FACULTY OF ADMINISTRATIVE SCIENCE AND POLICY STUDIES BACHELOR OF

ADMINISTRATIVE SCIENCE POLICY

(AM228)

PRACTICAL TRAINING (ADS667)

Community Development Division

Human Developmant Section
( KEMAS )
Lawas District

Name : Dang Sahfinaz binti Wahab

Student ID : 2020474208
Lecturer : Farhana Yaakub
DECLARATION

I certify that the report titled "Industrial Report" is my own original work, and that no component of it has
been copied from any other published or unpublished work, nor has it been previously submitted to
another college or university.

Dang Sahfinaz binti Wahab

2020474208
ACKNOWLEDGEMENT

First and foremost, I would like to praise and thank the almighty God for giving me the strengths and
because of His blessing, I finally managed to accomplish this report successfully.

Second, I would like to extend my deepest and most sincere gratitude to our lecturer, Madam Farhan
Binti Yaakub, for her patience, direction, and assistance in completing this report. May God bless and
reward her for all that she has done for not only us, but for every student at UITM Sabah.

Last but not least, I would like to extend my deepest gratitude and special thanks to everyone who has
directly guided me to complete this report, especially to my parents, family, friends, and coworkers,
whose continuous support is greatly appreciated.
TABLE OF CONTENTS

1.0 CHAPTER 1 – INTRODUCTION OF ORGANIZATION

1.1 Background of Organization.................................................................................1-3
1.2 KEMAS Logo......................................................................................................... 4
1.3 KEMAS Vision........................................................................................................4
1.4 KEMAS Mission.....................................................................................................4
1.5 KEMAS Objective...................................................................................................4
1.6 KEMAS Product and Services................................................................................5
1.7 KEMAS Organizational Structure...........................................................................5
1.8. KEMAS Divisional Offices...................................................................................6-7
1.9 KEMAS Lawas Divisional Office.............................................................................8
1.10 Coomunity Development Section............................................................................8

2.0 CHAPTER 2 – PRACTICAL TRAINING EXPERIENCE

2.1 Task/Job Scope.....................................................................................................10
2.2 Resource............................................................................................................... 10
2.3 Delivering Information............................................................................................11
2.4 Communication.......................................................................................................8 - 10
2.5 Contribution............................................................................................................. 11 - 13

3.0 CHAPTER 3 – PROBLEMS AND RECOMMENDATION

3.1 SWOT Analysis.......................................................................................................14
3.2 Strengths................................................................................................................. 15
3.3. Weakness............................................................................................................... 15
3.4 Opportunities........................................................................................................... 16
3.5 Threats.................................................................................................................... 16
3.6 Recommendation....................................................................................................17
3.7 Using Internal Resources for Informal Training Programmed..................................17
3.8 Upgrade current training equipment to latest ICT Equipment..................................17
3.9 Conclusion.............................................................................................................. 18

Appendixes............................................................................................................. 22 - 25
Reference................................................................................................................ 26
 1.0 CHAPTER 1 – INTRODUCTION OF ORGANIZATION

1.1 Background of Organization

The Community Development Department or better known among the public as KEMAS is an extension of
the Adult Education Division which was established in 1961, through cabinet papers No.385 / 25/60 by
focusing on the “Illiteracy Eradication” program.

By 1977, this illiteracy was enhanced by ‘Functional Literacy‘ concept introduced by UNESCO. It is an effort
to make poverty eradication as one of the strategies to develop rural communities.

Following the launch of the “New Economic Policy” (1970), this Division was renamed to “Community
Development Department” (KEMAS) that emphasize on an effort towards a community development.
KEMAS, Community Development Department is known as (KEMAS) which stands for ‘Community
Development’. KEMAS was initially known as the Adult Education Division. It was officially established by
YAB Tun Abdul Razak Bin Hussien in 1961 through a ceremony held at the Federal House. The rationale
for the establishment of Adult Education Division at that time was created after the country achieved
Independence in 1957 and a census was conducted in the same year and found that 1,868,948 adults and
2,379,213 children aged between 10 and 14 were illiterate.

The findings of this study are seen as a major obstacle to the government in implementing the national
development agenda. In 1958, the Second Community Development Conference was held in Kuala Lumpur
and was an extension of the First Community Development Conference which was held in 1953 in Taiping.
As a result of the conference, a certificate by the Adult Education Special Committee convened on 3rd
August 1960 was discussed at Cabinet level during the same year under Cabinet No. 385/25/60. The focus
of the cabinet paper discussion is to prioritize basic education to illiterate citizens through the Adult
Education Plan until an approval has been issued to establish Adult Education Division and placed under
the Ministry of National and Rural Development.

The government believes that literacy education has a close relationship with the community development.
Based on two policies and major implementation strategies of Adult Education outlined in the Cabinet
Paper No. 2/54/61 (which is eradicating illiteracy among rural people and providing knowledge of roman
alphabet reading and writing to non-Malays), illiteracy has been introduced based on 3 main stages as
planned by YAB Tun Abdul Razak Bin Hussien (made an announcement at the launch of World Literacy
Day in 1968). The Illiteracy Eradication Movement has been implemented for 15 years.

Subsequently, based on the Basic Reading and Writing Class, various other classes were also conducted
including the National Language Class and Roman Alphabet Language Class (KBK / KBR). As a result,
500,000 students have benefited from these programs every year. Given the increasing demand for each
year, teacher recruitment programs are held on a large scale and this indirectly creates a wide range of job
opportunities especially for those who can read and write. Training for these teachers was given in stages
to increase the skills and contributing to produce the Teaching and Curriculum Method for Adult Classes.
This curriculum requires the supervision of teachers by qualified supervisors appointed through practical
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test, phased curriculum and also learning methods such as 3M education which includes the Zaaba method
simplified by Embong Yahya (guidance in everyday work such as agriculture, health, household and child
education).

When Sabah and Sarawak merged with the Federal of Malaysia in 1963, 250 classes were successfully
opened in Sabah and 60 classes in Sarawak in 1965. In conjunction with the declaration of Bahasa Melayu
as Bahasa Kebangsaan Malaysia in 1965, KEMAS, which was then known as the Adults Education
Division, have been actively running Language Month Campaigns especially among adult students. In
1963, the government intensified the efforts to attract more students, especially women, to participate in the
Language Month Campaign and as an effort to eradicate illiteracy among the rural population.

The Adult Education Division later introduces the Household Economics Class (ERT) covering the basic
education of reading, writing and counting and guidance in household` management and how to prepare
nutritious food. In 1968, the Islamic Class (KAI) and the Jawi Learning Class (KBJ) were introduced to
attract the elderly in eradicating illiteracy among themselves and providing religious guidance. KAI has
successfully trained 118,045 students through 4,851 classes across the country. By 1969, Skills Training
Class was introduced to provide vocational skills as well as to eliminate illiteracy. This training class covers
some area of expertise such as mechanical motors (motorcycles and boats), electronics (radio and
television), welding, wood / rattan (furniture making), make-up, hairdressing, tailoring (men and women),
carpentry and etc. The Magazine of Adult Education Division, which is Dewasa Magazine and Radio
Education (Distance Education) have been created in collaboration with Radio Malaya. It is one of the
mediums to assist the efforts that have been undertaken primarily in the field of religious education, health,
agricultural, self-development and so on. By 1974, when the illiteracy rate population had dropped to 1.7
million, the National Language Class and the Roman Learning Class (KBR) were terminated except in
Sabah and Sarawak. KBR was subsequently replaced by the Functional Literacy Program implemented in
the peninsular with the cooperation of UNESCO. In 1970, the Adult Education Division was restructured in
the Community Development Division (KEMAS) in line with the implementation of the New Economic Policy
(NEP) which was responsible for changing the attitude of the rural community and ensuring that they could
accept the progress and development progressively as well as providing training to the rural community so
they could actively involve in an effort to raise their own economic, families and communities standards.
Among the programs that were conducted were the Household Economy Class (Kelas Ekonomi Rumah
tangga, ERT), Work Training Class (Kelas Latih Kerja, KLK), Task Guideline Plan (Rancangan Pedoman
Tugasan, RPT), Islamic Class (Kelas Agama Islam, KAI), Children’s Nursery (Tabika), Village
Library(Khutub Khanah Desa, KKD), Village Business Plan(Rancangan Desa Usaha, RDU). The
implementation method of the KEMAS program is through the 3K concept approach as an implementation
guide which are Requirements, Needs and Abilities. In 1980, in line with the changing life of the community
at that time, the economic sector was emphasized. This change has led KEMAS to change its strategy and
approach by encouraging rural communities to engage in revenue enhancement activities. Among the
programs conducted were Business Culture, Reading Culture, Income Generation Project, and Integrated
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Approach for KEMAS Activities, Communal Work Project and New Development Vision of Village and Rural
Community. Along with the implementation of this program, food centers, production centers in clothing,
handicrafts and embroidery have been created. Community Library and Resource Center were also created
in rural areas as a reference center for community learning. At the same time, the Child Excellence
Program (Program Kecemerlangan Kanak-kanak, PEKA) was introduced to educate parents about the
importance of early childhood education.

KEMAS also strives towards producing local leaders in activities held to enable them to plan, implement
and manage development programs carried out in villages as well as bring positive changes in attitude and
socio-economic life of the rural community. In the early 1990’s, KEMAS’s commitment focused on more
comprehensive human resource development efforts implemented through non-formal education and
lifelong education approaches. Among the programs created are Functional Literacy Education (Pendidikan
Literasi Fungsian, PLF), Children’s Nursery (Tabika), Child Care Centre (Taska), Family Wellness
Education (Pendidikan Kesejahteraan Keluarga, PKK), Children’s Excellence Program (Program
Kecemerlangan Kanak-kanak, PEKA), Human Development Class(Kelas Bina Insan), Gerakan Desa
Movement (GDW), Computer Literacy Class and Community Library. In 2000, KEMAS has focused on the
areas of information technology (ICT) development, human development and enhancement of activities
held. At the same time, KEMAS is still pursuing existing activities. In 2003, the Gerakan Desa Movement
was converted to the Gerakan Daya Movement. Given the growing needs and involvement of KEMAS,
beginning April 1, 2002, the government has decided to restructure KEMAS through the mandate No. E8 /
2002 in which the function and role of KEMAS has been revamped. Throughout 2001 to 2009, KEMAS’s
functions and roles included three of the five core National Mission namely enhancing the nation’s
knowledge and innovation capability and cultivating first-class minds and addressing the ongoing
constructive and productive socio-economic disadvantage under the Gerakan Daya Movement; Computer
Literacy Education(Pendidikan Literasi Komputer), Family Wellness Education(Pendidikan Kesejahteraan
Keluarga), Skills Education(Pendidikan Kemahiran), Functional Literacy Education(Pendidikan Literasi
Fungsian) and Resource Center, the continuous education concept is in line with the development of
human capital under the Human Development Division; Early Childhood Education Program (Tabika and
Taska) and Supplementary Food Program for children.

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 1.2 KEMAS Logo

Logo Description :
In general, the logo displayed the word KEMAS which is an abbreviation for COMMUNITY
PROGRESS, which is the main thrust carried out by the Community Development Department to
constantly advance the community.

The oval shape symbolizes a society that is harmonious and united towards vision.14 states and
federal territories in Malaysia.The black curved line symbolizes the works of implementing
riverine infrastructure.

Colour :
KEMAS logo consists of three colours which are red,white,blue.

The color Red symbolizes the VISION of KEMAS and KEMAS as a Dynamic Agency.

The 14 white and blue lines behind the KEMAS inscription symbolize the strength of KEMAS
which is supported by the disciplined (lines), high morals (white), caring (blue) communities from
fourteen states.

1.3 KEMAS Vision

“To become the vital transformation and development of the rural community.” (Appendix 1)

1.4 KEMAS Mission

“To empower rural communities towards a holistic development” (Appendix 1)

1.5 KEMAS Objective

a. To empower early childhood education through socio-emotional, physical, intellectual and

spiritual development based on the standards set in line with the National Preschool Standard
Curriculum (KSPK) and PERMATA Negara Curriculum

b. To provide quality and recognized skills training to support the economy of rural families

c. To empower a harmonious, successful and prosperous socio-economy of rural communities

d. To enhance appropriate human capital development through human resources programmes

based on competency and career advancement development (Attitude, Skills & Knowledge).

4
1.6 KEMAS Product and Services

1. Human Resources and Administration Division

2. Finance & Procurement Division
3. Development Division
4. Professional training & development division
5. Early Childhood Education Division
6. Policy & Strategic Planning Division
7. Skills Education Division
8. Community Development Division
9. Information Technology Unit
10. Corporate Communications Division
11. Integrity Unit

1.7 KEMAS Malaysia, Sarawak & Lawas Organizational Structure

The Department is headed by the Director who is the chief executive providing overall direction
and control of the Department regards to departmental matters and all policy matters in
connection with departmental responsibilities and contractual matters. The Director is assisted by
four deputies, a Quality Manager, a Head of Project and a Head of Asset, each covering distinct
functional areas as per JKR Sarawak organizational chart.

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 1.8 KEMAS Community Development Division

The Community Development Division (BPKom) was created after the organizational restructuring of
KEMAS was approved by the Public Service Department (JPA) in January 2015. This division incorporates
the functions of the Village Development Division, Human Development Division and Resource Centre Unit
which previously performed different functions. The basis for the creation of BPKom is to focus on
programmes/ activities and projects to develop and empower the mind, soul and spirit as well as the soft
skills of human capital in rural areas towards the development and progress of the country. There are three
(3) sections under this division:

1. Village Wellbeing and Management Section

2. Human Development Section
3. Resource Centre Section
 
Village Wellbeing and Management Section :

The Village Wellbeing and Management Section performs the functions previously carried out by the Village
Development Division. The implementation of this programme/ activity is based on the development and
empowerment of the mind, spirit and soft skills of human capital in rural areas particularly in the economic
and social fields. In addition, it also plays a role in enhancing strategic cooperation with ministries/
departments/ agencies or outsiders as well as the empowerment of personnel. This section is also
responsible for assisting and supporting the management and administration affairs of the Community
Development Division.

This section is broken down into four (4) units:

 Social Development Unit

 Economic Empowerment Unit
 Training and Strategic Cooperation Unit
 Management Unit
 
Human Development Section

The Human Development Section takes over the role of the Human Development Division and PLF Unit
(programme previously under the Resource Centre Section). This section plays a role in the planning,
coordination, implementation, monitoring and evaluation of programmes/ activities at headquarters, state or
district levels nationwide. This section is divided into two (2) units:

1. Spiritual Unit
2. Family and Literacy Unit
 
Resource Centre Section

The Resource Centre Section performs the functions of the Resource Centre and Literacy Unit which was
previously one of the units under the Skills Education Division. The prime focus of the Resource Centre is
to increase knowledge and provide information to children as well as adults.

The programmes and activities as well as services of the Resource Centre are:

1. Book lending services

Provide a collection of appropriate reading materials for all levels of society consisting of a variety of topics
such as motivation, religion, skills, novels, exam references and others

1. Reference and referral services

Users may refer to the Resource Centre Community Developers regarding any unidentified information/
matters and community developers will provide answers based on authentic and credible information after
making references

1.  Current awareness services

6
Users can obtain information on current issues that are taking place in the country through the Resource
Centre Community Developers

1. Reading Promotion Programme

This activity is carried out in support of the government policy in promoting and encouraging reading culture
while making reading as a lifestyle. Among the activities/ programmes carried out are competitions/
campaigns related to knowledge and information such as let’s read, skill activities, fun activities, knowledge
sharing, lectures, etc.

7
1.9 KEMAS , Lawas Divisional Office

KEMAS Sarawak, Lawas Divisional Office is located at Level 2, Federation Building. The head of
KEMAS Sarawak, Lawas Divisional Office is administration section. The Lawas Divisional
Administrative is directly responsible to the Head of Asset for the administration, financial and
technical control of all work and services undertaken by Public Work Department in the whole
Lawas Division. The Divisional organization is the main executive agency of the Department in
respects to maintenance and operation of the many department services.

Lawas Federation Building KEMAS Lawas Locate at Federation Building

KEMAS Lawas Office Main section Administration/counter service

Operational section

8
 1.10 Operational Section

Human Development Section

The Human Development Section takes over the role of the Human Development Division and PLF Unit
(programme previously under the Resource Centre Section). This section plays a role in the planning,
coordination, implementation, monitoring and evaluation of programmes/ activities at headquarters, state or
district levels nationwide. This section is divided into two (2) units:

1. Spiritual Unit
2. Education and Literacy Unit

9
2.0 CHAPTER 2 – PRACTICAL TRAINING EXPERIENCE

2.1 Task/Job Scope

Human development Section under Community Development divisionare responsible to plan in

ensuring competent personnel are available for the specific activities. All employees are trained
on the relevant and important areas that are required for carrying out their activities to enable
them to contribute towards the achievement of the quality objectives. Training is divided into two
which is;
 Internal Training
 External Training

As Supervisor for this section I was responsible to handle all the training and programmed for all
staff under this section which is spiritual and Education and literacy Unit(PLF). There are five
categories of training, which are;
 Meeting
 Training
 Mandatory
 Programme

2.2 Resources

KEMAS Lawas Divisional Office considers the capabilities, constraints on internal resources when
determining the competency and training requirements necessary for the effective management,
product realization, verification activities especially related to community. In addition, what
resources need to be obtained from the external providers will be taken into consideration. The
top management will provide adequate resources to achieve the department’s objectives and
conformity product requirements. The methods used to identify and provide necessary resources
include strategic planning, annual budget planning, Section Head Meeting, Majlis Bersama
Jabatan, and Divisional Conference and Regional Forum. My unit will communicate to all staff the
relevance and importance of their work in contributing to the achievement of quality objectives
and conformity to product requirements. The financial provisions are planned and budgeted by
our unit to ensure financial resources are allocated for carrying out all the training programs of the
organization.

10
2.3 Delivering Information

Approval for training is based on the list of names issued by the JKR Sarawak Headquarters.
Therefore, a good communication system is essential so that all officers who have been instructed
to undergo training can go to the training according to the set time. Appropriate communication
channels are established and maintained within the organization to ensure communication takes
place, especially regarding the effectiveness of delivering the information. The communication
channels that have been established are minutes meetings, memos, notices, circulars, notice
boards, telecommunication, and e-mails. Apart from informal communication such as phone calls
and WhatsApp, my unit responsible is to inform the participant about the training using formal
letters. There are two types of official documents for delivering the information of the undergo
training, which is;

Memorandum Rasmi
A memorandum rasmi is used for external communication between government
agencies for the purpose of among others to convey or obtain new information,
instructions, decisions and ideas. For example, a memorandum rasmi is used as
follows;
 between KEMAS Sarawak Headquarters to KEMAS Lawas Divisional Offices
 between KEMAS Lawas to KEMAS Lawas staf

Office Memorandum Rasmi template is as per

Appendix 3

Minute Sheet
A minute sheet is used for internal communication in the KEMAS Sarawak
offices. For example, it is used as follows;
 between KEMAS Sarawak Branches and Units
 between KEMAS Lawas sections.
Minute sheet template is as per Appendix 4

2.4 Communication

External training is training that is basically conducted by a consultant or specialist whom the
Headquarters have appointed to conduct training. For this type of training, my task is preparing
and providing flight tickets and accommodation for the staff involved. According to Bourhis (2018),
Internal training sessions are conducted by someone that already works for your organization and this is
often someone from HR, but it depends on the purpose of the session and who the best person for the
job is. In KEMAS Lawas Divisional Office, internal or in-house training is conducted entirely by the
Administration Unit based on the provisions and training programs that have been approved.
11
Internal training is usually done to meet the annual staff training needs as stipulated in the Federal
Government Circular. However, annual planning for the training program will be made in advance
to ensure that allocation can be made. Examples of internal training are training on the Services
and Pension, Team-Building to increase teamwork, and a program to increase staff motivation,
especially support staff who are in Grade 20 and below.

To ensure the smooth running of the internal training program, a meeting will be held to make the
division of tasks. We communicate during this meeting and the tasks are given based on the
expertise available and job description in the Administrative Unit. Some staff will be the secretariat
and some will conduct and do the briefings. There are some trainings that are conducted
annually. Therefore, through this meeting, we will make some changes so that it can attract the
interest of staff while attending the internal training. It is important that all staff can focus on
attending training. Cooperation in the Administrative Unit is essential to ensure that each internal
training conducted achieves the objectives set based on the targets made. Each in-house training
that has been conducted will also be recorded in the Service Record System of each staff.

Interesting team-building activity conduct by Knowledge Sharing & Briefing to KEMAS

Operational Unit Lawas staff

12
Conduct in-house training for KEMAS, Lawas in-house training
Divisional Office

Become secretariat for YB Dato Henry Sum

Agong for Nursery Maintenance monitory

13
 2.5 Contribution

KEMAS Sarawak, Lawas Divisional Office has achieved the target number of training and
programme all over year. The Human Development section has held many programme and
training. In addition, I was also invited from other agency for knowledge sharing which is Lawas
District Office for meeting, and also as a person incharge for any function.

In 2022, our department has been selected as the representative of KEMAS Sarawak for the office EKSA
competition category, which is the management of the conducive system of the Office.

14
 EKSA competition judging session Briefing Session

EKSA EKSA

15
Teamwork is essential for all staff in an organization. I have participated directly in several
activities and programs organized by KEMAS Sarawak Headquarters and the Lawas Divisional
Office. I was assigned to be the KEMAS Sarawak, Lawas Divisional Office supervisor for EKSA
AND Pegawai Aset. I also required to handle an program that relataed to my setion or also other
section. I required to set up a team with the help of my team to ensure the task is executed
properly. According to Okrepilov (2021), teamwork is the ability to work with others and to help
others attain their full potential and achieve the shared goals. Through this involvement, I gained
exposure to the benefits of working in a group and how to be a good team member and contribute
ideas to the team.

Literacy Education Convocation Bright Kids Programme by Timbalan Premier Sarawak

Sambutan Maulidur Rasul Sambutan Hari Kebesaran Islam

16
3.0 CHAPTER 3 – PROBLEMS AND RECOMMENDATION

3.1 SWOT Analysis

Human Development Section of KEMAS, Lawas Divisional Office has determined issues that are
relevant to its purpose and its strategic direction and that affect its ability to achieve the intended
result.

Throughout my years working in this unit, I have discovered both strengths and weaknesses. For
this purpose, I will do a SWOT analysis to determine the organization's strengths, weaknesses,
opportunities, and threats. From this study, I also recommend solutions to enhance my overall
working experience in this unit.

 Staff’s lack of confidence

WEAKNESS
 Willingness to learn and be led
STRENGTH

 Insufficient resources/fund
 Diverse workforce
 Insufficient knowledge of
 Sense of urgency
internet use and Microsoft
Offie

 Partnership and collaboration with

OPPORTUNITIES

 Competition from other agencies

other agencies
THREATS

 Future change in government policy

 Development of new approach
 Commitment staff will easily be
 Creation of shared on-line databases transferred out

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3.2 Strength

As a unit that manages the human development section of the department, all staff in the unit
must have a high level of knowledge of the task. However, nobody come into a job already
knowing how it’s done. All staff need to learn and discover their way around the department and
learn from everybody. Having the ability and willingness to learn helps to get to grips with job
quickly. It helps develop the best techniques and take on important information to do the job. In
research from Saxena (2014), Workforce diversity means similarities and differences among
employees in terms of age, cultural background, physical abilities and disabilities, race, religion,
gender, and sexual orientation. Diversity in this unit increase everyone morale and instill a desire
to be more effective and work more efficiently. This will greatly increase the productivity and help
the unit to understand the needs of the department and come up with ideas to fullfill them.

In terms of efficiency, each person in this unit has a high sense of urgency to ensuring that the
department's training demands are met. This is proven by the KPIs which this unit has
accomplished. We work as a team and establish an outcome-focused cultured instead of task-
focused. Our unit increasing personal freedom and responsibility from more employee
engagement and empowering personal to determine how an objective should be delivered to
reduces management overhead and increases the time available for feedback and strategic
thinking about what the team needs to be working towards. As a result, less supervision is
needed.

3.3 Weakness

As staff of the unit that manages competencies and training, we will always assist as a speaker
for knowledge sharing or the emcee for the training's opening session. This is not a concern for
staff who are comfortable speaking in public, but it will be a burden for those who lack the
confidence to do so. A lack of confidence may cause the presenter to feel attached to the rostrum
and to read from or rely too much on their notes, causing the audience to misunderstand the
information presented. Some staff face this problem, which sometimes interferes with the
information-sharing process. However, it is not uncommon for speakers to have to deal with
unexpected challenges before and during their presentations. This could mean tech issues, late
stragglers or having a complete mind blip moment.

The unit always plans and submits an annual request for funding from the headquarters in order
to carry training sessions suited to the needs of the support group staff. However, these requests
are frequently denied due to a lack of funds. This circumstance will occasionally impede this unit's
annual planning. The staff in this unit is consist of staff who are in grade N and have no expertise
in technical fields. Therefore, the sharing of knowledge on technical expertise that very important
18
to technical agency is insufficient.

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3.4 Opportunities

Every staff in the organization, regardless of rank, must possess a high level of competence. To
achieve this, the unit frequently conducts training in collaboration with other agencies within
Lawas Division. In addition to cost savings, this can promote close collaboration and rapport
between employees of different agencies. Additionally, it can improve communication skills and
facilitate exchange of information between agencies.

Instead of formal and intense lectures, this unit finds informal ways to deliver value to all staff to
keep them hands-on during learning. This unit fully uses this organization's internal resources to
create informal training. According to Dom (2020), the new generation of employees expects
training to be readily available and accessible, much like the vast majority of other information in
their lives, available anywhere, at any time, and on any device. Every section or unit head will
encourage their staff to share consistent communication and collaboration. This will helps to bring
the team together, working collaboratively with each other instead of competitively against one
another. Attendance at each course or training will be recorded in the online training record and
share to all supervisor. The system administrator who monitors training records, as well as
supervisors, can view these records in order to make recommendations for staffs who have never
attended courses or training.

3.5 Threats

Training and development are an essential at this time. Therefore, government agencies were
created to specifically provide courses and training to staff based on competency level. This
situation will result in a lack of function of this unit in the organization, and existing staff will be
instructed to transfer internally to another unit.

Government policies that are constantly changing due to the increase in staff in the civil service
will also make the KPIs that have been set will constantly be changing. This will have an impact
on the annual allocation for training purposes that has been applied, based on the annual
planning.

This unit, which responsible for overseeing training, requires a committed staff. Therefore, there is
a high percentage of committed staff will be transferred internally to assist other units that require
existing skills. This will result the unit being short of staffed and needing time to train the newly
transferred staff until they reach the required level of competence.

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3.6 Recommendations

3.7 Using Internal Resources for Informal Training Programmed

Each staff possesses specialized knowledge as well as distinctive skills, interests, and ideas.
Organizations who priorities providing their staff with the opportunity to demonstrate their
knowledge facilitate their exponential growth. Instead of relying on external resources, KEMAS
Malaysia, Limbang Divisional Office can utilize internal talent. Providing staff with the opportunity
to contribute increases their knowledge and teaches in them a sense of purpose. Organizations
who encourage their staffs to share their knowledge help them demonstrate their passions to
others. Staff with similar skills can also collaborate to design a training session that combines
what they each bring to the table to create an educational experience for all. If the objective is to
foster a greater sense of the whole organization, the top management of the organization may
choose to assemble teams of staffs from the same or different units to develop and distribute a
training session for everyone.

3.8 Upgrade current training equipment to latest ICT Equipment

The use of graphs, slide shows, infographics, and videos in training sessions has become
absolutely necessary. Visual aids aid in information retention, as any respectable consultant or
trainer will tell you. In today's highly visual society, video projectors or, alternatively, a large
screen have become indispensable training aids. Image quality is of utmost importance when
dealing with multimedia equipment, and the performance of the video projector must be suitable
for the training room's size and layout. Therefore, it is hoped that the KEMAS Sarawak, Lawas
Divisional Office will improve the multimedia or ICT equipment for training purposes such as the
wireless video projector for more manageable, especially if the trainer is using a tablet or
smartphone to transmit the data and the video projector with an interactive whiteboard because it
allows to interact with the projected images. Internet connectivity, whether via Wi-Fi or cable, is an
additional requirement for the training session and need to be upgrade. It is important to ensure
that everyone can access the internet quickly and easily with the connection. A laptop is a basic
training equipment that is need to be upgrade. Laptop can be upgrade to tablet. The tablet is
becoming increasingly popular for presentations. It’s light, so trainer can hold it in one hand or
place it on a stand to keep it upright. And since a tablet can connect easily to the internet and to
other multimedia equipment, the trainer has all of the tools they need to successfully lead the
training session.

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3.9 Conclusion

In conclusion, by preparing an industrial report, I am able to gain a deeper understanding of my

job responsibilities and make necessary adjustments. My experience has made me more capable
of overcoming some of the challenges in my workplace. Our units always work as a team and
together handle pressure as well as play our respective roles in improving our self-skills as well as
communication in the workplace

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Appendixes

Appendix 1

23
Appendix 2

24
Appendix 3

25
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Reference

Bourhis, J. (2018, June 7). Internal Training vs External Training: Which is More Effective and Why?.
Cronofy. https://www.cronofy.com/blog/internal-training-vs-external-training

DOM, B. (2020, November 24) Creating an Employee Training Program for Future Generations.
VirtualSpeech. https://virtualspeech.com/blog/corporate-learning-new-generation-employee

Okrepilov, E. (2021, February 9). What is teamwork: definition, meaning.

Weje. https://weje.io/blog/what-is-teamwork

Powering Up Digital Transformation For Malaysian Public Sector. (2021, September 23). OpenGov Asia.
https://opengovasia.com/events/powering-up-digital-transformation-for-malaysian-public- sector/

Rakan05Sarawak (2022, February 21). “Shocked” by Outcome of Intelligence ALARMS; Confident with Its
Potential Impact. Rakan Sarawak. https://www.rakansarawak.com/v3/2022/02/21/shocked- by-outcome-of-
intelligence-alarms-confident-with-its-potential-impact/

Saxena, A. (2014). Workforce Diversity: A Key to Improve Productivity. Procedia Economics and Finance,
11, 76–85. https://doi.org/10.1016/s2212-5671(14)00178-

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