 Kali ke-7

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Discussion - Developed questionnare, administrative activities:
Kali ke-1 : 23 Nov 2007 (Jumaat)
Kali ke-2 :4 Dis 2007 (Selasa)
Kali ke-3 :19 Dis 2007 (Rabu)
Kali ke-4 :16 Jan 2008 (Rabu)
Kali ke-5 :28 Jan 2008 (Isnin)
Kali ke-6 :6 Feb 2008 (Rabu)

Respondents:
Ibrahim Ahmad, Kamaludin Tomiran, Ruminah Md Zain, Abdullah Muhamad, Romales, Nor Asmah, Ros Maria, Sariah, Rosliza, Hafiz, Liyana, Tong, Shiadri, Mohd Helmi, Mohd Rashidi, Ahmad Shukri, Nazilah, Abdul Hafiz, Ashraf, Melor: 20 Respondents.

Republic Polytechnic

REPUBLIC POLYTECHNIC

Date: 15 February 2008

1. Prof Low Teck Seng (Principal/CEO of RP)
2. Dr W. A. M. Alwis Deputy Principal (Academic Affairs)
3. Hong Kok Hsien Manager (Network)
4. Jason Tey Manager (International Marketing)

Campus
Learning Hub
262 Labs
264 Seminar Rooms
Library with a seating capacity for 2,100

The Republic Cultural Central
1,200 seater auditorium
400 seater Theatre

Sport Complex
Tennis, badminton, baseball, street soccer, volleyball, netball, table tennis & sepak takraw, swimg pool etc

Food Court
Three food courts with a total seating capacity of 2400

Introduction
PBL Learning Process
1. One-Day-One-Problem – integrated and multidisciplinary
2. Three meetings for each problem
Goals Meeting (identification of learning issues)
Teach Meeting (sharing knowledge gathered with group mates)
Elaboration/Feedback Meeting (presentation of solutions and feedback). After a short period for group reflection a short quiz is conducted to test each individual’s progress with learning.
3. In between meetings, students communicate with each other in the group, search for information, ask for help, etc.
4. A reflection Journal by each student for each problem is required. These report shall
demonstrate how the student has synthesised information/material learned from other members of the group.

Project Based Modules
1. Each module: 16 full-days One-Day-One-Problem on full-time basis – 4 MC weightage
2. Class size = 25 students; 5 teams of 5 each
3. One facilitator per class, full day, 3 meetings
4. Lab work included in daily problems
5. Daily assessment by facilitators (16 per module)
6. Four Understanding Test (UT) per module
7. Final module grade based on daily assessment and Understanding Test grade.

Managing Human Resource
1. Introduce innovative HR practices
Outsourcing of administrative processes to home-based works
Hot-desking ; & Telecommuting
2. Maintain a lean and agile administrative work force
Admin Staff to Student Ratio
RP --------------------------------- 1:52
Acad Staff to Student Ratio
RP ---------------------------------- 1:18
3. More conductive working environment through increased mobility
Staff can work anywhere
4. AARP – Referral of suitable candidates for appointment as Acad Associates by staff;
5. WoW! – Monthly employee recognition and award program;
6. MediFlex – Allows RP staff more flexibility in taking care of their medical needs.

Acedemic Staff Roles
1. Facilitators
2. Problem Cafters
3. Module Chair
4. Programme Chair

ITE S'PORE

With Prof Zita

ATMI

Akedemi Teknik Mesin Industri (ATMI)

Curriculum & Education System

The main goal of education is summarized in a trilogy: Competentia (in technical), Conscientia (in moral responsibility), Compassion (in social impact of industrial activities).

The education focus is on a method which known as : Production based education and training. It is done in the real industrial setting with an emphasis on market-oriented production. The students learn and work in production units.

33% theory, 67% practice in workshop.

Pro3 Based Learning: POLMAN

POLITEKNIK MANAFAKTUR BANDUNG (POLMAN)
Back-end Engineering Front-end Engineering
Research Engineering & Design Manufacturing Production and Process
Strategic Research Dev of Tech Product & Process Production & Control

Bremen

New Picture

Topic of PhD

Pang Chau Leong
The integration of National Occupational Skills Standards (NOCC) into the NDTS in Malaysia
Mohamad Sulaiman
Changing in professional profiles of coaches in Malaysia: The implementation of NDTS in Malaysia and its impact on the professional tasks of industry personnel commissioned with training
Ghalip Spahat
The role of learning organization in DSD to enhance the implementation of NDTS in Malaysia
Mohd Yazid bin Awalludin
Generic skills in the NDTS: implications on institutions and industry
Kamaludin bin Tomiran
Participation SME in NDTS
Mohd Yusof bin Abu Bakar
The development of a new curriculum framework for the NDTS in Malaysia
Azmi bin Ahmad
The effectiveness of learning transfer in NDTS
Ramli Rashidi
The framework for effective collaboration between public training institution and industry in the NDTS environment in Malayasia
Ruminah bt Mohd Zain
The development of assessment framework for VET programs in the National Occupational Skill Standard (NOSS) based training system and the NDTS based training system
Norlela Mustapha
The readiness levels of vocational training institution in Malaysia for the implementation the NDTS
Pn Aruna bt Ismail
Development of Employee Malaysia Skill Certification (MSC) Through Work Experience Framework For NDTS in Malaysia
En Shamsudin bin Jamil
Problems And Prospects Of E-Learning In
Malaysia Vocational Education And Training (Focusing On Courses In NDTS)
En Mahazani bin Ali
Developing the K-Based
Human Resources That Support the Implementation of the NDTS:
Measurement of Instructor’s Competency Levels at MARA Training Institutions
En Mohd Faizal bin Tokeran
The Integration of Learning Methodology Component in NDTS Curriculum
Pn Suzilasahibatul Akhmar bt Ahmad
Development of trainer's research and innovation skill in NDTS environment

Reliability and Validity

Reliability:

Internal Reliability:
Interrelated each items

External Reliability:
Measured by other researcher, will give same result

Validity:
1. Check by 4 experts
2. Produce model
3. Purpose for all, nor random sampling

Face Validity:
Language - expert of English (1 persons)
NDTS, LO etc - understand

Content Validity:
Theory - to what extend
Gagasan

Active verb:
We invite CEO's companies for discussion


Passive verb:
CEO's of companies are invited for discussion

Cognitive Apprenticeship

Dimension
content (4)

Knowledge of facts and terms

learning strategies

problem solving strategies

control strategies

methods (7)

modelling of excellence

articulation

coaching

reflection

scaffolding

exploration

fading

sequence (3)

increasing complexitiy

increasing diversity

global before local skills

sociology (5)

situated learning

exploiting cooperation

culture of expert practice

exploiting competition

intrinsic motivation

Learning Organization: Garvin, Senge

Professor David Garvin

“an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.”

Key : Change occurs in the way work gets done.

The activities of a Learning Organization:
Systematic problem solving:

thinking with systems theory; insisting on data rather than assumptions; using statistical tools.
Experimentation with new approaches:

ensure steady flow of new ideas; incentives for risk taking; demonstration projects.
Learning from their own experiences and past history:

recognition of the value of productive failure instead of unproductive success.
Learning from the experiences and best practices of others: enthusiastic borrowing.
Transferring knowledge quickly and efficiently throughout the organization: reports, tours, personnel rotation programs, training programs.

Peter Senge

Nothing much would get done if only the rules were followed. He said that the human system is the source of all work that gets done. The formal system currently dominates the informal or human system. Instead, the formal system should be an enabler for the human system.
Transforming the formal system at a corporation into a Learning Organization will create the environment needed for the human system to thrive and will give the firm unmatched competitive advantage. As part of this process, the corporation needs to forget its old ways to make room for the new. The entire corporation's ecosystem needs to become one huge classroom. Effective feedback mechanisms need to be created and deployed that enable new ideas to be continually absorbed so that the best of them can be turned into action or new products and services.

Jack WelchFormer Chairman and CEO, General Electric Company

"The second management concept that has guided us for the better part of two decades is a belief that an organization’s ability to learn, to transfer that learning across its components, and to act on it quickly is its ultimate, sustainable competitive advantage. That belief drove us to create a boundaryless company by delayering and destroying organizational silos. Selflessly sharing good ideas while endlessly searching for better ideas became a natural act."

Job Diagnostic Survey (JDS) - Framework

Job Diagnostic Survey (JDS)

Diagnostic use of the Job Diagnostic Survey (JDS) in a revised and extended version for organizations and employees in the service and administration sector

Abstract.

New systematic diagnostic instruments for job analysis are especially needed in the service and administration sector because of changes in the way jobs are organized. The Job Diagnostic Survey (JDS) might fill this gap. However, first a comprehensive check of this instrument and the underlying assumptions (the job characteristics model) is necessary,because until now it was mainly used in the production sector in Germany. Here, we use the JDS in a slightly modified and extended version. Based on as ample of 691 employees of different service/administration enterprises, the test quality and structural attributes of the instrument were determined. Next, the extension of the job characteristics model was tested. Using linear structural equation modeling a significant improvement of the model fit was seen when the variables “goal clarity”, “organizationalcommitment” and “stress” were included. We thus conclude, that the extended version of the JDS is a useful diagnostic instrument for the analysis of jobs and organizations in the service and administration sector.

Keywords: Organizational diagnosis, service and administration sector, job characteristics model, structural model, stress, goal clarity, organizational commitment

Job Characteristics Theory
Job characteristics theory is the most accepted framework for explaining relationships between job characteristics and outcomes (Glick, Jenkins BE Gupta, 1986; Griffin, 1987). The premise of this theory is that objective characteristics of individuals’ jobs primarily determine individuals’ perceptions of and responses to tasks (Hackman & Oldham, 1976, 1980; Fried & Ferris, 1987). But, in much of the job characteristics literature, the job characteristics are those characteristics as perceived by the worker. These perceived job characteristics are directly influenced by objective characteristics. But according to the theory, what is important is how the job is perceived, not what the job is objectively.

Cronbach's Alpha

Cronbach's Alpha Reliability

Entered data into the SPSS.
Move the cursor to the Statistics option on the menu bar at the top of the screen.
On the menu under Statistics, click on the word Scale.
On the side menu, click on Reliability Analysis
For example, you might believe that Var0001, Var0005, and Var0009 all measure the same construct and you could combine a subject's response to those variables.
You need to inform the program of which variables you are considering combining. Each of your variables will be listed in the box on the left side of the screen.

In this example, Var0001 is one of the variable you wish to include. You would click on Var0001 to select it. The name should be highlighted. You would click on the > to move the variable name into the Items: box.
You would continue step 5 for each of the variables you wish to use. In this example, you would repeat step 5 for Var0005 and Var0009.
Move the cursor to the Statistics button and press the mouse button once.
Because you would like to have the means for your variables printed, you click on the box in front of Means in the Summaries section.
It is also useful to see how each variables influences the reliability. For this reason you click on the box in front of the Scale if item deleted in the Descriptives for section.
Click on the Continue button.
Click on the OK button to run Cronbach's Alpha reliability.

Cronbach’s Alpha Interpretatiom

Interpretation
Reliability

0.90 and above
Excellent reliability at the level of the best standardized tests
0.80 - 0.90
Very good for a classroom test
0.70 - 0.80
Good for a classroom test; in the range of most. Few items which could be improved.
0.60 - 0.70
Somewhat low. Needs to be supplemented by other measures to determine grades. There are probably some items which could be improved.
0.50 - 0.60
Suggests need for revision of test, unless it is quite short. The test definitely needs to be supplemented by other measures for grading.
0.50 or below
Questionable reliability. This test should not contribute heavily to the course grade, and it needs revision.

Pengurusan Soal Selidik

Aktiviti yang dijalankan pada 6 Febuari 2008 di Bilik Wawasan, Jabatan Pembangunan Kemahiran (JPK), Putrajaya. Seramai 38 pegawai telah terlibat seperti berikut : Abd Halim, Anisah, Nor Azlina, Melor, Huda, Rosniza, Haslina, Samsuri, Md. Liza, Ismail, Arifin, Hisyam, Lily, Maizatul, Khadijah, Linda, Dalima, Hj. Sanusi, Syed Hamdan, Zool Helmi, Tg. Rozanita, Syarizan, Norizan, Hazizol, M. Nasir, Zul Helmi, Nizam, Wan Nazamudin, Siti Fauziah, Kamarun, Herwardi, Roslan, Muzafar, Zaidah, Fazli, dan Nawi.
Setiap responden mengambil masa selama 1 jam 30 minit untuk menjawab 135 soalan.

Elias Awad

Dr. Elias M.Awad is a Virgina Bankers Association Professor of Bank Management at the University of Virgina. He has over 40 years IT experience in the academic, publishing, and consulting areas. He is one of the world's leading IT intructorsand seminar presenters in the banking industry.
Saya telah mengambil beliau bagi proses validasi questionnare bagi research yang bertajuk 'The Role of Learning Organization in DSD to Enhance NDTS'.

Halaman Pertama

Asslamualaikum.
Saya ingin mengucapkan selamat berblog di ghalipsemenyih. Mulakan tahun 2008 atau 1429 dengan azam untuk lebih cemerlang. Penuhi kehidupan dengan warna-warni aktiviti yang membawa kebaikan kepada manusia sejagat.
Wasslam.
ghalipsemenyih