training system devt 2003

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1

Introduction

Aims and Objectives

Workshop Programme

Opening Remarks of the Regional Director

Participants Groupings

Group Work Presentations

- What is Training System?

- Training Models

- Training Needs Analysis

- Modular System

- Developing Subject Models

Current / Future Issues and Challenges in HRD

Staff and Participants’ Directory

Captured Moments

ABLE of CONTENTS

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AIM:

To bring Scout Leader together to further develop their skills required in designing

and developing the National Training System.

OBJECTIVES:

- To technically assist participants technically so that they will be able to contribute

to the development of their own National Scout Training System.

- To provide an opportunity for the participants to exchange their ideas on ‘Adult

Resources Management concept particularly Training System and Development.

- To share experience on new approaches to training design ‘E-Models’ including

modular system.

- To provide participants with technical support for their personal development in

this important element of Adult Resources Management.

- To introduce ‘Renewed Approach to Programme’ (RAP) in the development of

Training System.

oBJECTIVES: and aIM



4

12 December Friday

Arrival of Participants and Staff

Registration

1630 hrs: Staff meeting

1830-200 hrs Dinner

13 December Saturday

0730-0830 hrs Breakfast

0830-0845 hrs Assembly

0845-1030 hrs Opening Ceremony

1030-1100 hrs Tea Break

1100-1200 hrs Workshop Objectives

1200-1300 hrs Overview of WARP: Training and Support and status of AIS

implementation as at Oct 2003.

1300-1400 hrs Lunch

1400-1500 hrs What is a Training System?

1500-1600 hrs Each NSO to present their Training Systems


1630-1830 hrs Each NSO to present their Training Systems…continues

1830-2000 hrs Welcome Dinner and Socials

2000-2100 hrs Free Evening for Participants

14 December Sunday


0830-1030 hrs Training Needs Analysis (TNA)


1100-1300 hrs Group work on TNA followed by presentation

1300-1400 hrs Lunch

1400-1500 hrs Designing Training Model

1500-1600 hrs Group work and presentation on designing Training Model


1630-1830 hrs Group work and presentation on designing Training Model…continues

1830-2000 hrs Dinner

2000-2100 hrs Free Evening

pROGRAMME



5

15 December Monday


0830-0845 hrs Assembly

0845-1030 hrs How Adults Learn: Learning Theories, Adult learning principles,

Experiential Learning Model


1100-1200 hrs Approaches to Training: Self Directed Learning, Action learning,

Modular Training Systems

1200-1300 hrs Group work on modular training system

1300-1400 hrs Lunch

1400-1600 hrs Presentation of group on modular system

1600-1830 hrs Educational Tour



16 December Tuesday


0830-1030 hrs Training Evaluation: Kirkpatrick’s model-4 levels approach


1100-1200 hrs Requirements of a good Training Systems

1200-1300 hrs Group Work on designing Training Systems

1300-1400 hrs Lunch

1400-1600 hrs Group Work on designing Training Systems…continues


1630-1830 hrs Group Work on designing Training Systems…continues



17 December Wednesday


0830-1030 hrs Group Presentation on Training system


1100-1300 hrs Challenges of Training in the 21st Century and New roles of Trainers

1300-1400 hrs Lunch

1400-1500 hrs Managing the Training Function

1500-1600 hrs Open forum and Course Evaluation


1630-1730 hrs Closing Ceremony



6

OPENING REMARKS:r EGIONAL DIRECTOR’S

MR ABDULLAH RASHEED

The Guest of honour Yang Mulia Dato Seri Laila Jasa Awang

Haji Ahmed, Vice President of PPNBD

Chief Commissioner Haji Zainal Abidin

Course Director

Resource speakers

Dear participants

Ladies and gentleman

Assalaamu Allaikum,

It is with much pleasure that we begin this APR workshop on

Training System Development today. This workshop also brings

to a conclusion of a series of events at regional level, where

we have touched on some of the very burning issues in Vision

2013. We may recall that as the first exercise in March this

year we began to touch upon the issue of Programme Devel-

opment, taking the view of the Renewed Approach to

Programme Development and in the light of the new Interna-

tional Hand book for Scout Leaders. It provoked lot of inter-

est across the region not only to the programme people but

also to the trainers and many NSO’s are following that work

at national level. The international Scout Leaders Handbook

has already been translated and printed in to Mongolian lan-

guage and translation into Bahasa is underway. National work-

shops have been conducted. This is definitely an area that should

be relevant not only to the programme people but to you as

trainers. Then the issue of self reliance of National Scout Asso-

ciations was the coverage of our Jakarta international seminar in

September, where for the first time we touched upon on all areas

related to resources development and management in Scouting.

Although much documentation and references are available

in areas like adults in Scouting or programme development

in Scouting, there are no materials yet to cover resources

development in Scouting available across WOSM. The refer-



7

ences and materials gathered for the seminar will form the first compilation of such references for

WOSM and in particular to this region. In November, we also discussed growth of Scouting in the

region and at national level and the role of ICT, PR and Marketing can play to achieve this. Today we

need to talk of Scouting as a brand and we need to market properly. These ideas will form the basis

for a regional strategy for growth of Scouting across Asia and Pacific.

Today, we also notice that parents and the public in favor of the protection of their words also expects

that we as an organization are capable and have rules and procedures in place at the national, and

provincial level for the management of risks and thus the role of risk management in Scouting was

the high light at the Singapore workshop where we raised the awareness on this matter. Again it is

very relevant to you as trainers as well. The concept of risk management in Scouting has been

drafted and this concept needs to find a place in all Scout activities and in future training schemes.

Risk management should also be an integral part of total planning of every Scout activity. Risk

management in Scouting is no longer to be taken for granted but it has to be a planned element in

Scouting. The changing role of trainers in this aspect, again is crucial. Then let us look at from

another angle. We are a movement for young people and we need young leaders to take their due

place today and tomorrow. In Scouting, the breeding place for young Scout leaders is in the Rovering

but as we all know in many national situations that section is one of the weakest sections. We have

either no proper programme for Rovering or it is too much bent on one direction or alternatively we

do not have systematic training for Rover leaders either. Some countries have not conducted any

systematic training for Rover leaders for many years. This is an area, which again should be very

dear to you all as trainers. For this reason, we have just concluded the APR workshop on the promo-

tion of Rovering in the region in Manila with very encouraging and positive outcomes.

Here in this workshop, we are dealing with the development of training system itself, to meet to the

changing environment. Are our training systems relevant to the current needs and situation? Are we

following the proper design models to redesign or review our training systems, are we analyzing thetraining needs in the way that it should be done and are we adopting or applying new models to our

training programmes and training schemes to be relevant and appropriate for today. These are some

of the questions that we will try to answer in this workshop. Here as trainers your sharing of knowl-

edge is important to bring the same message across to all NSOs in the region, to those who are

present here and to those who are not with us today.

In early next year we will then be focusing on the change management issues and trying to under-

stand how as Scouts, we can become a learning organization as demanded today in the 21st century.

In April 2004 Hong Kong will host the first APR workshop on learning organization. It would then be



8

followed with another issue – the role of ICT in Scout programmes and making using of the

present day communication tools for Scouting. Japan would be hosting the first APR workshop

on the role of ICT in October 2004, just before the next regional conference. We then intend to

bring all these issues to the Regional Scout Conference Forum to make it prominent, and as

areas that we all need to pay our attention now and in the future.

However, one very pertinent question that you may ask is why we pick up these burning issues

and emphasis on all these issues at regional level. To me all the areas mentioned earlier are

becoming burning issues because we need to look at them in line with the current thinking, to

be relevant as an organization in the 21st century or alternatively we have not paid much

attention in the past in these areas and therefore these areas are either loosing its focus that it

should have or these areas are not moving in the right direction. By these attempts at regional

level and highlighting these matters to all of you as key national leaders, and more importantly

as those of you who are with training responsibilities at national level, I am sure we will be able

to bring about the desired change in time to come. But the focus must be given first at regional

level and it will trickle down. Most of you who are directly responsible for training at national

level I would urge you to take note of these burning issues and to follow up the recommenda-

tions on all these areas at national level. On our part we would be bringing up the necessary

information and the recommendations for change where necessary to the upcoming policy

decision forums. However, it is most of you who could really bring about the change at the grass

root level, at NSO’s. In all these issues, it is the training to a large that can play the most vital

role. I am confident that if we focus our attention in the above mentioned areas from now on at

the national level, marked changes will be seen in seen in years to come.

In conclusion, let me thank all of you and in particular the resource speakers for your presence

and finding time to share your knowledge and experience for the betterment of the region and

for Scouting at large. I would also like to express my sincere thanks for the host association and

to Haji Zainal Abidin for making everything possible to make this workshop a success. I know

that this is only one in the series of activities leading to the Regional Scout Conference which

PPNBD will host in December next year. You have done it so well up to now and I am sure this

activity itself will bear witness to your organizing ability and build up your capacity towards the

bigger event.

Thank you once again and ‘Terima Kasih’



9

SL

NOGROUP 1 GROUP 2 GROUP 3 GROUP 4

1

MR. KONOSUKE

KOBAYASHI (Japan)

MR AMNACH

VETAYAPRASIT(Thailand)

DRS. MAMAN

RACHMAN, M.Sc(Indonesia)

DRS. PRATJOJO , M.Pd.

(Indonesia)

2

MR. SAYAN SANTAD(Thailand)

MR. ABDULLAH SAFARAL-GHAMDI(Saudi Arabia)

DR. HAMAD A.H.AL-YAHYA (Saudi Arabia)

MR. MOHAMMED AL-NATHEER(Saudi Arabia)

3

MR. SALEHMOHAMMAD SALEHABDULLAH

(Saudi Arabia)

MR. BHAKTARAJBHANDARI (Nepal)

MR. YOUSEF SALEH AL-HAGGASS(Saudi Arabia)

MS. SO YEON MIN(Korea)

4DR. MIRZA ALI HAIDER(Bangladesh)

MR. HAN SONG GUANG(Singapore)

MR. SAMSUDIN BINHAJI AHMAD

(Brunei Darussalam)

MR. LEE, YUNG-CHAN(Taiwan)

5MR. HAJI SUHAIBON BINHAJI OTHMAN

(Brunei Darussalam)

MR. HAN SIEW KWONG(Malaysia)

MR. M SUPRAMANIAM(Singapore)

MR. CHANG, JUI-SUNG(Taiwan)

6

MR. HAJI SIDEK BINHAJIALI GREEN

(Malaysia)

MR. ABDUL MANAN BINHAJI ABDUL LATIP(Brunei Darussalam)

MR. ALFHIAN JEFFRYCHIN(Malaysia)

MR. KALAIMANI A/LSUPRAMANIAM(Malaysia)

7

MR. JOHN LEE YUEHUNG

(Singapore)

MR. HAJI MOHAMMEDBIN HAJI ALI

(Brunei Darussalam)

MR. HAJI MOHD.YUSSOF BIN MOHD.

SALLEH(Brunei Darussalam)

MR. CHANG, WEN-SHING (Taiwan)

8

MR. MATASSIM BINHAJI DURAMAN

(Brunei Darussalam)

MR. BURHANUDDIN BINHAJI MD. DAUD

(Brunei Darussalam)

MR. HAJI OTHMAN BINDURANI

(Brunei Darussalam)

MR. PENGIRANMATAHIR BIN

PENGIRAN LUBA(Brunei Darussalam)

9

MR. PG. MAHDI BIN PG.HAJI MOHD. SALLEH

(Brunei Darussalam)

MR. ABDUL SIDIK BINMOHAMMED SALLEH

(Brunei Darussalam)

MR. HAJI MOHD.SALLEH BIN HAJI

AHMAD(Brunei Darussalam)

MR. HAJI NORDIN BINHAJI KASAH

(Brunei Darussalam)

10

MR. HAJI ABU BAKAR

BIN HAJI OTHMAN(Brunei Darussalam)

MISS EFFARAIHAN BINTI

HAJI SALAM(Brunei Darussalam)

MISS EFFAYANE BINTI

HAJI SALAM(Brunei Darussalam)

CAPTAIN HAJI NARAWI

BIN HAJI OMAR ALI(Brunei Darussalam)

11

MDM. HAJAH SHARIFAH

NOOR BINTI SYEDIBRAHIM

(Brunei Darussalam)

MR. HUSIN BIN BUDIN /

BRUDIN(Brunei Darussalam)

MR. JUNAIDI BIN HAJI

HUSSIN(Brunei Darussalam)

MISS HARANI BINTI

HASA(Brunei Darussalam)

FAC.

MR. HAJI AWANGHASSAN BIN HAJIABDUL HAMID

MR. HAJI DOMENG BINHAJI ABDUL WAHAB

MR. ZAINUDDIN BINHAJI ISHAK

MR. HAJI BADAR HAJIALI / MR. HAJI YASSIN HAJI

ADAM

p ARTICIPANTSgROUPINGS of



10

PRESENTATIONS

WORKROUPG



11

System is a whole which functions as a whole by virtue of the interdependence of its parts (Buckley, 1968). A system is

any combination of human and material resources, including the organization and procedures required to coordinate

their functioning, employed to achieve a mission or objective (Tracey, 1992).

CHARACTERISTICS OF A SYSTEM APPROACH TO TTRAINING (ATTC, 1987)

1. Purpose – All elements of a system serve as a means to an end.

2. Interrelatedness of elements – All elements are interrelated. Each affects the behavior of the whole.

3. Interdependence of elements – All system elements depend upon each other to achieve their optimum goals.

4. Feedback – The system uses feedback to continually modify the training process.

5. One part impacts the whole – A breakdown in any one part of a system affects the functioning of the whole

system.

6. The parts cannot be viewed separately – Parts of the system cannot be viewed separately from the whole system.

7. It possesses unique properties – A system has some properties or displays some behavior that none of its

parts exhibits.

SYSTEM APPROACH TO TRAINING (ATKINS, 1983)

1. An approach that views training as a sub-system interacting with the other sub-systems upon which an

organization depends for its progress and its survival.

2. A logical relationship between the sequential stages in the process of investigating training needs, designing,

delivering and validating training.

SYSTEM APPROACH VS. SYSTEMATIC APPROACH (BUCKLEY & CAPLE 2000)

A system approach can be applied at organizational level to examine the broader issues of the aim, functions

and appropriateness of training. A systematic approach is applicable directly to the day-to-day functioning of the

training division.

IMPORTANCE OF A SYSTEMATIC APPROACH TO TRAINING

1. Provides a frame of reference for planning and remaining on target.

2. Enables the trainer to work realistically within the constraints which may be placed on time, available staff,

and of other resources

3. As a logical process, ensures that nothing is overlooked accidentally and when short cuts have to be takenand some stages have to be abbreviated, the trainer is aware of where this has been done and conscious of the

possible effects.

4. An aid to future diagnosis and problem solving should the need arise.

REFERENCES

American Telephone & Telegraph (1987).

The trainers’ library . The trainer in the organization .

Reading, MS: Addison-Wesley Training Systems.

Buckley, R & Caple, J. (2000). The theory and practice of training . 4th ed. UK: Kogan Page.

Goldstein, I.L. (1993). Training in organizations . Needs and assessment, development, and evaluation . Pacific Grove, C.A: Brooks/Cole.

Tracey, W.R. (1992). Designing training and development systems . 3rd ed. NY: American Management Association.

WHAT IS TRAINING SYSTEM?



12

Day 1—Saturday Evelina M. Vicencio, LT

Time: 1400 – 1500 hrs.

Definition: Training System is composed of interrelated parts

to achieve the vision, mission and goals of Training for NSOs.

I. Concept of Training System

A. Training as Levels of Courses

S—cout Courses

Y—oung Scouts (Cubs) Courses

Adults (Rovers) Courses

S—enior Scouts Courses

T—rainers’ Courses (CALT, CLT)

E—specialist Courses

M—embership Course (Orientation/Introductory)

B. Training as a Sub-system of the NSO

(Outputs of group work)

Output of Sayang Group:

ILLUSTRATION

A Training System is a system in stages to bring about changes

to develop individual Scout skills using lecture, demonstration,

teaching, coaching, discussion, IT, base system, etc.

Output of BN-Smart Group

ILLUSTRATION

A Training System is a tool used to train people

develop knowledge and skills in the organization.

C. Training System as a Process

Output of Shyamjyeom Tree Group

Steps:

1. Needs analysis

2. Design

3. Implementation

4. Evaluation

Training System is a series of some steps to help adults

to achieve goals.

Output of Six Gear Group

ILLUSTRATION

D. A comprehensive concept of Training System

A Training System is composed of interrelated parts

to achieve the vision, mission, and goals of training

and the NSO.

II. Characteristics of a Training System

A. There is a goal or purpose

B. The parts are interrelated.

C. It is flexible.

D. Elements are interdependent

E. Parts make up the whole system



13

Model

A model is representation of a system (Tracey, 1992). The model is not a system; the model

represents, in simplified form, selected features of the system under study, but the system

is always more complicated and richer in detail than the model.

Purpose of Developing a Training Model

To convey key concepts and processes to be included in a particular approach

Kinds of Training Models

1. An open model considers that outside factors exist which can have an impact on the

design proves. It is working hypothesis which provides the designer with possible courses

of action and anticipation of outcomes. The open model is descriptive, as it endeavors to

describe what will happen if the model is followed. It tends to be a verbal model, as con-trasted with a closed model, which is mathematical.

2. A closed model is based on the assumption that all inputs can be identified. It endeavor

to build all the possible variables into the model. If there is anything that can possibly have

an impact on the design process, it should have been previously identified and integrated

into the model. The closed model is predictive, for it is being used in the model being used

exactly as designed, and therefore the outcome is predictable. The model tends to be

linear.

DIFFERENT TRAINING MODELS

The diagrammatic representation of a systematic approach is a model. Models all contain

the same activities even though they have different formats. Whatever the format, all

models are likely to have individual variations around four main activities, which are shown

in their simplest form in the basic model.

1. A Systematic Model of Training (Buckley & Caple, 2000)

The decision to apply a systematic approach to training is made when the trainer is

convinced that training is the most appropriate way to overcome a current or antici-

pated shortfall in performance. The number of stages have been arranged in sequen-

tial order. However, it does not necessarily represent the sequence in which trainers

approach every project. Depending on the nature of the project the trainer could start

at any point in the model once terms of reference have been established. For ex-

ample, if a large number of; leaders need to be trained to perform an existing job for

which no training exists, then all stages of the model would have to be applied.

However, if the trainer is faced with a situation in which trainees using sn existing

training program appear to be performing badly, the trainer is most likely to begin an

investigation by examining the training objectives, the course content, and the instru-

ments used for validation.

DESIGNING A TRAINING MODELS



14

2. The Training Process or Procedural Model

This approach owes its origins to Fayol’s (plan-organize-do-review) process theory of manage-

ment.

3. The Critical Events Model (CEM) (Nadler, 1982)

The CEM is essentially useful for training programs related to the job that individual has now.

It would require modification if used for learning for a future job. It is likewise not useful for

non-job oriented learning, for example, development. The CEM is an open model which allows

the design process to be halted when something other than a learning response is deemed

appropriate.

4. Analysis, Design, Development, Implementation, and Evaluation (ADDIEE Model)

(Craig, 1996)

5. Flow-Chart Model (Tracey, 1992)

The flow chart model is generalized qualitative model that portrays the total training system.

It shows a closed-loop system, a continuous sequence of steps beginning with goals and

functions and implementing a development strategy, continuing through the other system

components to evaluation of the end products of the system, and returning to goals and

functions – a constantly repeating cycle of evaluation, feedback, and improvement. The sys-

tem consists of three major phases: (a) systems analysis; (b) systems development; and (c)

systems validation.

REFERENCES:

Buckley, R. & Caple, J. The theory and practice of training. 4th ed. UK: Kogan Page.

Nadler, L. (1982). Designing training programs. The critical events model. Reading, MS. Addison-Wesley.

Reid. M.A. & Barrington, H. (1994). Training interventions. Managing employee development. 4th ed. Lon-

don: Institute of Personnel and Development.

Tracey, W.R. (1992). Designing training and development systems. 3rd ed. NY: American Management

Association.



15

SMART MODEL

SAYANG MODEL

GROUP WORK

PRESENTATION

ON TRAINING

MODELS



16

NAOMIE MODEL

6 GEAR MODEL



17

Training SystemTraining System

Development WorkshopDevelopment Workshop

Training Needs AnalysisTraining Needs Analysis


Is a systematic way of identifying educationalIs a systematic way of identifying educational

and training problems, needs, issues, etc.and training problems, needs, issues, etc.

What?What?


To clarify and define the problems, NOT to find solutionTo clarify and define the problems, NOT to find solution

Identify ideas for education and trainingIdentify ideas for education and training programmesprogrammes

Change of Change of organisationorganisation’’ss mission / goals / planmission / goals / plan

Introduction of New TechnologyIntroduction of New Technology

New work assignment for employeeNew work assignment for employee

Maintain proficiencyMaintain proficiency

Improve present performanceImprove present performance

IncreaseIncrease organisationalorganisational effectiveness through plannedeffectiveness through planned

learninglearning

Career DevelopmentCareer Development

Future staffing needsFuture staffing needs

Unavailability of specific skillsUnavailability of specific skills

Why?Why?


Before trainingBefore training

During trainingDuring training

After trainingAfter training

When?When?

Training Needs Analysis


Various models usedVarious models used

Job descriptionsJob descriptions

Job Specifications or Task AnalysisJob Specifications or Task Analysis

Performance StandardsPerformance Standards

Perform the jobPerform the job

Review Literature concerning the jobReview Literature concerning the job

Ask questions about the jobAsk questions about the jobTraining committeesTraining committees

Analysis of operating problemsAnalysis of operating problems

InterviewsInterviews

Individual analysisIndividual analysis

How?How?

TRAINING NEEDS ANALYSIS

Laird’s model for assessing training needs(to identify performance deficiency)

Check the deficiency for its importance:

1. Cost-effectiveness: the cost of the problem vs cost of solution2. Legal mandates: are there laws requiring a solution?

3. Executive pressure: does top management expect a solution?

4. Population: are many people or key people involved?

Important?

Is there a

deficiency?

Check actual performance against existing standards - or set new standards

Monitor all policy

and proceduralchanges

Survey or

interview theclient population

Accept requests

from clientmanagers

Monitor the

personnel moves

Monitor the

operation

Yes No

Do the workersknow how to do

the job properly?

Put into proper training

priority and develop atrainingprogramme:

train, measure andevaluate

Select and

develop a non-training solution

Devote your T&D energies

to human performanceproblems with greater

impact and greater value



18

TRAINING NEEDS ANALYSIS

Training Needs

Analysis Flowchart

NSO Direction

What he

has

The Behavioural Response

Required for the Job

What is

neededWhat is

neededWhat he

knows

On the job

Training Plan

Off the job

Job / Task

Personal Advisor

Needs Assessment

AttitudesSkillsKnowledge

Training Activities / Courses

Monitor Progress / Evaluate Learning

Review Training Plan


Task analysisTask analysis

TASK

REQUIRED

BY WHENHOW TO

ACHIEVE

RESOURCES &SUPPORTREQUIRED

SKILL KNOWLEDGE



19

TASK

REQUIREDBY

WHEN

HOW TO

ACHIEVE

RESOURCES& SUPPORT

REQUIRED

SKILL KNOWLEDGE

Jobdescription

NSO level

Designing Job

description

AIS fact sheets3

monthsNational

Executive

AISCommissioner

IT

Internet/HLM Job

description Analysis

Design Analysis

Form

HRM WB/APR information

6months

WorkshopNational

Headquarter

DistrictCommissioner

Jobdescription

DesignD.C. Job

Description

NSOinformation

12months

Reporting of District

Commissioner

AdministrationHeadquarter

TRAINING NEEDS ANALYSIS TOOL

Task Analysis

GROUP 1

JOB: Adult Resources Commissioners

GROUP 2

JOB: Programme CommissionersREQUIRED TASK

SKILL KNOWLEDGEBY WHEN HOW TO ACHIEVE

RESOURCES &SUPPORT

REQUIREDPlanning Planning Skills Youth Programme 1-3 months (March

04)Discussion, self learning/motivationon how to plan

Chief Commissioner,experts

Design YouthProgramme

Design capability skills

Youth Programme& activities

1-3 months (March04)

Form programmecommittee

Chief Commissioner,other Commissioners

Implementation of Youth Programme

Management,communication,delivery

Contents of programme(syllabus &schemes of YP),management

3-6 months(June 04)

Initiated by ProgrammeCommittee

C.C, otherCommissioners,management

Review



20

TRAINING NEEDS ANALYSIS TOOL

Task Analysis

GROUP 3

GROUP 4

TASK

REQUIREDBY

WHEN

HOW TO

ACHIEVE

RESOURCES& SUPPORT

REQUIRED

SKILL KNOWLEDGE

1) Job Allocation

ManagementTask

distributionA year

-Hands on-Reading

-ManagementBooks

-Mentor

2) Walfareof trainers Relationsskill Needs of thetrainer 6Months -Reading-Seminar -ManagementBook

3)Trainingneeds of

thetrainers

Training SkillTraining anddevelopment

6Months

-Workshop-Management

Book-Handout

4)Organizetraining

courses

Planningskill

Knowledge inpresentation

6Months

-Document -Media

5)TrainingLogistic

ManagementAdministration

knowledge6

Months-Workshop Invetories

6)Conductthe

meeting

Planning andleadership

skillProcedures

6Months

-MeetingMeeting of

trainers

JOB: Chief Commissioner

JOB: Training Commissioner

TASK

REQUIREDBY

WHENHOW TO

ACHIEVE

RESOURCES& SUPPORTREQUIRED

SKILL KNOWLEDGE

ManagementStrategicPlanning

Planning SWOT

1st

quarter 4th

quarter

-Course-Seminar

-Workshop

Person toperson

RegionalDirector

DecisionMaking

Consultant SWOT-Workshop-Meeting

Power of endorsement

Consult SWOT4th

quarter -Workshop-Meeting

Leader tofollower

Leadershipand relation

Managementnegotiation

communicationSWOT

1st


Leader toleader and

group

EvaluationTraining and

planningSWOT

1st


Leader toleader and

group

Vision /Mission

Planning SWOT1st


Leader toleader and

group



21

MODULAR SYSTEM

Training MethodsWhat methods to use?

Depends on:

• learning objectives

• Inventory / prior knowledge of the learners

• Culture of organisation

• Resources available

• Nature of operation

“ … to adults, their experience is

who they are

… reject their experience … reject

them as a person”

Knowles, 1975

“ … to adults, their experience is

who they are

… reject their experience … reject

them as a person”

Knowles, 1975

“All genuine education come about through

experience”

Dewey, 1938

“All genuine education come about through

experience”

Dewey, 1938

“You can’t say you respect them

and not their experience” Horton & Freire

“You can’t say you respect them

and not their experience” Horton & Freire

Adult education is defined

“As a co-operative venture in a

non-authoritarian, informal

learning and the chief purpose is

to discover the meaning of

experience” Eduard Lindeman, 1925

Adult education is defined

“As a co-operative venture in a

non-authoritarian, informal

learning and the chief purpose is

to discover the meaning of

experience” Eduard Lindeman, 1925

Adult Education and Learning thru’ Experience Adult Education and Learning thru’ Experience

“Life is about experience,

wherever there is life, there is

potential for learning”

Jarvis, 1987

“Life is about experience,

wherever there is life, there is

potential for learning”

Jarvis, 1987

“Learning consist of

grasping experience and

transforming it” Kolb, 1984

“Learning consist of

grasping experience and

transforming it” Kolb, 1984

“ We can never be free from the

past, … name our reality, speak our

own voice.

Important for learner to negotiate

meaning, purpose and value

reflectively, rationally and critically

instead of passively accepting the

social realities defined by others”

Mezirow, 1990

“ We can never be free from the

past, … name our reality, speak our

own voice.

Important for learner to negotiate

meaning, purpose and value

reflectively, rationally and critically

instead of passively accepting the

social realities defined by others”

Mezirow, 1990

Trainer to provide opportunity for learners to:

• Explore and experiment

• Feel safe, free from embarrassment

• Have fun, supporting environment - non

threatening

A good learning environment is one which:

“helps people to grow and develop through

creating exciting, fun-filled learning

opportunities that are free from fear,

embarrassment and judgement and which

are managed with a loving touch.”

(Trevor Bently)



22

Action Learning (AL)

AL is a group effort that involves solving realproblems, focussing on acquired learning and

implementing systems-wide solution.

L = P + Q + R + I

Learning is equal to programmed instruction (known

variables) plus questioning (unknown variables) plus

reflection (recalling, thinking about, pulling apart,

making sense, trying to understand) plus

implementation (a commitment to action)

Six fundamental elements of AL

• An AL group as teams (referred to as a “set”)

• A project, problem or task

• Questioning and Reflection process

• A commitment to Action

• A commitment to learning

• A group facilitator (“set advisor”)

The Action Learning Cycle

Activity / Event /

Experiment

Reflection

Decision toExperiment

Experiment

Reflection

and analysis

New Actions

SELF-DIRECTED LEARNING (SDL)

• A process where individual:

• Acquire knowledge by his or her

own efforts & engage in critical

inquiry & evaluation

• Decide what & how to learn

with or without aid of expert

• Assume educational

responsibility for learning

Forster, 1972

7 STEPS TO SDL

• Recognise need for learning

• Will to learn- the WHY

• What to learn?

• How to learn?

• Make it happen!

• Celebrate success

• Apply learning

COMPUTER BASED LEARNING

• Examples: CD-ROM, Internet, Virtual

reality, Simulator, etc.

• Benefits:

• leaner.controlled-own pace & time

• Just in time- learn as and when required

• Cost-effective-less travel time & cost

• Wide geographical accessibility

• Uniformity of content & delivery



23

MODULAR TRAINING

Training to be Provided:

•Ongoing Basis

•Flexible & Varied

•Availale When & Where Required

Basis for Modular Training

System

AIS

DESIGNING MODULAR TRAINING

IDENTIFY THE REQUIRED COMPENTENCIES

FOR EACH FUNCTION

FOR EG, LEADERSHIP, SCOUT METHOD, SCOUTCRAF T, ETC

IDENTIFY THE TRAINING MODULE (SUBJECTS / TOPICS)

FOR EACH COMPETENCY

DETERMINE THE NUMBERS OF HOURS REQUIRED FOR

EACH MODULE /SUBJECT

DETERMINE WHO TO PROVIDE TRG, WHEN & WHERE

TO CONDUCT , HOW TO VALIDATE & CO-ORDINATE TRG

LINEAR FORMAT

A

B

C

GENERIC

TOPICS

SPECIFIC

SKILL

TOPICS

X

Y

Z

GENERIC

MANAGEMEN

T TOPICS

LINEAR VERSUS MODULAR SYSTEM

MODULAR FORMAT

A Generic Topics on Scouting

B Generic Topics on Scouting

C Generic Topics on Scouting

Specific Topics for each function

X Generic Topics on Management

Y Generic Topics on Management

Z Generic Topics on Management

Cub

Scout

Section

Scout

Section

Venture

Scout

Section

Trainer

Comm-

issioner

DISTRIBUTION OF MODULES FOR THE MODULAR

UNIT LEADER TRAINING BASIC COURSE

Module LC 6

Unit administration and management

Module SMC 6

Adults in Scouting (AIS Policy)

Module LC 5

Skills for common Scouting activities:

Story-telling and teaching of games

Module SMC 5

The P.O.R. (warrants, uniforms and

discipline)

Module LC 4

Risk Assessment and Management System

(RAMS)

Module SMC 4

Training Methods and Techniques

Module LC 3

Programme Planning

Module SMC 3

Youth Programme: progress & ProficiencyBadge Schemes

Module LC 2

Role and function of the Unit Leader

Module SMC 2

Know Your Boys

Module SCC 1

Unit Meeting I (theory)

Unit Meeting II (practical)

Module SCC 2

Practical session on Basic Campcraft skills

Module SCC 3

Practical session on Basic Pioneering skills

Module SCC 4

Practical session on Basic Orienteeringskills

Module SCC 5

Practical session on Basic Campfire

Leader Skills

Module SCC 6

Practical session on Reflection (using theWWW approach)

Module LC 1

Milestones of Singapore Scouting and

Scout 21 strategic plans

Module SMC 1

Fundamentals of Scouting

6 modules

To be completed through a 3-day / 2-night

residential training

6 modules of 1 _ hours each

3 evening classes at the Scout HQ

(each evening 2 modules – 3 hours)

6 modules of 1 _ hours each

3 evening classes at the Scout HQ

(each evening 2 modules – 3 hours)

SCOUT CRAFT COMPETENCY

(SCC)

LEADERSHIP COMPETENCY (LC)SCOUT METHOD COMPETENCY

(SMC)



24

GROUP 1. SAYAN

DEVELOPING SUBJECT MODELS

FUNCTION: _____Training course for COMMISSIONERS______

Basic Stage/Level Advanced Stage/LevelCompetency

Modules Subjects Time Modules Subjects

Fundamentals of Scouting

Know your leader

Youth program

Training method

POR/NSO’s and by low

Scouting Method

Competency

Adult in Scouting

History of Scouting

History of NSO’s

Role of leaders

Program planning

Scouting Method

LeadershipCompetency

AdministrationBudgeting (One year) 1 h

Source of finance 1 h

Budget

Design project 1 h

Planning project 1 h

Analysis project 1 h

Fund Raising

Finance

Planning projects

Basic Stage/Level Advanced Stage/LevelCompetency Modules Subjects Time Modules Subjects

Handling people 1 h

Good communication

skills

1 h

Job Analysis

Managing Change

Anticipate the danger of any activities.

Administration of risks

Control

Compile a checklist for

all activities

Risk Management

Team building

Delegation skills

Management

Administration

Public Relations concept

and public image

1 hImage of Scouting

Orientation

Publication

Effective CommunicationSkills

Public Relation

Public

involvement

Effective presentation

2 h



25

Course for Assistant Leader Trainer and Course for Leader Trainer

This training module system is based on organization & individual needs. The competencies required are:

- Leadership & Training Management

- Scouting Knowledge

The system is flexible and accessible, and training provided is progressive using multiple methods, strategies

and approaches.

Prerequisites:

- Woodbadge (2 beads) for CALT

- ALT appointment (3 beads) for CLT

GROUP 2


Modules Subjects Time Modules Subjects Time

Role of a coursedirector

1 hr Advanced management• Forming a

committee• Chairmanship

2 hrs

Stress management 1 hr Leadership skills (I) 1 hr Leadership skills (II) 1 hr

Counselling (I) 1 hr Counselling (II) 1 hr

Function &Responsibility of Trainer

Public Relations 1 hr

Function &Responsibility of a Senior Trainer

Delivery &communication skills

• Questioning

2 hrs Supervision skills 1 hr

Planning a session 3 hrs Assessment methods &tools

• Development of training material

4 hrs

Training methods• Base method

• Buzz• Role Playing• Brainstorming• Lecture

• Discussion• Panel/Forum

5 hrs Training systemdevelopment

• Training Needs Analysis

• Syllabusdevelopment

• Designingtraining models

• Trainingevaluation

8 hrs

Practical on giving asession

2 hrs

Individual Presentation 8 hrs

How adults learn 2 hrs

Teaching Aids 1 hr Multimedia and ICT inTraining

• Internet• Presentation

software

1 hr

Training games 1 hr

Leadership &TrainingManagement

Training Method& Technique

Problem solving 1 hr

Training Method& Technique

Technology in training• ICT skills• Technology-

assisted learning

3 hrs



26

Can be handled by accredited or external agencies

GROUP 3

FUNCTION: _UNIT LEADER



• What and why are

fundamental.

1 1/2 Implementing the

youth programme.• Promise and law. Progress Badge

Scheme.

• Learning by doing Proficiency Badge

Scheme.

Patrol System Effective conductof the test.

Fundamental of

scouting

Youth Programme.

Youth

Achievement

Awards.

Cub Scout Age

Section.

1 1/2 Implementation of

AIS.

Scout Section. Appointment.

Venture Scout

Section.

Re-appointment.

Rover Scout

Section.

Re-assignment.

1) SCOUT

METHOD

Knows your Boys AIS

Retirement.

Resignation. Awards and

Decoration.

• What and why in

scout.

1 1/2

• Progress Badge

System.

• Proficiency Badge

Scheme.

• Effective

conducting of test.

Youth Programme

• Proper and correct,wear of badge on

the scout uniform.


Modules Subjects Time Modules Subjects TimeScouting and thecommunity

1 hr Essentials of Scouting

Philosophy of Scouting(include revision onfundamentals of Scouting)

3 hr

WOSM & the APR

• World strategyfor Scouting

1 hr WOSM & the APR

• Management of human resources

5 hrsWorld Scouting(I)

Adult resources and AISpolicy

1 hr

World Scouting(II)

Implementing the AISpolicy

2 hrs

Vision and mission of the NSO

1 hr Structure of training inthe NSO

1 hr

Role of the NSO 1 hr Understanding strategicplanning in the NSO

1 hr

Fund raising 1 hr Current issues in theNSO

• What you canoffer the NSO

• Identifyingproblems

• Group problemsolving

• Presentation

4 hrs

Financial management 3 hrs

ScoutingKnowledge

Policy of NSO Policy andadministration of NSO

Logistics management 3 hrs

Total training hours: CALT (38 hours), CLT (41 hours)

Y P

S ?



27

• Brief description

of different

training methodand technique:

Advantages and

Disadvantages.

1 1/2

• Scout method –

Learning by doing.

• Effective of Base

Method.

• Effective use of the peer-Learning

Method.

Training method

and Technique

Policy

Organisation and

Rules ( P.O.R )

• Purpose of POR 1 1/2

• Warrant and

structure.

• Uniform for all

section.

• Adult / leaders.

• Discipline.

Adult in Scouting • What is AIS. 1 1/2

• Why adult in

scouting.

• Appointment.

• Re-appointment.

• Re-assignment

• Retirement.

• Resignation.

2) LEADERSHIP Strategic Plans History of NSO. 1 1/2 Risk Assessment. Hazardidentification.

Scouting beforeWorld War II.

Risk assessment.

Scouting afterWorld War II.

Risk Controloptions and

decision. Scouting today: Effective

supervision.

V ision andMission.

S cout Strategicplan for thefuture.

Role and functionof unit leader

• Situationalleadership:

1 1/2 Team BuildingGames.

• G roup Dynamics.

• W o rking in asmall group

Directing. ProgrammePlanning

• W eeklyprogrammed and

annual programme. Coaching. • S teps in planning.

Supporting. Delegating.

Time Management • P ersonaldiscipline.

• Facilitator of boyslearning

1 1/2 • S cheduling.

• Change Agent : • O rganisingactivity.

Teach valuesystem.

• D ocumentationand proper records.

Develop boyleadership.

• P lan your work.• W o rk your plan.

Empowermentof young people

to develop andlead.

• M aintainprocedures.

M

?

S ?



28

Programme

Planning

• What and why of

programme

planning?

1 1/2

• Three bases of

programme

planning.

Enjoyable activity.

Outdoor activity.

Provision for

achievement.

• Important pointersfor programme

planning.

• Planning yourunit’s Annual

Programme of

Activities.

Risk Assessment

and Managementsystem

• Hazard

identification.

1 1/2

• Risk Assessment.

• Risk Control

options and decision.

• Implementation of

control measures.

• Effectivesupervision.

• Check list.

Teaching of

Games

• The art of story

telling.

1 1/2

Why story telling?

Different kinds of

stories.

• The teaching of games.

Why are games

important inscouting?

Different kinds of games used in

scouting.

Games leadership.

Unit

Administration

• Unit Register 1 1/2

• Personal data.

• Attendance.

• Annual

registration.

o Unit

Financial

Records.

Saving / current

account.

Records of income

and expenditure.

Petty cash.

Annual statements

of accounts.

Invoices and

receipts.

Stock

books.

Files and

circulars.

Correspondences and

meetings.

Unit

Financial

Records.



29

3) SCOUT

CRAFT

Unit Meeting

(Theory and

Practical)

• Unit Meeting I

(Theory)

4 hrs

What is unit

meeting?

What are the

ingredients of agood unit meeting?

Different scout

ceremonies.

• U nit Meeting II(Practical)

How to construct a

flagstaff.

How to fold and

break a flag.

How to form the

horse shoe for

assembly.

How to use hand

signals for

assembly an dceremony.

How to use basic

foot drill

commands t ocontrol the

ceremony.

Camp craft skills • Camping in

general.

3 hrs Advance Camp

craft Skill• C amping in

general.

• About tents. • D ifferent kind of

tent.

• Pitching a tent. • P itching a tent.

• Striking a tent. • S triking a tent.

• C amping standard.

Pioneering Skills • Knots a n d

lashings.

3 hrs Advance

Pioneering Skills• K nots and

Lashing.

• Reef knot. • B owl – line.• Clove Hitch. • W h ippings.

• Guy line Hitch. • S quare Lashing.

• Sheet Bent. • D iagonal Lashing.

• S heer Lashing.Orienteering

Skills

• What is

orienteering

3 hrs Advance

Orienteering Skills

• H ow to set a map.

• What is compass. • H ow to read gridline.

• Different parts of

compass.

• H ow to interpret a

map.

• How to usecompass.

• H ow to write logbook.

Camp Fire Leader

Skills

• An introduction to

scout camp fire.

4 hrs Advance Camp

Fire Leader Skills

• D emonstration of a

scout camp fire.

• Demonstration of ascout camp fire.

• Running and

preparation of a

scout camp fire.

• First hand

experience through

participation.

• O rganising a camp

fire.

Reflection • What is reflection? 2 hrs Evaluating Unit

Activities

• W WW Approach.

• What went well ? • R eceiving anobtaining feed

back,

• What went wrong?

• Follow up actions.

• WWW Approach.

• Using W WW

Approach in patrol

in c ounci l and

patrol leaders’

council.

S

?

?

?

?

?

?

?

?

?

?

?

S

S



30

Developing Training Modules

Flowchart

ORIENTATION (4 hours)

BASIC COURSE

Modular system and hands on at camp

ADVANCED COURSE

Modular system and hands on at camp

ON-THE-JOB TRAINING

(6 months)

AWARD OF WOODBADGE

GROUP 4

FUNCTION: ___________Unit Leader Training

__________________________________________

1st

Stage 2nd StageCompetency


Law & Promise 0.5

Mission Statement 0.5

History 1

Organization Structure 1

P.O.R. 2

Role of Unit Leader 2

APR/WOSM 1

Ceremony 2

Patriotic 0.5

Scouting RegistrationSystem

1

AIS Policy 1

Scouting

Fundamental

Module 1

Scouting

Knowledge

Management of Group 1

Group Meeting 1

Risk Management 2

Financial Component 1

Inventory of Stocks 0.5

Filing System 1

Public Relation 2

Management Module 2

Management



31

Camp fire leader

Pioneering

Game & Song

Knotting/Lashing

Camping

Hiking & Expedition

Scout-craft

Cooking

Observation

Orienteering & Map

Reading

Estimation

Astronomy

Jungle Tracking

Modules 3

Scouting Skills

Presentation Skills

Youth Program 2

Badge System 1

Advancement Scheme 1

Patrol System 2

Planning 2

Age Section 1

Methodology Modules 4

Scout Method

Values 1

Health Care 2

Environment Protection 2

Community Service 3

Adolescent 1

Children’s Right 1

Social

Responsibility

Modules 5

Youth

Development

Bandaging 1

Fracture 1

CPR 2

Medical Module Modules 6

First Aid

Life Saving 2Treatment of wounds,

burns, diseases, bites, foodpoison, etc.

2

Stretcher 1

Em ergency Information 0.5

Medicine 0.5

Computer Skills 3

E-Mail & Internet 1

Web-page Design 4

Data Base 4

ICT Module Modules 7

ICT

Cub Scouting 4

Boy Scouting 4

Venture Scouting 4

Rover Scouting 4

Special Topic

Module

Modules 8

Scouting Program

Remarks: You should read the “Scouting for Boys” and “Scout Handbook” before finishing the 1st stage.



32

Unit Leaders

First Stage (compulsory) 3-months

Module 2 can be skipped with outside agency’s certificate)

Module 1

Scouting

Fundamental

Module 2

Management

Second Stage (compulsory with credit transfer) 6-months

Module 5, 6 and 7 can be skipped with outside agency’s certificate)

Module 3

ScoutingSkills

Module 4

ScoutingMethod

Module 5

YouthDevelop-

ment

Module 6

First Aid

Module 7

ICT

Module 8

ScoutingProgram

Compulsory reading:

Scouting for Boys and Scout Handbook

After complete the modules,

Interview with District Commissioner (1 month)

Evaluation/assessment

Issue of Warrants1 month

Wood badge1 month

NB: This is only for one section unit, if one unit leader is transferred to different unit, he/she only

take particular section and one more additional modules and be interviewed by respective DC.

The flow chart of unit leader training program,

6-gear Scout Association



33

Patriotic Know the country National anthem and Flag

Leaders of the NationPast and present leaders

Tradition and proud of the countryScout Songs

Scouting Registration

System

Ideals of Registration

How to register through computer Deadline

Fees

AIS Policy Concept and its application of AIS

Training opportunity and supportAdults Responsibilities

Module 1Scouting Knowledge

Subject Content

Law & Promise Meaning of the scout law & promise

Mission of Scouting WOSM mission statementOur mission

History B-P’s LifeHistory of National ScoutingWorld ScoutingAPR Scouting Movement

Organization Structure Unit StructureDistrict/Province/National StructureCommitteesWorld and APR Structure

P.O.R. Explain the POR

Badges & UniformMembershipWarrantAwards

Role of Unit Leader Function of a unit leadersResponsibilitiesGroup CommitteeCourt of HonourPatrol Council

APR/WOSM APR ScoutingWOSM and World Events

Ceremony Flag CeremonyOpening and Closing FunctionReceiving awardsScouts’ ownDisplay and preparationVIP reception



34

Module 2

Management

Subject Content

Management of Group Group Organization

Committee meeting

Calendar Planning

Program Planning

Group Meeting How to run the meeting

How to design the activities

Agenda and minutes

Decision-Making

Risk Management Fire fighting

Safe Scouting Environment

Water safety

Insurance procedureChildren’s right

Financial Component Accounting

BudgetingBanking

Fund-raising

Inventory of Stocks Stock proceeding

Record and Book KeepingWarehouse

Scout room

Equipment

Filing System Filing Methods

Importance of Filing

Record Keeping & Computer Data base

Public Relation Media

News Conference

Inter-personal Relationship

Communication



35

Modules 3

Scouting Skills

Subject Content

Camp fire leader Camp fire Building

Camp fire Procedure

Camp fire songs

History of camp fire

Pioneering Lashing

Monkey Bridge

Tower

Rope and its care

Game & Song Different types of games

How to lead different types of games

Safety method of games

How to lead a Scouting songAction songs

Education Objective

Knotting/Lashing All the knots: Square Knot, Reef Knot, Sheet bend, Figure-8

Knot, Fireman chair knot, Square Lashing,

Rope care

Camping Procedure of fixing the campHow to choose the camp site

Camping Equipment

Different types of tents

Camping program

Camping Rules

Improvides Camp

Wilderness Survivor

Simple Gages

Break Camp

Packing

Preparation for different weather conditions



36

Modules 4

Scout Method

Subject Content

Youth Program WOSM Youth Program PolicyGovernment Youth Program PolicyDevelopment, Implementation, delivery, and evaluation of

youth program

Badge System How it works

Different types of badges according to the unit

Uniform

How to use the badge system to achieve scouting goal

Records

Rules of badgesMerit badges

Advancement Scheme Different advancement scheme according to unitHow it works

How to achieve scouting goal through advancement scheme

Records

Patrol System The definition of patrol system

Function and responsibilitiesTeamwork

Symbolic framework of patrol systemPatrol spirits

The Lines of a patrol

Planning Planning Skills

Different types of planningHow to design a Training Program

Age Section Definition of Age Section

Peer groupCharacteristic of different age sections

Age Sections of various section

Programme PolicyProgramme Policy

Youth Programme

programme

S

P S



37

Modules 5

Youth Development

Subject Content

Values Universal Values

Scouting Values

Community Values

Evaluation of Values

Religious Values

Health Care Personal Health Cares

Public Health Cares

Respect your body

Personal Hygiene

Exercise

Drugs

EnvironmentProtection

Different types of pollution and its causesRecycling

Solar Energy

Conservation

Community Service Different types of communities service projects

Know your communities

Government program for youth

Adolescent Characteristic of adolescent

Co-education

Peer group

Needs and aspiration of young people

Children’s Right What is Children’s right

Implication of Children’s right in scouting activities

Child abuses

S



38

Modules 6

First Aid

Subject Content

Bandaging Different types of bandaging

Bleeding and its treatment

Parts of the body

Fracture Different types of fractureTreatment of fracture

CPR Definition of CPR

When and how to use CPR

Situation analysis and treatment

Procedures

Practical training

Life Saving Life saving SkillsBasic Life saving

Water Rescue

Safety on swimming

Accidents

Use of Life saving jacket

Treatment of wounds,

burns, diseases, bites,

food poison, etc.

First Aid Kit

Different types of wounds and its treatment

Procedure, action to be taken, and follow up Report

Stretcher Different types of stretchers

How to make a simple stretcher

Emergency

Information

Police, Fire Department

Civil DefenceSearch and Rescue

Ambulance

Traffic ControlRed CrossHospital



39

Modules 7ICT

Subject Content

Computer Skills Basic usage of computers

Hard and soft wares

E-Mail & Internet How to use e-mail and internet

Web-page Design How to design a simple web page using different types of

software package

Data Base Update records

Use and application of data base package

Using data base to manage the unit scout record

Modules 8

Scouting Program

Subject Content

Cub Scouting History of Cub Scouting

Cub Scout Advancement Scheme

“The Jungle Book”

Cub Scout Campout

Commissioner Award

Boy Scouting History of Boy Scouting

Boy Scout Advancement Scheme

“Scouting for Boys”

Chief Scout Award

Venture Scouting History of Venture Scouting

Venture Scout Advancement Scheme

The Award System, King Scout Award

Rover Scouting History of Rover Scouting

Rover Scout Advancement Scheme

“Rovering to Success”

Programme



40

PioneeringSpecialist

Outbound

raining

Specialist

Knots andLashing

Specialist

CampfireLeaders

Specialist

irst Aidpecialist

InternationalUnderstanding

Specialist

utdoor

ames

pecialist

Camping

Specialist

Patrol

Leader

Specialist

ICTSpecialist

isk anagement

pecialist

ScoutingSongs

Specialist

Additional Modules



41

HRD

CURRENT/FUTUREISSUES and CHALLENGES in



42

The New Paradigm Business(Robert D Harris, 1993)

“The most visible difference between the corporation of

the future and its present-day counterpart will not be the

product they make or the equipment they use …

but

Who will be working,

How they will be working,

Why they will be working

and

What work will mean to them”

Employees of the future (Free Agents)• Known as Generation X [Net or Scho-boam Generation (people born between 1977-1997).

Grow up in digital age].

• Knowledge worker - information and media savvy.

• Multiple career. Don’t expect a lifetime career with a single employer.

• View themselves as contract worker; lending their services and expertise for a time.

• Take own responsibility for charting and preparing their own professional future.

• Engage in self-directed learning that is career specific.

• Strong advocates of life-long learning.

• Develops competencies to promote employability and career success based on knowledge

and network.

• Portfolio of assets - a collection of skills that makes them value-added contributors.

•

Expect employers to offer them opportunity for growth through learning and application of that learning.

• Use spare time to learn.

• Seek to learn wherever and from whoever they can. Little patience with planned learning

experiences that don’t match their desired format, timing and location.

• Regards constant and turbulent change as normal - more attuned to the need for

adjustments.

• Usually not interested in ladder climbing - don’t bother so much about organisational rank,

age or tenure.



43

Challenges for HRD

• Planning greater emphasis on learning to build expertise, specialist knowledge – provide opportunity to learn new skills

• Allowing employees reinvent themselves within organisations as they acquire

new useful skills

• Allowing flexibility in design and delivery of learning

• Creating system to track learning, audit learning and support transfer of learning

• Reviewing appraisal system that include learning - reward learning

• Facilitating learning and reflection

• Using technology-based instruction and instructional design

• Focussing on employability and opportunity for growth

• Co-ordinating individual and organisational learning (complementary)

• Managing and sharing of knowledge

• Removing barriers to learning and applying learning

• Linking learning to longer-term career goals

• Developing and maintaining networks

• Exploring new learning technologies / opportunities

Essential

Components

of

HRD

Integrating and improving

performance of other people

Working with and

thru’ other people

Facilitating

development,

change and

learning



44

New employer-employee contract

“You are responsible for your own career…

Employer provides the experience and

training to keep you marketable and

employable but

NOT

necessarily a job forever”

Walter Kiechel II

Fortune, 4 April 1994

Revolution in

Education

“The real illiterate of the 21st Century

won’t be he or she who can’t read or

write, but he or she who cannot learn,

unlearn and relearn”

Alvin Toffler, 2000



45

New Economy

Innovation ~ Creativity

Life-long Learning

Process-skill

Empowerment

Team-player

Outsourcing

Double-loop learning

Multi-focus thinkingStrategic alliances

Electronic networking

Managing Diversity

How to

manage changes

•Information

Technology

•Advanced

telecommunication

•Increased

competition

•Removal of trade

barriers

•Restructuring / Re-engineering

•Mergers &

Acquisitions

What’s

happening

Knowledge-based

Economy

•One-person org.(entrepreneur)

•project based

•knowledge-worker

(computer & media literate)

•Multiple career

•teleworking

•flexible organisational

structure

•Globalisation - single

market / borderless world•E - “Everything”

•Service economy

•Life-long learner -

employability

•Facilitator

Old Thinking Concept New Thinking Concept

Order out of stability / certainty Order out of Chaos / ambiguities

Status-quo Change

Human Resource Human Capital

Job description Person description

Career development Job planning

Mentoring Reverse mentoring

Single-loop Double-loop

Training Learning

Trainer Facilitator

Manager Coach

Leader Follower-leader

Control Trust

Authority Autonomy / Empowerment

Judgemental focus Developmental focus

Single appraisal Multiple appraisal (360 system)

Permanent staff Free agent (outsource)

Brick and Mortar (tangible asset) Atom and Air (intangible asset)

STRUCTURE NetworkingPHYSICAL TEAM Virtual team

Elephant organisation Fleas organisation

Life long employment (single career) Employability (multiple career)

Retain Bosses Fire Bosses

Fire customer (make life intolerable to

employee)

Seek customer (cost-benefit

perspective



46

DIRECTORY

ARTiCiPANTSPSTAFF

and



47

PARTICIPANTS DIRECTORY

SL

No

Name Position/NSO Address/Contact

No./Email

1 Dr. Mirza Ali Haider National Training

CommissionerBangladesh Scouts

70/1 Purana Paltan LineInner Circular Road, Kakrail

Dhaka 1000 BangladeshTel No.:+880 2 933 7714

FaxNo.:+880 2 934 226Mobile Phone:+880

171520665

Email: [email protected]

[email protected]

2 Mr. Matassim Bin

Haji Duraman

Chief Executive

Commissioner

Persekutuan Pengakap

Negara BruneiDarussalam

No. 55 SPG 1253 KG Batu,

Jln. Limau Manis Ampar,

Brunei Darussalam

Tel No.: +673 2 683 245

Mobile Phone: +67 883 2456

3. Hj Noordin Hj Kasah HQ Commissioner

PPNBD

Persekutuan Pengakap NBDIbu Pejabat Pengakap

P.O. Box 222, Bandar Seri

Begawan Brunei Darussalam

Tel No.: +673 266 1166

Mobile Phone: +673 8721607

4. PG Mahdi PG Hj

Mohd Salleh

HQ Commissioner

PPNBD

Lot 18373 Spg 25, Jln HajiHalus, Kg Bunut, Brunei

Darussalam

Tel No.: +673 2

380704/380714


0807Email: [email protected]

5. Hj Abu Bakar Bin Hj

Othman

District Commissioner

Belait, PPNBD

SPG 455-14 Kecil

No. 10, Jln Keil Lumut

Tel No.:+673 2 326 6667Mobile Phone:+673 880

5186

6. Hajah Sharifah Noor BteSyed Ibrahim

HQ CommissionerPPNBD

Ibu Pejabat Pengakap,

GadongBrunei Darussalam

Tel No.:+673 2 651956Fax No.:+673 2 652272

Mobile Phone:+67 872

1300

7. Abdul Manan Bin Hj

Abdul Latip

HQ CommissionerB2 Block B. Wisma PuriFlat

SPG 540, Jln Tutong

Brunei DarussalamTel No.: + 673 2 653126


8. Hj. Mohammed Bin Hj

Ali

District Commissioner,

PPDT

Tutong, PPNBD

51 KG Tumpuan Telisan,

Tutong, Brunei

DarussalamMobile Phone: +673 894

606

PPNBD

/



48

9. Burhanuddin Bin Hj Md

Daud

Penolong PesuruhjayaPengakap (Rancangan

Kegiatan dan Latihan)

Persatuan Pengakap

Daerah Tutong/PPNBD

No. 268 KampongPanchopapan

Tutong TA1941

Brunei Darussalam


10. Abdul Sidik BinMohamed Salleh

Scout LeaderPPNBD

H19/15 100 Lorong 3

Seria BelaitSimpang, Brunei

DarussalamTel No.:+673 2 226822

11. Effaraihan Bte Hj Salam Scout Leader

Tutong, PPNBD

Ibu Pejabat PengakapDaerah Tutong, Brunei

Darussalam


5394

12. Husin bin Budin @

Brudin

PPNBD125 SPG 342-22KG Sturj. STKRJ Tungku

Gadong, Brunei

DarussalamMobile Phone+673 880

0397

13. Hj Mohd Yussof Bin

Mohd Salleh

Deputy Secretary

General

PPNBD

Persekutuan PengakapNBD

Ibu Penjabat Pengakap

P.O. Box 222, Bandar

Seri Begawan BruneiDarussalam

Tel No.: +673 2 337174


14. Haji Othman Durani Pesuruhjaya IbuPejabatPPNBD

1521 Sulapsehia, SPG 1523Kpg Telisai, Tutong, TC 1145Tel No.: +673 2 424 4336Mobile Phone: +673 863 2610

15. Hj Md Salleh Bin Hj

Ahmad bin

Asst. District

Commissioner

PPNBD

No. 2 SPG 120-48-70-17 STKEJ

Mumong Kuala Belait

KA 1731 Breunei DarussalamTel No:+673 2 334 1687

Mobile Phone:+673 8620 414

16. Effayane Binti HajiSalam

Scout LeaderTutong, PPNBD

Ibupejabat Pengakap Daerah

TutongBrunei DarussalamMobile Phone:+673 886 8563Email: [email protected]

17. Hj. Suhaibon bin Hj

Othman

Pesuruhjaya Ibu

Pejabat Bhg

KeagamaanPPNBD

P.O. Box 184, Gadong6, Jalan Padang Baru

KG Penanjong Tutong

Brunei, DarussalamTel No:+673 2 2225227

(Pejabat)Fax No.:+673 2 2225226

Mobile Phone:+673 873 3453Email:

[email protected]

Asst. Dist. Commisioner(Planning Training),Tutong, Tutong/PPNBD

/

HQ Commissioner,

,

HQ CommissionerReligion, PPNBD



49

18. PG Matahir bin PG

Luba

District Commissioner

Brunei Muara

No. 13 Jin 88 SPG 7-23

Perumahan Lambak Kanan

Brunei Darussalam

Tel No.:+673 2 390278



19. Captain Hj NarawiBin Hj Omar Ali

Elite ScoutCommissioner

BSB/PPNBD

No C3 Jalan Pengiran Di-gadong

Berarakas kemBerakas Garrison, Brunei

Darussalam

Tel No:+673 2 394 776


20. Harani Bte HasaScout LeaderPPNBD

Ibu Pejabat Pengakap DaerahTutong, Brunei Darussalam


21.

Samsudin Bin Hj

Ahmad

PPNBD No. 5 Jln 16 SPG 63

Perpindahan Lambak

Kanan, N.B.D.

22 Junaidi Hj Hussin HQ CommissionerPPNBD

F 12: 1 Flat PerumahanKerajaan, Beribi BE 1118

Brunei Darussalam

23. Hj Domeng bin Hj

Abd Wahab

Facilitator

National HQ

Commissioner

(Research & Archive)


Negara Brunei

Darussalam

P.O. Box 1554

BSB BS 8673, Brunei

Darussalam

Tel No.: +673 2 392021

Fax No.:+673 2 391676


24. Mr. Chang Wen-

Shing

Scout Executive

The General

Association of theScouts of China

9 Lane 23, Sec. 1 Chien-kuo N.

Road

Taipei, Taiwan Repu. of China

Tel No.:+886 2 274 01336Fax No.:+886 2 2773 6525


25. Mr. Chang Jui-

Song

National Training

SecretaryThe General

Association of the

Scouts of China

9 Lane 23, Sec. 1 Chien-kuo N.

Road

Taipei, Taiwan Repu. of ChinaTel No.:+886 2 274 01336

Fax No.:+886 2 2773 6525

Email:

[email protected]

26. Mr. Li Yung-Chan Leader Trainer

The General

Association of the

Scouts of China

123 Sing-hing St. Tam-shui

TownTPC, Taiwan Rep. of China

Tel No.: +886 2 2620 3646

Fax NO.:+886 2 2629 4443


PPNBD

,

PPNBD

HQ Commissioner-(Research & Archive)PPNBD

,

,



50

29. Mr. KonosukeKobayashi

Director, EducationalDept.

Scout Association of

Japan

4-11-10 Osawa, Mitaka-shi,

Tokyo 181-0015, JAPANTel No.:+422 31 5168

Fax No.:+422 31 5162

Email:

[email protected]

30. Ms. So Yeon Min Professional HQ

Staff Korea Scout

Association

Yeouido-Dong 18-3, Seoul,

Korea

Tel No.:+82 2 6335 2034

Fax No.:+82 2 6335 2020


31. Mr. Haji Sidek bin

Haji Mohd Ali Green

Asst. State

Commissioner

W.P. Labuan,


Malaysia

49 Taman Sehat

Kerupang 3, 87009 W.P.

Labuan, Malaysia

Tel No.:+60 13 854 5163

32. Mr. Han Siew KwongAsst. StateCommissioner

W.P.

Labuan/Persekutuan

Pengakap Malaysia

P.O. Box 1408700 W.P. Labuan, Malaysia

Tel No.:+60 87 431787

33. Mr. Alfhian Jeffri Chin Adult Leader


Malaysia

Lot 6 Tama Jasa, 87008

Labuan

Malaysia

Tel. No.:+60 19 8713131Email: [email protected]

34. Mr. Kalaimani A/L

Supramaniam

National Rover Scout

Leader

Persekutuan PengakapMalaysia

5 Belakang Hospital

09300 Kuala Ketil, Kedah,

Malaysia

Tel. No.:+604 416 3439Fax No.:+604 4160 559


4785


35. Mr. Haji Ibrahim bin

Haji Ismail

State Commissioner

W.P.

Labuan/Persekutuan

Pengakap Malaysia

c/o Peti Surat 107

8700 W.P. Labuan,

MALAYSIA

Tel No. :+60 87 412695

Fax No. :+60 87 412184

36. Mr. Bhakta

Rajbhandari

National Training

Commissioner

Nepal Scouts

Bhaktapur 15, Mibachen,NEPAL

Tel No.:+977 1 661 1211

Fax No.:+977 1 661 1143

Email:

[email protected]

W.P. Labuan, PersekutuanPengakap Malaysia

Rover Scout

Leader,

Scout Leader,

W.P. Labuan, PersekutuanPengakap Malaysia

,



51

37. Mr. Lee Yue HungJohn

Asst. Leader TrainerSingapore Scout

Association

37 Jalan Limau Nipis

Singapore 468290Tel No.:+65 6241 0424


38. Mr. Han Song Guang MemberSingapore Training

Team

Block 921 Tampines St. 91

#104-201 Singapore 520921Tel. No.:+65 678 21419


39. Mr. M. Supramaniam District

Commissioner &

Asst. Leader TrainerSingapore Scout

Association

Block 734 Yishun Ave. 5

03-420, Singapore 760734

Tel No.:+65 6758 7337

Fax NO.:+65 6731 9814Email:[email protected]

40. Mr. Sayun Santad National

Commissioner

National Scout

Organization of

Thailand

Vajiravudh House, NationalStadium

Rama 1 Street, Bangkok 10330

THAILAND

Tel No.:+66 2 219 2731

Fax No.:+66 2 219 2108

41. Mr. Amnach

Vetayaprasit

Member, Training

Team

National ScoutOrganization of

Thailand

Vajiravudh House, National

Stadium

Rama 1 Street, Bangkok 10330

THAILANDTel. No.:+66 2 215 3539

Mobile Phone:+66 1 82 60496

42. Mr. Saleh

Mohammad Saleh

Saudi Arabia Scout

Association

P.O. Box 5671, MadinahTel. No.:+966 553 03429


43. Mr. Abdullah Safar

Al-Ghamdi

Saudi Arabia Scout

Association

Saudi Arabia, NajranTel. No.:+966 557 25725

Fax No.:+966 752 21546


44. Mr. Yousef Saleh Al-

Haggas

Saudi Arabia Scout

Association

Saudi Arabia

Tel No.:+966 364 3619

Fax NO.:+966 365 1509


45. Dr. Hamad A.H. Al-Yahya

Adult ResourcesCommissioner

Saudi Arabia Scout

Association

P.O. Box 12, Riyadh 11342

Tel No.:+966 552 59466Email:

[email protected]

46. Mr. Mohammed

Abdullah Al-Natheer

Saudi Arabia Scout

Association

P.O. 20779, Riyadh 11465

Saudia Arabia

Tel No.:+966 552 39636

Email:[email protected]

,

,

,

,

,



52

Observers:

1 Hjh Hadijah Hj Abd Harith PPNBD A9 ‘c’ Jlln Kg. Perpindahan

Lambak Kanan, BC 2915,

N.B.D.

Tel No.:+673 861 7049

2. Masrura Hj Moksin PPNBD No. 9-499 KG Batu Apoi

Temburong, PC 1151

N.B.D.Tel No.:+673 863 2747

3. Md. Firdausin Bin Hj AngMatusin

PPNBD No. 2 Spg 897 Kg SerdangMukin Kota Balu

Tel No.:+673 880 9742

4. Kamarulsalihen bin Hj

Zain

PPNBD HP:+673 885 1710

5. Eddy nor Zahsin bin

Jumat

PPNBD No. 140 Jalan Ban 6, Kg

Mulant, N.B.D.

HP:+673 889 7605

Tel No.:+673 2 266 2804



53

SL

No

Name Position/NSO Address/Contact No./Email

1 Abdullah Rasheed

Workshop Advisor

Regional Director

World Scout bureau/Asia

Pacific Region

4F ODC Int’l. Plaza Building

219 Salcedo Street, Legaspi

VillageMakati City, PHILIPPINESTel No.: +63 2 8180984/ 817

1675

Fax No.: +63 2 819 0093Mobile Phone: +63 917 896

8556


2 Mr Hj Zainal

Abidin binPenghulu Hj

IbrahimWorkshop Advisor

Chief Commissioner

Persekutuan PengakapNegara Brunei

Darussalam

Tingkat 4, Bangunan Ibu

Pejabat PPNBD Kompleks

Pengakap, Jalan Gadong BE4119

Brunei DarussalamTel No.:+673 2 425312

Fax No.:+673 2 420822


3. Dr Effendy bin

Rajab

Resource Speaker

Director

Adult Resources

World ScoutBureau/Geneva

P.O. Box 241

CH 1211 Geneva 4,

SWITZERLAND

Tel No.: +4122 705 1080Fax No.: +4122 705 1020

Mobile Phone:+41

65967790512

Email:

[email protected]

STAFF DIRECTORY

4. S. PrassannaShrivastavaResource Speaker &

Coordinator forProgramme

DirectorAdministration andResources

DevelopmentWorld ScoutBureau/Asia PacificRegion

4F ODC Int’l. Plaza Building219 Salcedo Street, LegaspiVillageMakati City, PHILIPPINES

Tel No.: +63 2 8180984/ 8171675Fax No.: +63 2 819 0093Mobile Phone: +63 917 5187110


5. Hj Zainuddin HjJaafar

Coordinator,Administration

Secretary GeneralPersekutuan Pengakap


No. 11 SPG 41-21 Jln KecilMasinKG Masin, Brunei BH2723

Tel No.: +673 2 680 164Mobile Phone: +673 884 4494

6. Dr. Evelina M.VicencioResource Speaker

Leader Trainer, BoyScouts of thePhilippines & Coordinator, APR Tools

and Development TaskForce

37 Aguinaldo St., U.P. Campus

1101 Diliman, Quezon CityPhilippines

Tel/Fax: +632 928 5423


B



54

7. Nur Aini

Mohammad

Resource Speaker

Leader Trainer and

Training Secretary

Singapore Scout

Association

1 Bishan Street 12Singapore 821171

Tel No.: +65 62592858

Fax No.:+65 62592118



8. Hj Ismail bin Dato

Paduka Haji AbdulHapidz

Workshop Director

Deputy Chief Executive

Comimision cumInternational

Commissioner


Negara Brunei

Darussalam

No. 367, Kampung Mulaut

Simpang 143, Jalan Lubuk,

Sigurun Km 6 Jalan MulautTel No.: +673 2 670440


5957

9. Hj Domeng bin Hj

Abd WahabFacilitator

National HQ

Commissioner(Research & Archive)



P.O. Box 1554

BSB BS 8673, Brunei

DarussalamTel No.: +673 2 392021

Fax No.:+673 2 391676


10. Hj Badar bin Hj Ali

Facilitator

Deputy Chief National

Commissioner



Persekutuan PengakapNegara Brunei Darussalam

National Headquarters

4/F PPNBD Building, Jalan,

GadongBrunei Darussalam

Tel No.: +673 2 672110/872

4494

Fax No.: +673 2 244 9050

Mobile Phone: 872 4496

11. Zainudin bin IshakFacilitator

Asst. Estate ManagerPersekutuan PengakapNegara BruneiDarussalam

P.O. Box 535 MPC BerakasBB 3577Brunei DarussalamTel No.: +673 2 455 550Fax No.:+673 2 455 550Mobile Phone: +6738861249


12. Hj Awg Hassan binHj Abd HamidFacilitator

Persekutuan PengakapBrunei DarussalamNational Training TeamSecretary

No. 24 SPG 525 Kg. MasinBH 2723, Brunei DarussalamTel No.: +673 2 681 304Fax No.:+673 2 391 676Mobile Phone: +67 874 2304

13. Hj Ismail bin DatoPaduka Haji AbdulHapidzFacilitator

Deputy Chief ExecutiveComimision cumInternationalCommissionerPersekutuan Pengakap


No. 367, Kampung MulautSimpang 143, Jalan Lubuk,Sigurun Km 6 Jalan MulautTel No.: +673 2 670440Mobile Phone: +673 8725957

,



55

14. Saifulrijal Hj MdHussain

Quartermaster

National HQCommissioner



P.O. Box 461, MPC Airport

Lama BB3577Brunei Darussalam

Fax No.:+673 2 420822



15. Lilian R de Luna

Secretariat In-Charge

Executive Secretary cum

LibrarianWorld Scout bureau/Asia

Pacific Region

4F ODC Int’l. PlazaBuilding

219 Salcedo Street,Legaspi Village

Makati City, PHILIPPINES

Tel No.: +63 2 8180984/817 1675

Fax No.: +63 2 819 0093Mobile Phone: +63 917

896 8556Email:

[email protected]

16. Mohd. Jayah bin HajiDollah

Asst. DistrictCommissioner

Kuala Belait/PPNBD

TSW/411Brunei Shell Petroleum Co.

San BHD, Seria KB3534

Kuala Belait, Brunei

Darussalam

Tel No.:+673 3 3375185

Fax No.:+673 3 3374647


17. Abdul Manan Hj Abd.

LatipComputer Operator

National HQ

Commissioner(Arts and Culture)


Negara Brunei

Darussalam

B2 Block 13, Wisma Puri

ApartmentSPG 540, Jalan Tutong,

Brunei Darussalam

Tel No.: +673 2 653126

Fax No.:+673 2 380192


2233Email:

[email protected]

18. Hajah Mergawati HjAbd. Manaf

Documentalist

Adult LeaderPersekutuan Pengakap

Negara Brunei

Darussalam

No. 45, Kg. Kiarong, JlnDato Ratna

BE 1318, Brunei Darussalam

Tel No.:+673 2 420342 (H)

Fax No.:+673 2 452152 (O)Mobile Phone: +673 826

9833


19. Hajah Norliza btDato Seri Setia Hj

Mahalle

Computer Operator

Adult LeaderPersekutuan Pengakap

Negara Brunei

Darussalam

DJ-A Dataran Jangsak Spg872

KG Jangsak, Jln Gadong BF

2720

Negara Brunei Darussalam

Tel No. :+673 2663306

Fax No.:+673 2 661461



Scout

Scout



56

MOMENTSCAPTURED



57



World Scout Bureau Mondial du ScoutismeAsia-Pacific Regional OfficeBureau RÈgional Asie-Pacifique

P.O. Box 4050

training system devt 2003

Documents