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Role of Corporate Training in Developing Human Capital in Malaysia (Part 1)
The development of workers and enhancement of human capital has gained much attention over the years mainly because companies have come to realise its importance as a key factor for growth and business success. This is now more so in a globalised and competitive world. Properly planned and effectively implemented programmes for the development of workers have resulted in higher productivity,
better financial results and wealth creation for companies.
Many companies are known to spend as much as 3 to 5 per cent of their payroll budget in staff training and development. Under the Ninth Malaysian Plan, the Government has allocated RM 4,792.6 million (Ninth Malaysia Plan 2006-2010) for corporate training, and these include Industrial Training, Commercial Training and Management Training to further improve the quality of the labour force with an
increased supply of educated and skilled human resource due to the expansion in the capacity of education and training institutions.
To maintain sustainable growth, organisations have to continuously invest in sharpening and/or developing the skills and knowledge of their employees so as to reduce the gap between the requirements of the organisations and the capabilities of the employees. Training and development are useful tools in minimising these competency gap. Continuous training not only prevents skills and human
obsolescence created by fast changing technology and the environment but also prepares them for absorbing the shock of future growth and diversification.
Management development is any attempt to improve current or future managerial performance by imparting knowledge, changing attitudes, increasing skills and creating positive values. Miller (1991) defines it as "the identification of skills and knowledge needed by employees for the organisation to meet its strategic objectives and management of those processes necessary to produce them".
Breakthroughs in Corporate Training and Development for Employees
How many of us have walked into a training room on the first day of a course to be greeted in the following manner?
- Smiling instructors at the door to welcome participant.
- Soothing classical music from the compact disc with speakers at the four corners of the room.
- Inspirational home-made posters with sayings and quotations related to the subject of the course, on the walls of the training rooms.
- Colourful rugs and mats on the floor to create an atmosphere of informality.
- Low coffee tables, sofas and bean bags for participants to sit, besides the ordinary, straight-backed chair and tables.
- Soft lighting from decorative table lamps, with lovely lampshades, instead of bright and stark lighting from the ceiling.
- Pictures on the video screen to create visual images.
- Fruits, nuts and sweets on a table at the back of the room.
For most participants, this is a radical change from the normal classroom environment often seen in the training rooms. The conventional training event is often looked upon as a `tell, listen and act' activity where the trainer and facilitators will initially provide some input or comments after which the participants react to the material through some form of individual exercise or group
activity.
The commonly used approach is to present the new material through some form of visual display in a logical and linear manner. Participants will react verbally and perhaps discuss the new material with their colleagues in class. This approach tends to utilise mostly the left hemisphere if our brain and perhaps only limited aspects of our intelligence.
9 Intelligences and Behaviours to Learning
Recently, the traditional approach to training and learning has been strengthened with the use of 9 intelligences and whole brain learning. The 9 intelligences put forward by Howard Gardner are described in the books, Frame of Mind and The Everyday Genius. Their core competencies are shown as follows:
| INTELLIGENCE |
DESCRIPTION |
FOUND IN |
EXAMPLES |
| LINGUISTIC 1 |
Sensitivity to language, meanings and relations among words |
Novelist, poet, copywriter, scriptwriter, editor, magazine writer,
reporter, public relations director, speechwriter |
- Reading out what's written
- Writing
|
| LOGICAL-MATHEMATICAL 2 |
Constitutes abstract thought, precision, counting, organisation,
logical structure |
Mathematician, scientist, engineer, animal tracker, police
investigator, lawyer and accountant |
- Reading
- Writing
- Mathematics
|
| MUSICAL 3 |
Sensitivity to pitch, rhythm, timbre, the emotional power and
complex organisation to music |
Performer, composer, conductor, musical audience, recording
engineer, maker of musical instruments speechwriter |
- Use songs for rote writing
- Have music in the background when trying to remember facts
|
| VISUAL-SPATIAL 4 |
Keen observation, visual thinking, mental images, metaphor, a
sense of a gestalt |
Architect, painter-artist, naturalist, theoretical physicist,
battlefield strategist |
- Use pictures, posters, models, diagrams, mindmaps,
information maps... or via guided imagery which is an internal visualisation
method...
|
| BODILY-KINESTHETIC 5 |
Control of one's body and of objects, timing, trained responses
that function like reflexes |
Dancers, athletes, actors, inventors, surgeons, karate teachers
and the mechanically gifted |
- Establish pre-verbal basic ideas in maths, language via
multiplication tables, globe models, diagrammatic sentence, 'living' sculptures
|
| INTER-PERSONAL 6 |
Sensitivity to others, ability to read the intentions and desires
of others and potentially to influence them. Includes consideration of others. |
Politician, teacher, religious leader, counsellor, shaman,
salesperson, manager, 'people's people' and therapists |
- Group behaviours... say good or bad about
something... think, listen, go-around, speak out, validation circle, self estimation
|
| INTRA-PERSONAL 7 |
Self-knowledge, sensitivity to one's own values, purpose,
feelings, a developed sense of self |
Novelist, counsellor, wise elder, philosopher, guru, person with
deep sense of self |
- Interpret information through body sculptures, skits,
creative writing sessions... subjective experience
- Expand a story's approach
|
| NATURALIST 8 |
Ability to recognise and categorise plants, animals and other
objects in nature |
Scientist, naturalist, landscape architect |
- Recognise one's connection to nature
- Apply science theory to life
|
| EXISTENTIAL 9
|
Sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why do we die, and how did we get here |
Scientist, philosopher, theologian |
- Reflective and deep thinking
- Design abstract theories
|
So, how can we explain using the 9 intelligences for learning? The answer is relatively simple - remember what we use to do in kindergarten when our teachers got us to sing and play as we learn the letters of the alphabet. Singing nursery rhymes and acting out various fun scenes made the learning process come alive, memorable and lasting! The use of music, posters, poems, relaxation methods and
bodily - kinesthetic movement can go a long way in breaking through learning barriers and enabling learners to attain individual and group achievements that were previously thought not possible.
Also by using the 9 intelligences, both our left and right brain will be utilised even more. Recall will be enhanced, according to brain experts, because the limbic system that is the seat of emotions is now evoked and linked to the neocortex - thus making learning more holistic. Learning, in this instance is not just cognitive, but also emotional and physical. This also enhances the learner's
creativity potential.
To be continued...
About the Malaysian Institute of Management (MIM)
Amongst MIM's core products and services are professional membership, professional certification management, leadership development programme and management development programmes designed for the improvement of skills and knowledge of participants. At MIM, our trainer facilitators are experienced trainers, practitioners and consultants, who understand and practise adult learning methodology. Our
programmes are attuned to market needs, preparing participants for current and future work demands. MIM also assists organisations in their management development strategy through its Corporate Advisory Services and customised in-company programmes. To inquire about management development programmes and other products and services by MIM, please contact MIM's Customer Service at Tel: +603-2165
4611 Fax: +603-2164 3171 visit our website at www.mim.org.my or e-mail us at enquries@mim.org.my
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