UNIVERSITI SELANGOR

DOCTOR OF EDUCATION (Ed. D)

EDE 6413 STAFF DEVELOPMENT PROGRAMME
(COMPREHENSIVE EXAMINATIONS)
This examination aims at testing students understanding of the meanings, functions, roles and
procedure of staff development. The examinations cover the whole syllabus of EDE 6413 Staff
Development Programmes. It constitutes 30% of the course grade. Students are required to
answer all questions within the three sections. Each section constitutes 30% - 40%. Treat these
examinations as a summative evaluation for the purpose of giving grades.
SECTION A (40%)
Fill in the blanks with appropriate words, where each blank requires only one word. However,
compound words are allowed to stand as one word.
1.

Physical, Financial and Human are one the sources of the organization that always
referred to when discussing staff development.

2.

Staff development refers to the advancement of knowledge, skills and competence.

3.

Staff development involved several elements. Three of which are an

adult education, career development and training.

4.

The term pedagogy refers to the teaching of young children while andragogy refers to
the teaching of elderly people.

5.

The term of service of employees is commonly known as Staff-Development.

6.

When workers begin to feel bored, tired and confused due to long service without any inservice, refreshing activities several undesired elements will happen. Some of these are
productivity declines, high risks of accidents, and saturated minds.

7.

Staff developments are necessary to all organizations irrespective of ranks because

workers must be facilitated with new belief about work, new approaches to doing jobs

and an increase development about new technology as well as competition from

competitors.
8.

Staff development activities generally believed as developing such skills as cognitive

skill, affective skill and motor skill.

9.

The contents of staff development programmes could be clarified into three main
categories. These are In-House Workshop, Out of Organization Workshops and
Mediated Learning Packages. Of all these the In-House Workshop being the cheapest
in terms of cost and easy to organize.

10.

Staff Development Specialists often experienced difficulty in organizing staff

development programmes. These difficulties may be due to unwillingness of senior
executives to attend, difficulty in assessing organizations needs and infighting of lower
category staffs over limited places that the organization could offer.

11.

Organizations with heterogeneous disciplines create difficulty in deciding what

programme to choose and for whom.

12.

Staff development programme in the form of orienting staff members about the culture of
the organization, the taboos, rules and myth is called Dialogue Learning.

13.

Bertcher (1988) defines staff development as a process of proper design and proper
planning of human resources training to achieve the desired goal.

14.

Wood, et.al (1981) suggested five stages of staff development planning.

SECTION B (34%)
This is a multiple choice type of answer. A statement is given and related to the statement
there are four possible answers. However, only one is most relevant to the statement. You
are asked to identify the correct answer by encircling the number of the correct statement.
Example :
The capital of the state of Sabah is:

15.

16.

17.

1.

Sandakan

2.

Tawau

3.

Kota Kinabalu

4.

Lahad Datu

Staff development refers to the

competence.
1.

Enhancement

2.

Improvement

3.

Advancement

4.

Engagement

____________________ of knowledge, skills and

The main objective of staff development is to develop and create efficiency of the staff
1.

as a whole

2.

as a portion

3.

as a part

4.

as a fraction

One of the most important elements involved in the process of staff development is
________________ .
1.

Psychology

2.

Pedagogy

3.

Sociology

4.

Andragogy

18.

19.

20.

21.

22.

One important outcome of staff development is

1.

Social change

2.

Social chain

3.

Social environment

4.

Socialization

After heavy use machines need to be serviced to make them work well and as effective as
they are new. Likewise employees also need to be serviced because
1.

They are human beings just like machines

2.

They are human beings which require peoples attention

3.

They are rational people in organization

4.

They are human beings requiring motivation

Every organization requires some form of staff development programmes for staff
members because ..
1.

There are new approaches to doing jobs in the organization.

2.

There are new technologies that staff members need to know

3.

Productivity declines as people get bored and tired.

4.

All the above are true

Industrial psychologists contended that several aspects of developments are necessary in

people. These are :
1.

Mental, physical and development.

2.

Development, spiritual and physical.

3.

Physical, mental and spiritual

4.

Spiritual, physical and developmental

This is not the objective of staff development programme.

1.

to change the belief of existing staff about the vision, mission, objectives and
programmes of the organization.

2.

to change the belief of existing staff about work and how works are
effectively.

carried out

23.

24.

25.

26.

3.

to change the belief of existing staff about awards and strategy to win awards.

4.

to change the belief of exsiting staff about their competitors and customers.

Social change is defined as the alteration in patterns of

1.

culture, image and social behaviour.

2.

image, social behaviour and social structure

3.

social behaviour, social structure and culture

4.

social structure, social image and social structure

Social changes taking place in Terengganu since the last twenty years is mainly the
outcome of ...
1.

Diffusion

2.

Discovery

3.

Invention

4.

Population

There are at least five theories of social change taking place in any type of society. The
most relevant theory applied to education is .
1.

Evolutionary theory of social change

2.

Revolutionary theory of social change

3.

Cyclical theory of social change

4.

Conflict theory of social change

This is definitely not an example of in-house type of staff development

1.

an induction course for newly recruited staff members.

2.

a two-hours talk by a staff member after his successful trip to Europe .

3.

two-year masters degree programme at an over-sea university

4.

a short talk on one evening by a staff member voluntarily.

27.

28.

29.

30.

31.

When administrators design a staff development activity, a senior officer facilitates and
subordinates form the audience, the programme belongs to the category of
1.

Out of organization workshops

2.

In-house workshops

3.

Mediated Learning Packages

4.

Degree course for the upper echelon

The highest level of academic qualification beyond the Tertiary Level is .

1.

Doctor of Philosophy (Ph. D)

2.

Doctor of Philosophy (D. Phil)

3.

Doctorate

4.

Doctor of Education (Ed. D.)

The main orientation of the Doctor of Education (Ed. D.) degree are
1.

teaching and research

2.

research and work

3.

work and teaching

4.

teaching, research and work

As the requirement for the Doctor of Education (Ed. D.) is work, teaching and research
the Ed. D. is clarified as
1.

a professional doctoral degree

2.

a respected higher degree

3.

a tough American orientation degree

4.

a teaching oriented degree

Unisels approach in administering the Doctoral Education (Ed. D.) degree does not
include
1.

Formal lecture

2.

Seminar/workshop/colloquim

3.

Group study/group presentation

4.

Teleconferencing
6

PEJABAT PELAJARAN DAERAH

UNIT TEKNIKAL
A.

MAKLUMAT UMUM

A1

Tajuk

Kursus Pengajaran Lukisan Kejuruteraan (LK)

untuk Guru Sekolah Menengah Daerah .................

A2

Matlamat Kursus

Meningkatkan kreativiti guru LK dalam

mengendalikan pengajaran dan pembelajaran (p & p)
LK dan menambahkan penguasaan guru LK terhadap
Penggunaan Alatan LK.

A3

Permasalahan

Berdasarkan laporan hasil pemantauan oleh

Jemaah Nazir dan pihak pentadbir sekolah didapati
bahawa kebanyakan guru LK melaksanakan p & p
berpusatkan guru. Keadaan ini tidak dapat menarik
minat pelajar untuk mengikuti p & p LK dengan baik.
Selain

itu,

penguasaan

penyampaian

berkaitan

kemahiran kerja dalam kalangan guru juga dilaporkan

kurang baik sehingga ada antara guru yang gagal
memberikan

penjelasan

tentang

sesuatu

aspek

langkah kerja dengan betul kepada pelajar.

A4

Outcome

Pada akhir kursus, diharapkan sekurangkurangnya 80 peratus peserta akan dapat:

i.

mempelbagaikan kaedah p & p LK untuk

membolehkan

pelajar

dapat

mengambil

bahagian yang aktif dalam p & p dan

menjadikan mata pelajaran tersebut lebih
ii.

diminati pelajar,
meningkatkan penguasaan guru tentang aspek

iii.

langkah kerja LK,

menggunakan tatabahasa dengan lebih tepat,
khususnya dalam penyampaian langkah kerja,

iv.

dan
melaksanakan kursus dalaman tentang ilmu
yang diperoleh semasa berkursus kepada guru
di sekolah masing-masing.

B.

MAKLUMAT PENYERTAAN/KURSUS

B1

Peserta

Peserta kursus ini berjumlah 45 orang yang terdiri

daripada:
i.
ii.
iii.
iv.

seorang Pengerusi Panitia LK sekolah

seorang guru LK peringkat SPM
seorang guru Kemahiran Hidup peringkat PMR
Jumlah peserta ialah 45 orang, iaitu 3 orang
setiap sekolah (15 buah sekolah).

B2

Tempoh

3 hari, mulai Selasa hingga Khamis. Cadangan tarikh,

10 12 Julai 2012.

B3

Tempat

Pusat Sumber Pendidikan Negeri (PSPN),

. PSPN mempunyai kemudahan asrama untuk tempat
tinggal peserta dan merupakan tempat guru di negeri
Terengganu mengikut pelbagai kursus.

B4

Perbelanjaan :

RM 2000.00 (RM 50.00 bagi setiap peserta). Jumlah

tersebut adalah untuk bayaran makan minum peserta dalam
tempoh berkursus.

B5

Pengangkutan

Peserta menggunakan kenderaan sendiri dan

dibenarkan membuat tuntutan perbatuan. Sepanjang
mengikuti kursus, peserta tinggal di asrama PSPN.

B6

Sumber Kewangan
Peruntukan daripada Unit Latihan.

C.

KANDUNGAN KURSUS

Kursus ini dibahagikan kepada 7 sesi, seperti yang berikut:

Sesi 1

Kemahiran Pembinaan Langkah Kerja dan

Penggunaan Alatan
9

Sesi ini diharapkan dapat menambahkan pengetahuan dan

kefahaman guru tentang aspek pembinaan sesuatu kerja LK
dan penggunaan alatan LK. Melalui sesi ini juga, pelbagai
masalah yang dialami guru selama ini, khususnya tentang
langkah kerja sesuatu kerja dan penggunaan alatan LK
dapat diatasi.
Sesi 2

Kefahaman Langkah Kerja Pembinaan Item

Diharapkan segala kekeliruan guru tentang kefahaman dan
penggunaan alatan
dijelaskan

oleh

dalam Lukisan Kejuruteraan dapat

penceramah

agar

guru

lebih

yakin

mengendalikan p & p LK.

Sesi 3

Kreativiti dalam P & P Lukisan Kejuruteraan

Membantu guru menggunakan kreativiti masing-masing
untuk melaksanakan p & p dengan kaedah dan pendekatan
yang pelbagai, iaitu tidak dijalankan secara rutin.

Sesi 4

Perbengkelan tentang Aktiviti P & P Penulisan

Peserta dapat berbincang untuk menyediakan satu contoh
langkah p & p yang membolehkan pelajar mengambil
bahagian yang aktif dalam p & p LK. Peserta dibahagikan
kepada 9 kumpulan, iaitu 5 orang bagi satu kumpulan.

Sesi 5

Perbengkelan tentang Aktiviti P & P Pemahaman

10

Melalui

sesi

ini,

peserta

akan

berbincang

untuk

menyediakan satu contoh p & p aspek pemahaman dengan

mengaplikasikan ilmu pengetahuan yang disampaikan oleh
fasilitator. Peserta dibahagikan kepada 9 kumpulan, iaitu 5
orang bagi satu kumpulan.

Sesi 6

Pembentangan Hasil Perbengkelan

Wakil kumpulan (18 orang, iaitu 9 orang X 2 sesi) diminta
untuk membentangkan hasil perbengkelan, diikuti oleh sesi
soal jawab ringkas. Fasilitator memberikan ulasan tentang
kekuatan dan kelemahan perkara yang dibentangkan.

Sesi 7

Penilaian dan Pemurnian Hasil Perbengkelan

Hasil perbengkelan yang berupa contoh pengajaran yang
berkesan dimurnikan dan disediakan mengikut format yang
disetujui bersama oleh peserta. Bahan tersebut diserahkan
kepada pihak urus setia untuk dicetak dan kemudiannya
dihantar kepada semua peserta untuk dimanfaatkan di
sekolah.

Fasilitator

Kursus ini dijalankan oleh dua orang fasilitator, iaitu

i.
ii.

Tuan Haji Halim bin Dollah, Guru Cemerlang LK

En. Tekun bin Ismail, Guru Cemerlang LK.

11

Penilaian

Fasilitator mengedarkan borang soal selidik tentang

kepentingan

kursus

dan

keberkesanan

fasilitator

mengendalikan kursus.

PEJABAT JITU INTERPRISE

KUALA TERENGGANU
UNIT TEKNIKAL

KURSUS PENGAJARAN MATA PELAJARAN

LUKISAN KEJURUTERAAN UNTUK GURU SEKOLAH MENENGAH
DAERAH ...................................
12

TARIKH
10 12 JULAI 2012
TEMPAT
PUSAT SUMBER PELAJARAN NEGERI

PERASMIAN PENUTUPAN
OLEH
TN. HJ. KASSIM BIN BABA
PEGAWAI .........................
...............................................

OBJEKTIF KURSUS
Membantu guru LK agar lebih kreatif dalam mengendalikan
pengajaran dan pembelajaran dan menambahkan
penguasaan guru terhadap aspek penyampaian langkah kerja

PENGHARGAAN
Pengarah Pusat Sumber Pelajaran Negeri
Pegawai Pelajaran Daerah ..........................
Semua Pengetua Sekolah Daerah ..................
13

Hari 1 (10 Julai 2012)

2.30 4.30 ptg.

Daftar masuk

8.30 10.30 mlm.

Sesi 1 (Kemahiran Pembinaan Langkah Kerja dan

Penggunaan Alatan )

Hari 2 (11 Julai 2012)

8.30 10.30 pg.

Sesi 2 (Kefahaman Langkah Kerja Pembinaan Item)

10.30 11.00 pg.

Minum pagi

11.00 1.00 tgh.

Sesi 3 (Kreativiti dalam P & P Lukisan Kejuruteraan)

1.00 2.30 ptg.

Rehat

2.30 4.30 ptg.

Sesi 4 (Perbengkelan tentang Aktiviti P & P Penulisan)

4.30 ptg. 8.30 mlm.

Rehat

8.30 10.30 mlm.

Sesi 5 (Perbengkelan tentang Aktiviti P & P Pemahaman)

Hari 3 (12 Julai 2012)

8.30 10.30 pg.

Sesi 6 (Pembentangan Hasil Perbengkelan)

10.30 11.00 pg.

Minum pagi

11.00 12.30 tgh.

Sesi 7 (Penilaian dan Pemurnian Hasil Perbengkelan)

12.30 1.00 tgh.

Penilaian dan Majlis Penutupan Kursus.

14