BUILD BRIGHT UNIVERSITY
MASTER OF BUSINE SS ADMINISTRATION
Draft topic: Building & Development Staff Capacity in
Build Your Future Today Center (NGO)
Advisor: Dr. Meuk Kimsroeun
DECLARATION
I do hereby declare that this project paper “Building & Development Staff Capacity
in Build Your Future Today Center (NGO)” is based on my original work and the
same has not been submitted either in part or in full for award of any other degree of
any other university.
I am entirely responsible for this writing.
Siem Reap, 20th January 2020
Chek Manith
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CERTICATE
This project paper is submitted to the BUILD BRIGHT UNIVERSITY in partial
fulfilment of MBA degree examination by CHEK MANITH is a genuine presentation
of original work carried out by him, and under my guidance and supervision.
The project paper entitle “Building & Development Staff Capacity in Build Your
Future Today Center (NGO)”
To the best of my experience and knowledge, no part of this project has been submit
for any other degree.
This is to certify that the project paper entitled” Building & Development Staff
Capacity in Build Your Future Today Center (NGO)” written and submitted by
CHEK MANTH, in part of the fulfilment of the requirements of the degree of master
of business administration to Build Bright University, is recorded as a genuine research
work carried out my direct guidance and consultation.
To the best of my knowledge, the paper has not been submitted previously to qualify
for another academic award.
Siem Reap, 20th January 2020
Dr. Meuk Kimsroeun
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ACKNOWLEDGEMENTS
I would like to take this opportunity to express my deep sincere of gratitude to all those
people without whom this project could have never been completed. First and
foremost, I would like to express my gratitude towards my dearest parents for their
inexhaustible source of inspiration, motivation and loving kindness.
Otherwise, I am extremely thankful and pay my gratitude to Dr. Meuk Kimsroeun,
for all his promptly support and guidance in preparing this project paper. His valuable
suggestions and guidelines helped me a lot to prepare this report in a well-organized
manner.
Additionally, I would like to pay respect and thanks to all professors and lecturers of
Build Bright University, Siem Reap who have devoted all their expertise and time to
transfer of their knowledge and skills to all students.
Finally, worthy of my appreciation goes to Build Your Future Today Center
Organization where my research was conducted, particularly to Executive Director of
Build Your Future Today Organization for allowing me to do a research study in the
organization and Human Resource Officer who have participated in the questionnaire,
personal interview, and provided the practical information, lesson learnt from
implementation and provided documents as well as the necessary relevant reading
materials for this research study.
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Contents
DECLARATION .................................................................................................1
CERTICATE .......................................................................................................2
ACKNOWLEDGEMENTS ................................................................................ 3
LIST OF TABLE ................................................................................................ 7
LIST OF FIGURES ............................................................................................ 8
LIST OF ABBREVIATIONS .............................................................................9
CHAPTER I ...................................................................................................... 10
1.1 Statement of the Problem ............................................................................ 10
1.2 Objectives of the Study................................................................................ 11
1.3 Significance of the Study ............................................................................. 11
1.4 Scope and Limitations of the Study ............................................................ 11
1.5 Layout of the Study ..................................................................................... 11
CHAPTER II ..................................................................................................... 13
2.1 Training ....................................................................................................... 14
2.1.1 Scope of Training .......................................................................................................... 14
2.1.2 Training Methods for Employees ................................................................................... 15
2.1.2.1 Methods of Off Job Training ................................................................................... 15
2.1.2.2 Methods of On Job Training ................................................................................... 16
2.1.3 Organization Analysis .................................................................................................... 18
2.1.4 Task Analysis ................................................................................................................ 18
2.1.5 Person Analyst............................................................................................................... 19
2.1.6 Designing Effective Training Systems ............................................................................ 19
2.1.6.1 Instructional Design Process ................................................................................... 19
2.1.6.2 Trainee Readiness and Motivation .......................................................................... 20
2.1.6.3 Self-Efficacy .......................................................................................................... 20
2.1.6.4 Understanding the Benefits or Consequences of Training ........................................ 21
2.1.6.5 Awareness of Trainings Needs. Career Interests, and Goals ..................................... 21
2.1.6.6 Principles of Learning............................................................................................. 22
2.1.7 Evaluating the Training Program.................................................................................... 22
2.2 Development ................................................................................................ 24
2.2.1 Definition of staff development ...................................................................................... 24
2.2.2 Method of development ................................................................................................. 24
2.3 Features of Training and Development ...................................................... 25
2.4 Importance of Employee Job Training and Development ......................... 27
2.5 Factors When Drawing Job Training and Development Programs .......... 28
2.6 General information of BFT Organization................................................. 29
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2.6.1 Background ................................................................................................................... 29
2.6.2 Vision ........................................................................................................................... 30
2.6.3 Mission ......................................................................................................................... 30
2.6.4 Core value ..................................................................................................................... 30
2.6.5 Logo & Meaning of logo ............................................................................................... 30
2.6.6 Address ......................................................................................................................... 31
2.6.7 How BFT Work ............................................................................................................. 31
CHAPTER III ................................................................................................... 33
3.1 Type of Analysis .......................................................................................... 33
3.2 Type and Source of Data ............................................................................. 33
3.3 Sample/Universe Size .................................................................................. 33
3.4 Sampling/Census Method............................................................................ 33
3.5 Data Gathering Procedure .......................................................................... 33
3.6 Statistical Tools ............................................................................................ 34
3.7 Coverage of Study ....................................................................................... 34
3.8 Procedure of Data Analysis ......................................................................... 34
CHAPTER IV.................................................................................................... 35
4.1 Core training for staffs ................................................................................ 35
4.2 Scope of Training ........................................................................................ 35
4.3 Conducting the Need Assessment ............................................................... 35
4.4 Training Plan ............................................................................................... 36
4.5 Approval Process ......................................................................................... 37
4.6 Assessing to training commitment .............................................................. 37
4.7 Design effective training system .................................................................. 38
4.7.1 Training Readiness and Motivation ................................................................................ 38
4.7.2 Self-Efficacy ................................................................................................................. 39
4.7.3 Understanding the benefits of training ............................................................................ 39
4.7.4 Awareness of Training Needs, Career Interests, and Goals.............................................. 39
4.8 Training Method for Employee .................................................................. 40
4.8.1 On-the-Job Training....................................................................................................... 40
4.8.2 off-the-Job Training ....................................................................................................... 40
4.9 Evaluation the Training Program............................................................... 40
4.10 Results ........................................................................................................ 41
4.11 Strength and Weakness ............................................................................. 41
4.11.1
Strength................................................................................................................. 42
4.11.2 Weakness .................................................................................................................... 42
CHAPTER V ..................................................................................................... 43
References .......................................................................................................... 44
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APPENDIXES ................................................................................................... 45
6
LIST OF TABLE
7
LIST OF FIGURES
8
LIST OF ABBREVIATIONS
-
NGO
=
Non-Government Organization
-
BFT
=
Build Your Future Today Center
-
HR
=
Human Resource
-
HRD
=
Human Resource Department
-
HRO
=
Human Resource Officer
-
HRM
=
Human Resource Management
-
ED
=
Executive Director
-
KII
=
Key informant Interview
-
BBU
=
Build Bright University
-
HQ
=
Head Quarter
-
SCC
=
Support Service Coordinator
-
OC
=
Operation Coordinator
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CHAPTER I
INTRODUCTION
1.1 Statement of the Problem
Training is referring to a plan effort by the organization or company to facilitate
employees learning of job that related to his/her current job. The training will be
including knowledge, skills, and behaviours that critical for successful job
performance. The goal of training is for employees is to master the knowledge, skill
and behaviours emphasized in training programs and to apply it to their day to day
activities. Recently it has been acknowledged that training will offer a competitive
advantage to their staffs. Training has to involve more than just basic skill
development. Training is moving from a primary focus on teaching employees’
specific skills to a broader focus of creating and sharing knowledge. To raise training
to gain a competitive advantage, a firm should view training broadly as a way to create
intellectual capital. Intellectual capital includes vatic skills (It is the skill that need to
perform on the job), advanced sills (such as how to use technology to share information
with other employees), an understanding of the customer or manufacturing system,
and self-motivated creativity. Employees require to share knowledge and creatively us
it to modify a product or serve to customers, as well as tounderstand the service or
product development system. Many companies have adopted this broader perspective
which is known as high-leverage training. High-leverage training is linked to strategic
business goals and objectives, uses an instructional design process to ensure that
training is effective, and compares or benchmarks the company s training programs
against training programs in other companies. High-leverage training practices also
help to create working conditions that encourage continuous learning to employees.
Continue leaning requires employees to understand the entire work system including
the relationship among their jobs, their work and the company. Employees is expected
to acquire new skills and knowledge to apply on the job and share information with
other employees.
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1.2 Objectives of the Study
-
To overview the Build Your Future Today Center background
-
To understand the policy of building staff capacity
-
To understand the process of building staff capacity
-
To understand the challenge of building staff capacity
1.3 Significance of the Study
The content and purpose of the study is expected to benefit the company's directors,
managers, human resources managers and other departments in the organization, it
will help the human resources manager to address its strengths and weaknesses.
Further, the study provides necessary feedback about the employee performance
information of the organization to precious information to decision maker and provides
recommendations for practitioners
1.4 Scope and Limitations of the Study
This study was done in Build Your Future Today Center ( NGO) in Siem Reap,
Cambodia only, but since Human Resources Management (HRM) is such a broad and
complex subject and time-limited of case study, that's why I decided select the
following key points for study and analysis as below :
-
Build Your Future Today Center (BFT) will be selected for this research and
the focus department is only with Human Resource Department (HRD)
-
According to time constraint only one person, a Human Resource Officer from
HRD will be interviewed for data gathering
-
This project paper will cover only the part on Building and development staff
capacity process at BFT and spend about only 2 weeks from 3–14 August 2020
for this study.
1.5 Layout of the Study
The project paper consists of five main chapters in accordance to requirement of the
degree of Master project paper standard set by the Institute of Postgraduate studies at
Build Bright University.
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Chapter I: Introduction
This chapter to describe about the BFT organization in Siem Reap, and outline the
following section, statement of the problem, objective of study, significance of study,
scope and limitation of the study
Chapter II: Literature Review
The chapter is talk about the research, which is related to the previous published work,
and describes about the process of human resource management in BFT to become a
good and successful NGO in Siem Reap, Cambodia.
Chapter III: Research Methodology
This chapter is explained about the process of research which is include the type of
analysis, type and sources of data, sample size and sampling method, data gathering
procedure, the coverage of study and explanation about procedure of analysing date.
Chapter IV: Results of research and analysis
This chapter analysis the topic in detail as per the objective has set
Chapter V: Conclusion and Recommendation
After study and comparison of practice and theory, we come up with a conclusion and
some other recommendations, in addition, at the end of this project source with
reference that have been given
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CHAPTER II
REVIEW OF LITERATURE
Organizations and their employees must constantly expand their knowledge, skills,
and behaviour to meet customer needs and compete in today’s demanding and rapidly
changing business environment. More and more companies operate internationally,
requiring that employees understand different cultures and customs. More companies
organize work in terms of projects or customers, rather than specialized functions, so
employees need to acquire a broad range of technical and interpersonal skills. Many
companies expect employees at all levels to perform roles once reserved for
management. Modern organizations are expected to provide development
opportunities to employees without regard to their sex, race, ethnic background, or age
so that they have equal opportunity for advancement. In this climate, organizations are
placing greater emphasis on training and development. To do this, organizations must
understand development’s relationship to training.
Training and Development basically deals with the acquisition of understanding,
know-how, techniques and practices. In fact, training and development is one of the
imperatives of human resource management as it can improve performance at
individual, collegial and organizational levels. As the process of increasing one’s
capacity to take action, organizations are now increasingly becoming particular with
organizational learning and therefore collective development. Training and
development are beneficial not just for the organization itself but also to the individual
employees. On the one hand, training and development leads to improved profitability
and produce more positive attitudes toward profit orientation, improves the job
knowledge and skills at all levels of the organization, improves the morale of the
workforce and helps the employees identify with organizational goals. Most
importantly, training and development benefits individual employees through helping
them make better decisions and effective problem solving, assisting in encouraging
and achieving self-development and self-confidence, helping an employee a person
handle stress, tension, frustration, and conflict, increasing job satisfaction and
recognition and moving the person toward personal goals while improving interaction
skills.
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2.1 Training
In breaking down the Human Resource Management function into its many
components including, listing training and development as one of the major ones, there
is an absence of the term “education”. Yet, an understanding of the key
differences among training, education, and development is important in order to
appreciate the relationships and meanings of these activities and their relevance in
developing human resources. One interesting approach is to think about the focus and
evaluation of each of these.
The focus of training is on the present job held by an individual. Evaluation of training
is on the job, the focus of education is on a future job for which the individual is being
prepared and the evaluation consequently will be on that future job. The focus of
development, on the other hand, is on future organizational activities and evaluation is
almost impossible.
All three activities are part of the Human Resource Development concept, which
means a series of organized activities conducted within a specified time, and designed
to product some type of behavioural change. Keeping this concept in mind, and the
differences among the activities involved in it, should provide a better understanding
of the on-the-job methods of development and off-the-job methods that follow. The
development of employees can take place in many ways, some formal and some very
informal. This section outlines some on-the-job development methods and others that
take place off the job.
2.1.1 Scope of Training
For some of employees who brought the knowledge, skills and capability to start the
new work, some number of employees need level of training before they can provide
or fulfil the work with the quality for organization or company. However, most of
employees need the types of base training to sustain the effective in the
implementation or for correction in the new policy of implantation.
Training programs are useful in preparing people for overseas assignments for many
reasons. These reasons can be put into two general categories: organizational and
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personal, as mentioned training a planned effort to facilitate the learning of job related
knowledge, skill, and behaviour by employee.
The organizational reasons for training relate to the enterprise at large and its efforts
to manage overseas operations more effectively one primary reason is to help
overcome ethnocentrism. The belief that one’s way of doing things is superior to that
of others. Ethnocentrism is common in many large Multi-National Company (MNC)
where managers believe that the home office approach to doing business can be
exported intact to all other countries because this approach is superior to anything at
the local level. Training can help home office managers to understand the values and
Customs of other countries so that when they are transferred overseas. They Better
understanding of how to interact with local personnel. This training also can help
manager to overcome the common belief among many personnel that expatriates are
not as effective as managers. Personal reasons the primary reason for training overseas
managers is to improve their ability to interact effectively with people in
General and with their personnel in particular.
2.1.2 Training Methods for Employees
2.1.2.1 Methods of Off Job Training
Lectures/Conferences: This approach is well adapted to convey specific information,
rules, procedures or methods. This method is useful, where the information is to be
shared among a large number of trainees.
Case Studies: It is a written description of an actual situation in the past in same
organization or somewhere else and trainees are supposed to analyse and give their
conclusions in writing. This is another excellent method to ensure full and whole
hearted participation of employees and generates good interest among them.
Films: Can provide information & explicitly demonstrate skills that are not easily
presented by other techniques.
Simulation Exercise: Any training activity that explicitly places the trainee in an
artificial environment that closely mirrors actual working conditions can be considered
a simulation
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Cases: Present an in-depth description of a particular problem an employee might
encounter on the job. The employee attempts to find and analyze the problem, evaluate
alternative courses of action & decide what course of action would be most
satisfactory.
Experiential Exercises: Are usually short, structured learning experiences where
individuals learn by doing. For instance, rather than talking about inter-personal
conflicts & how to deal with them, an experiential exercise could be used to create a
conflict situation where employees have to experience a conflict personally & work
out its solutions.
Vestibule Training: Employees learn their jobs on the equipment they will be using,
but the training is conducted away from the actual work floor. While expensive,
vestibule training allows employees to get a full feel for doing task without real world
pressures.
Programmed Instructions: This involves two essential elements: (a) a step-by-step
series of bits of knowledge, each building upon what has gone before, and (b) a
mechanism for presenting the series and checking on the trainee’s knowledge.
Questions are asked in proper sequence and indication given promptly whether the
answers are correct.
Role Play: It’s just like acting out a given role as in a stage play. In this method of
training, the trainees are required to enact defined roles on the basis of oral or written
description of a particular situation.
2.1.2.2 Methods of On Job Training
Job rotation: Job rotation is the systematic movement of employees from job to job
or project to project within an organization, as a way to achieve various different
human resources objectives such as: simply staffing jobs, orienting new employees,
preventing job boredom or burnout, rewarding employees, enhancing career
development, exposing employees to diverse environments (Woods, 1995:188).
Orientation: Employee orientation training basics include showing new workers how
to perform their jobs safely and efficiently. Orientation is the perfect time to begin soft
skills training, and to introduce employees to the organization, its products, its culture
and policies - and even to the competition.
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Coaching: Coaching is the process of one-on-one guidance and instruction to improve
knowledge, skills and work performance. Coaching is becoming a very popular means
of development, and often includes working one-on-one with the learner to conduct a
needs assessment, set major goals to accomplish, develop an action plan, and support
the learner to accomplish the plan.
Job Instruction: This method is also known as training through step by step. Under
this method, trainer explains the trainee the way of doing the jobs, job knowledge and
skills and allows him to do the job.
Delegation: Is the assignment of responsibility or authority to another person
(normally from a manager to a subordinate) to carry out specific activities. It is one of
the core concepts of management leadership.
Mentoring: This method is a powerful personal development and empowerment tool.
It is an effective way of helping people to progress in their careers and is becoming
increasing popular as its potential is realized.
Committee Assignments: Under the committee assignment, group of trainees are
given and asked to solve an actual organizational problem. The trainees solve the
problem jointly.
Apprenticeship: Apprenticeship is one of the oldest forms of training which is
designed to provide planned, practical instruction over a significant time span. It
develops team work.
Internship: Internship is one of the on-the-job training methods. Individuals entering
industry in skilled trades like machinist, electrician and laboratory technician are
provided with thorough instruction though theoretical and practical aspects.
Induction training: Induction training is training given to new employees. The
purpose of the induction period (which may be a few hours or a few days) is to help a
new employee settle down quickly into the job by becoming familiar with the people,
the surroundings, the job and the business.
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2.1.3 Organization Analysis
Managers need to consider three factors before choosing training as the
solution to any pressure point:
-
The company’s strategic direction
-
The training resources availabilities and
-
Support of managers and peers for training activities.
2.1.4 Task Analysis
A task analysis identifies the conditions in which task are performed. The
conditions included identifying equipment and the environment the employee works
in, time constraints, safety considerations, or performance standards. Task analysis
results in a description of work activities, including tasks performed by the employee
and the knowledge, skills, and abilities required to successfully complete the tasks. A
job is a specific position requiring the completion of specific tasks. A task is statement
of an employee’s work activity in a specific job. There are for steps in task analysis:
-
Select the job to be analysed
-
Develop a preliminary list of tasks performed on the job by interviewing and
observing expert employees and their managers and talking with other who
have Performed a task analysis.
-
Validate or confirm the preliminary list of tasks. This involves having Group
of subject matter experts (Job incumbents, managers, and so on) answer in a
meeting or on a written survey several questions regarding the tasks. The types
of questions that may be asked include the following: How frequently is the
task
performed? How much time is spent performing each task? How important or
critical is the task for successful performance of the job? How difficult is the
task to learn? Performance of the task expected of entry level employee?
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2.1.5 Person Analyst
Person analysis helps the manager identify whether training is appropriate and
which employees need training. In certain situations, such as the introduction of a new
technology or service, all employees may need training. However, which managers,
customers, or employees identify a problem (usually as a result of a performance
deficiency) it is often unclear whether training is the solution.
A major pressure point for training is poor or substandard performance-that is, a gap
between employees; current performance and their expected performance. Poor
performance is indicated by customer complaints, low performance ratings, or on the
job accidents or unsafe behaviour. Another potential indicator of the need for training
is if the job changes so current performance levels need improvement or employee
must complete new tasks.
2.1.6 Designing Effective Training Systems
A key characteristic of training system that contributes to competitiveness is that they
are designed according to the instructional design process.
2.1.6.1 Instructional Design Process
Instructional Design Process is a systematic approach for developing training process,
which emphasizes that effective training practices involve more than just choosing the
most popular or colourful training method.
-
Step 1: Is to assess needs to determine if training is needed.
-
Step 2: Involves ensuring that employees have the motivation and basic skills
to master training content.
-
Step 3: Addresses whether the training session (or the learning environment)
has the factors necessary for learning to occur.
-
Step 4: Is to ensure that trainees apply the content of training to their jobs. This
requires support from managers and peers for the use of training’’ content on
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the job as well as getting the employee to understand how to take personal
responsibility for skill improvement.
-
Step 5: Involves choosing a training method, as we shall see in this chapter.
Variety of training methods are available ranging from traditional on-the-job
training to newer technologies such as the internet and email. The key is to
choose a training method that will provide the appropriate learning
environment to achieve the training objectives.
-
Step 6: Is evaluation that is, determining whether training achieved the desired
learning outcomes and/or financial objectives.
2.1.6.2 Trainee Readiness and Motivation
The instruction design process is to evaluation where employees are ready to learn.
Readiness for training refer to whether employees have the personal characteristics
(ability, attitudes, beliefs, and motivation) necessary to learn content and apply it on
the job and the work environment will facilitate learning and not interfere with
performance. Although managers are not often trainers, they play an important role in
influencing employees’ readiness for training. Motivation to learn is the desire of the
trainee to learn the content of the training program. Various research studies have
shown that motivation is related to knowledge gain, behaviour change, or skill
acquisition in training program. Manager need to ensure that employees’ motivation
to learn is as high as possible. They can do this by ensuring employees’ self-efficacy,
understand the benefits of training, being aware of training needs, career interest, and
goals; understanding work environment characteristic; and ensuring employees’ basic
skill level. Manager should also consider input, output, consequences, and feedback
because these influence factors influence motivation to learn.
2.1.6.3 Self-Efficacy
Self-Efficacy is the employee’s belief that they can successfully learn the content of
the training program. The training environment is potentially threatening too many
employees who may not have extensive educational experience 1 who have little
experience I the particular area emphasized by the training program. Managers can
increase employee’s self-efficacy level by:
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-
Letting employees know that the purpose of the training is try to improve
performance rather than to identify areas in which employees are incompetent.
-
Proving as much information as possible about the training program and
purpose of training prior to the actual training.
-
Showing employee, the training success of their peers who are now in similar
jobs.
-
Providing employees with feedback that learning is under (heir control and
they have the ability and the responsibility to overcome any learning
difficulties they experience in the program.
2.1.6.4 Understanding the Benefits or Consequences of Training
Employee’s motivation to learn can be enhanced by communicating to them the
potential job related, personal and career benefits they may receive as result of
attending the training program. These benefits may include learning a more efficient
way to perform a process or procedure, establishing contracts with other employees in
the firm (networking), or including opportunities to pursue different career paths.
Unmet expectations about training programs have been shown to adversely affect
motivation to learn.
2.1.6.5 Awareness of Trainings Needs. Career Interests, and Goals
To be motivated to learn in training program, employees must be aware of their skill
strengths and weaknesses and of the link between the training program and
improvement of their weaknesses. Managers should make sure that employees
understand why they are asked to attend programs, and they should communicate the
link between training and improvement of skill weakness or knowledge deficiencies.
This can be accomplished by sharing performance appraisal information with
employees, holding career development discussions, or having employees’ complete
self-evaluations of their skill strengths and weaknesses and career interests and goals.
If possible, employee need to choose programs to attend and must perceive how
actual training assignments are made to maximize motivation to learn.
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2.1.6.6 Principles of Learning
The training shall conduct relating between employees and company, the important
step in this temperate is to provide the full control in the psychology standard or the
study which is the principle of training for employee clearly understand new material
equipment, the crucial life for them and feedback. Because the successful or defeat of
the training program is simple, related to the procedure of the training, the managers
included the employees should understand the different methods, provided the
different advantages.
The following are the standard of control for the highest effective training:
-
Goal Setting
-
Show the advantage
-
Model
-
Individual Differences
-
Active Practice and Repetition
-
Whole versus Part Learning
-
Massed-versus - Distributed Learning
-
Feedback and Reinforcement
2.1.7 Evaluating the Training Program
Examine the outcomes program helps in evaluation its effectiveness. These outcomes
should be related to the program objectives, which help trainees understand the
purpose of the program. Training outcomes, result can be categorized as cognitive
outcomes, skills based outcomes, affective outcomes, results, and return on
investment. Company are being to invest millions of dollars and training programs to
gain a competitive advantage. Firms with high leverage training practices not only
invest large sums of money in developing and administering training programs but
also evaluate training programs. Why training programs should be evaluated?
1- To identify the program’s strengths and weaknesses. This includes determining
whether the program is meeting the learning objectives, the quality of learning
environment, and whether transfer of training to the job is occurring.
2- To assess whether the content, organization, and administration of the
22
3- Program, contribute to learning and the use of training content on the job.
4- To identify which trainees benefited most or leased from the program.
5- To gather marketing data by asking participants whether they would
recommend the program to others, why they attended the program, and their
level satisfaction with the program.
6- To determine the financial benefits and cost of the program.
7- To compare the costs and benefits of training to non-training investment (such
as work resign or better employee selection).
8- To compare the costs and benefits of different training programs to choose the
best program.

Cognitive Outcomes
Cognitive outcomes determine the degree to which trainees are familiar with principal,
techniques, procedures, or processes emphasized in the training. Cognitive outcomes
measure what trainee in the program, typically via paper and pencil tests.

Skill-Based Outcomes
Skill based outcomes-technical or motor skills and behaviours-include acquisition or
learning or skill (skill learning) and use of skills on the job (sill transfer). The extent
to which trainees have learned skills can be evaluate by observing their performance
in work samples such as simulators. Skill transfer is usually determined by
observation.

Affective Outcomes
Affective outcomes include attitudes and motivation. One type of affective outcome is
trainee’s reactions toward the training program. Reaction outcomes are trainees’
perceptions of the program including the facilities, trainers, and content.

Results
Results are used to determine training’s payoff for the company. Examples of results
include reduced cost related to employee turnover or accidents, increased production,
and improvements in product quality or customer service. For example, sto evaluate a
program designed to teach delivery van drivers safe driving practices,
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2.2 Development
Development refers to activities leading to the acquisition of new knowledge or skills
for purposes of growing. Organizations provide employees with development
programmed in order to enhance their capabilities. Employee development is gaining
an increasingly critical and strategic imperative in organizations in the current business
environment (Sheri-lynne 2007) in Abdul Hameed (2011). Thus, organizations need
to invest in continuous employee development in order to maintain employees as well
as the organization success (Khawaja & Nadeem 2013).
2.2.1 Definition of staff development
Employee development is often viewed as a broad, ongoing multi-faceted set of
activities (training activities among them) to bring someone or an organization up to
another threshold of performance. This development often includes a wide variety of
methods, e.g., core training, personal development plans, mentor development
program, leadership training and forms of self-development. Some view employee
development as a life-long goal and experience. Development focuses upon the
activities that the organization employing the individual, or that the individual is part
of, may partake in the future, and is almost impossible to evaluate (Nadler Leonard,
1984).
2.2.2 Method of development
Core Training: Core or fundamental training is the base of any good development plan.
Core training includes teaching new employees the basics of their job, such as job
duties, how to work employee software, company expectations and both companywide and departmental goals.
Personal Development Plans: Personal development plans are a development method
that focuses on the employee's professional life. With this method, the employer works
with the employee to set personal professional goals. The employer and employee will
create a list of goals and a plan for achieving them, such as raising to a higher level
within the company or meeting a higher sales quota.
24
Leadership Training: Leadership training is a development method used to help well
performing employees raise to a leadership level. With leadership training, the best
employees are placed in a specialized training program that helps them develop the
skills they need to become team leaders or supervisors. These programs also often
involve creating personal goals. Leadership programs help companies promote from
within, and encourage employees to reach for higher levels.
Mentor Development Program: A mentor development program is a method of pairing
a member of management with an employee to help the employee achieve more in
her/his professional life.
2.3 Features of Training and Development
Training and development refer to the imparting of specific skills, abilities, and
knowledge to an employee of an organization. The need for employee's training is
determined by employee's performance deficiency, computed as follows:
Training and Development Need = Standard Performance - Actual Performance. 11
Today, almost all organizations are providing some or the other types of training to
their employees. High productivity and high quality of work life are going hand-in
hand. Moreover, organizations have recognized that learning is a lifelong endeavor
and developmental activity
es as employee training have a profoundly positive impact on job satisfaction,
productivity, and ultimately on overall profitability. The fact is that training and
development activity, when carefully developed and appropriately executed, can have
a desirable impact on the bottom line. The underlying aim of all training program is to
increase efficiency. The outcomes of training should be tangible, in fact they should
complement and support the company's financial stability. Successful training
programs result from thoughtful and serious planning.
Following are some features of training and development:
25
Skills: Training helps in imparting skills to employee, an employee needs skill to
operate machines, and use other equipment’s properly, with minimum damage or
wastage. Similarly, other skills such as motor skills, interpersonal skills, leadership
skills etc. are needed and provided through training program.
Education: Education helps in teaching theoretical concepts and developing a sense
of reasoning and judgment. Education is the understanding and interpretation of
knowledge. Education must impart qualities of mind and character, and
understanding of basic principles and develop the capacities of analysis, synthesis,
and objectivity.
Development: Another component of training and development process is
development which is less skill oriented and more knowledge oriented. Knowledge
about business environment, management principles and techniques, human
relations, specific industry of analysis etc. is useful for better management of the
organization. Development is an effort to provide employees with the abilities that
the organization will need in the future.
Ethics: There is need for imparting greater ethical orientation to a training and
development program. There is no denial of the fact that ethics are largely ignored in
businesses. Unethical practices are visible in marketing, finance, production, and
even in the personnel department in an organization. It is important to enlighten all
the employees in the organization about the need for ethical behaviour.
Attitudinal Changes: Attitude represents feeling and beliefs of individual towards
others. Attitude affects motivation, satisfaction, and job commitment. Negative
attitude needs to be converted into positive attitude.
Decision Making and Problem-Solving Skills: Learning related to decision making
and problem-solving skills seeks to improve trainee's abilities to identify problems,
collect and analyse information, generate alternative solution and choose the best
solution from among the alternatives.
26
2.4 Importance of Employee Job Training and Development
Operational effectiveness and efficiency: through good communication and
teamwork skills, employees are better able to work across job functions, to apply
information, and to think critically and act logically. Trained employees are better
able to adapt to change—a must in today’s economy.
Increased job satisfaction: a recent Walker Information study of employee loyalty
found that two areas that drive loyalty are the businesses’ focus on employees, and
training and development opportunities. Engaged, motivated employees are more
likely stay in their jobs, and reduction in employee turnover boosts the bottom line.
More attractive workplace: Employees want a place to work where they can hone
their skills and better their lives, and the best employees are more attracted to
organizations that offer such programs.
Transfer of organizational knowledge: businesses must utilize job audits and other
collection methods to document the tacit knowledge of employees who have been
with the organization for years, and they must train those longtime employees to
share their knowledge with others.
Reduced compliance risk: By implementing training on these issues, as well as on
diversity and workplace conduct, employers can reduce their risk of complaints, and,
equally important, create a positive work environment.
Needs analysis: training shouldn’t be done just for the sake of doing it. To ensure
quantifiable results, it is essential to analyse what skills employees are lacking and
what business results are desired.
Defined, measurable objectives: an organization can measure its training program
by whatever factors it wishes to improve: customer satisfaction, quality, productivity,
employee satisfaction, sales or revenue, retention, or overall profitability.
Resources: while some larger organizations retain in-house training staff, many
outsource.to training professionals.
Results evaluation: it is possible to demonstrate the return on investment in training.
Successful evaluation begins with knowing exactly what is to be accomplished
before designing the training program, then diligently measuring the results to
establish transfer of knowledge back to job.
27
2.5 Factors When Drawing Job Training and Development Programs
Surveys: managers and non-managers are asked to describe what problems they are
experiencing in their work and actions they believe are necessary. After establishing
the training needs, the managers should employee appropriate job training
approaches.
According to Donnelly (1998) effective job training programs must accomplish a
number of goals, and went on to state some points to consider when drawing job
training programs as below;
• It must be based on organizational and individual needs
• The objectives must be spelled out and which problems will be solved should be
stated clearly
• It should be based on the sound theories of learning; this is a major reason that job
training programs are not task amateurs
• It must be evaluated to determine whether the job training program is working and
is cost effective
28
2.6 General information of BFT Organization
2.6.1 Background
Build Your Future Today Center (BFT) was established as an NGO in April 2006, and
grew from the personal desire of its founder, Sedtha Long, a survivor of the brutal
years of the Khmer Rouge, to help give back to his country.
In 1975, after five years of civil war, the Khmer Rouge took control of Cambodia,
introducing a Maoist-inspired revolution of a collective agrarian society in which there
would be no money, education or individuality. The Khmer Rouge emptied major
cities almost overnight, forcing residents to move to the countryside, to work and
become like “the base people”, subsistence farmers who had not been tainted by
education. More than two million people (out of a population of eight million people)
died as a result, from starvation, overwork, torture and murder, in what was called The
Elimination.
(The use of the word “Genocide” also is sometimes used but is
controversial because the murder was not so much ethnically as ideologically
motivated, and the intention wasn’t to destroy an entire people or race). Vietnam
invaded (wording to be checked) Cambodia in 1979, ousting the Khmer Rouge, but
Cambodia suffered further severe fighting for another 10 years. The Khmer Rouge
ceased to be active only in 1999.
The aftermath of so much trauma will take generations from which to recover. A
recent Harvard University study estimates that at least 50 per cent of Cambodians meet
the criteria for Post-Traumatic Stress Disorder. Stress is compounded by the legacy
of malnutrition, poverty, unemployment, domestic violence, human trafficking, plus
drug, alcohol and gambling addiction. Land mines continue to cause loss of limbs or
even death, although much of Cambodia has now been cleared and made safe.
Our aim is to empower the Cambodian people with the emotional, intellectual and
economic tools to attain self-sufficiency. We believe that education is the key to
developing economic stability, personal well-being and peace, both for individual
families, and for the whole of Cambodian society. In particular, we seek to empower
women, many of whom still leave education at the age of about 14, when they start
menstruating, because they do not have access to menstrual hygiene products. That
issue in the Third World is only now being talked about openly and as a priority.
29
BFT works with many partner organizations, including those that provide healthcare,
access to water, school and community center building, plus training and microfinance
for sustainable businesses that include fruit growing, sewing, pig and fish farming.
2.6.2 Vision
Our Vision is building a better future for Cambodia’s youth and empowering its
people with the intellectual and economic tools to attain self-sufficiency.
2.6.3 Mission
Our Mission is to improve and empower the lives of families and children in the
Cambodia’s poor rural villages. We aim to break the cycle of poverty by addressing
all aspects of the lives of individuals and the development of communities.
2.6.4 Core value
Our Values:

Commitment: we are passionately committed to delivering our

Mission Engagement: we listen to and understand the needs and expectations
of our communities, supporters and donors.

Integrity: we aspire to the highest standards of behaviour; we never
compromise our reputation.

Cooperation: we respect and value each other and our partners and are
committed to work effectively together to achieve our Mission.

Accountability: we undertake delivery of our projects and services in a fully
open and transparent fashion.
2.6.5 Logo & Meaning of logo
Two fingers :
Represent the lead of successes
Green Colour:
Represent the prosperity, peace
and bridge for future
30
2.6.6 Address
Address : #0280 Slokram village, Slokram commence, siem reap city,
siem reap province
Phone Number : 016 82 8491
Email: info@buildyourfuturetoday.org
Website: www.buildyourfuturetoday.org
2.6.7 How BFT Work
The amount of work the BFT Center has done since its inception is truly outstanding.
The work cannot be justified in a simple list but we hope the following can illustrate
the true impact and the scale of the difference your support enables.
BFT has delivered projects and services to over 50 villages throughout Siem Reap
Province, and in surrounding provinces. The map below shows the location of the
villages in which BFT has worked.
BFT’s village project work started close to home in the villages of Siem Reap district,
particularly around Angkor Park. With the start of the major 4-year village projects,
the focus moved east from Siem Reap to the villages of Cham Resh and Chub Smach
in Soutr Nikon district). BFT is currently developing a 4-year project just a little east
of these villages at La’ak (in Chi Kraeng district). More recently, BFT has been
working in Oroong and other poor remote villages of Svay Leu district in the northeast
of Siem Reap province.
Each of these villages has its own problems and its own solutions – and the people
there have their own amazing stories to tell.
BFT delivers its projects and services through a strong in-country team, backed by a
global network of volunteers and supporter groups. We provide education and social
care in the form of “peace building” (working with monks and nuns to solve domestic
31
problems), plus four-year development projects that aim to make villages selfsustainable. The projects involve providing fresh water, healthcare, building
(especially of schools and community centers), plus agricultural and business
development through a strong core team of Cambodians, backed by a global network
of volunteer support groups and individuals that raise funds, provide advice, and work
alongside the villagers they help.
The BFT Centre based in Siem Reap, is staffed by a capable and experienced local
team that manages the organization’s programs and projects as described below.
Supporting the BFT are team are:

Local partner organizations including the Angkor Hospital for Children

Visiting specialist teams including healthcare, education and professional
training

Groups from service clubs and other organizations

Local and international volunteers
A global board of directors helps in terms of strategy, grant applications, fundraising
and advice. Friends of BFT and volunteer groups in various countries raise funds for
particular projects, as well as providing sponsorship and microfinance for individuals
and groups.
BFT offers five core programs to improve the lives of children and families in the
villages, and for children in the area around the BFT Center.
BFT’s achievements are wide-ranging and synergistic, the effect of the whole being
greater than that of the parts. No simple list can give the true impact of the scale our
work. But to help you see just how many people’s lives have been improved, here are
some figures:
32
CHAPTER III
RESEARCH METHODOLOGY
3.1 Type of Analysis
The qualitative method will be used for data analyst regarding to this research study.
Key Informant Interview (KII) will be used for data collection from a Human Resource
Officer in-charge in this position at BFT organization.
3.2 Type and Source of Data
In this study, two different types of data will be applied for data collection. The first
one is primary data and the second one is secondary data.

Primary Data: Due to BFT organization was selected for this study, so, the
primary data will be collected from a HRO only cover on the Building &
Development Staff Capacity at that organization.

Secondary Data: This data will be collected from any sources from website,
journals, existing research study as the literature review to be a source of data.
3.3 Sample/Universe Size
The information of this project paper is collected from the Human Resource Officer at
BFT organization who is working at Head Quarter in Siem Reap.
3.4 Sampling/Census Method
The selection of the respondents is based on the purposive sampling. The tool of this
study is Key Informant Interview (KII) which is convenience sampling, the project
paper writer just met with the HR officer.
3.5 Data Gathering Procedure
Primary data are collected through the interview Human Resource Officer of BFT
Organization who is in-charge of the Human Resource Department in the organization.
The questionnaire is developed in English language, but during the interview
explanation was given what the question is focused on.
33
Secondary data are gathered from personnel policy, website of BFT Organization and
also collected from different books and website.
3.6 Statistical Tools
Refer to the above explanation, this project paper is a case study and a descriptive
research paper, therefore, it does not use any statistical tool but it is based on the
interview with the focal person in-charge of this research only.
3.7 Coverage of Study
According to the scope and limitation section, the coverage of the project study is
based in BFT organization located in Siem Reap town and only the Building &
Development Staff Capacity selected for this study.
3.8 Procedure of Data Analysis
The process of analyzing data is descript toward the objective of the study by picking
up the method in the direction of secondary data and the Building & Development
Staff Capacity implementing by the organization. In this regard, this descriptive
research will deeply explain on the important of Staff Building & Development Staff
Capacity which currently implementing by organization and managed by HR officer.
34
CHAPTER IV
DATA ANALYSIS
The main purpose of this study is to evaluate the impact of training and development
on teaching staff working performance and productivity in the organization. Here data
has been gathered on the sampled respondents on the impact of training and
development on teaching staff’s performance and productivity of the organization. The
findings of this research study and the subsequent evaluation carried out on the
responses reflect the key areas of training and development and its challenges on
employee performance and productivity.
4.1 Core training for staffs
After completion of the probation period, all BFT staffs entitled to receive the general
training like child protection, leader ship etc. These training will be organized by
Human Resource Department according to the possibilities. In some cases, BFT will
pay external training for staff.
4.2 Scope of Training
Training can be seen as a planned systematic modification of behaviour through
learning events, programs and instructions, which enable individuals to achieve the
level of knowledge, skills and competence to carry out their work effectively.
BFT considers that training is an integral part of Human
Resources Management. Enhancing skills and knowledge of BFT staff is both
beneficial to the individual staff member and to the organization.
4.3 Conducting the Need Assessment
Human Resource Department has conduct the need assessment tor training the
employees specially the staff and the respective department assessment for the existing
staff that provide managers, project manager and other staffs.
35
4.4 Training Plan
Before the end of the month of January, an annual training plan will have to be
developed and validated for each program/support department
1. Program/support manager define the collective training needs of the team
based on the annual action plan.
2. Program/support manager with the help of the project manager/officer
Summarizes the needs from the individual evaluation In order to include the
trainings requested during the assessment, some criteria will be taken into
account such as:

The background of the person, including seniority. Current position
and foreseen evolution

The level of the training according to the education level of the trainee
(sufficient education and language skills in order to follow training).

The qualifications, reputation and background of the organization
conducting the training (based on survey made by HR Manager and
feedback received by HR Manager on trainings).

Analysis of the benefits for both the employee and H1B

The costs and duration associated with the proposed training,...
3. Based on the 2 points above, program manager compiles the information in the
training plan draft
4. Prioritizing: Program manager with support of project manager/officer will
Analyse the degree to pertinence of each request and define the categories
5. Budget allocation: HR and Finance will do a budget proposition (based on the
funds available)
6. Training plans need to be discussed with and validated by SSC (for support
teams)/OC (for operation teams). Final validation will be done by HR Manager
and Country Director.
7. Training plan will have to be transferred to HR
36
Exception: Changes after the validation of the training plan can occur but need to Be
validated by Support Service Coordinator/Operational Coordinator, the Human
Resource Manager and the Country Director.
4.5 Approval Process
For this process staff need to follow such as:
1. The staff who requests the training must full the training request form and
submit it to his/her line manager for approval, in case the line manager would
like the employee to following training the line manage will suggest the
employee to fill the form.
2. The proposal must include follow-up plans and how the learning should be
integrated into the person’s work. It should also indicate how the training will
be used to enhance the person’s skill or the organization’s activists and how
the training will be shared with other staff and or partner.
3. The request should be mentioned in the training plan. A final validation will be
given by SSC ( for support team ) OC ( for operation teams) and HR manager
4. If the training request is not mentioned in the planning, the request will have
be analysed and approve by human resource manager, operation coordinator
and support service coordinator and the director.
4.6 Assessing to training commitment
The key issue in training is that it must ensure that participants can do something carry out a new task or do an old task in an improved way. And they must be able to
do it to a certain standard.
Training is about learning to do a new task to a good standard. And for participants to
learn a new task the training course must have the right activities. Nobody learns
skills from listening to lectures.
The level of the training must fit with the level of the education of the trainee
(sufficient education and language skills in order to follow actively the training)
37
The qualifications, reputation and background of the organization conducting the
training have to be verified by the line manager and HR.
The training documents should have learning objective. Saying something like “by the
end of the training the participant will be able to do the following” the objective should
include action verb, however sometime they are just not there check list of point to
verity based on the training documents.

According to the documents or the staff, are there good reasons for teaching
this skill? Is there mismatch between the job descriptions of the participants
and their skills?

Look at the timetable and activities. If the Program, is all taken up with lectures
then the course is in trouble. Think about the skill that has to be
learnt.

Skills are learnt mostly by practice. How many times should that skill be
practiced - in a role-play or simulation?

How many participants are there?
How many people are available to supervise as they practice? Is there
check list /method for supervision? Often, training is weak in this whole area.
4.7 Design effective training system
4.7.1 Training Readiness and Motivation
The organization prepare the instruction process is to evaluate whether employees are
ready to learn. Employees have personal characteristics (ability, attitudes, beliefs, and
motivation) necessary to learn program content and apply it on the job and the work
environment will facilitate learning and not interfere with performance. Although
managers are not often trainers, they play an important role in influencing employees’
readiness for training. Motivation to learn is the desire of the trainee to learn the
content of training program. Various research studies have shown that motivation is
related to knowledge gain, behaviour change, or skill acquisition in training program.
38
Managers need to ensure that employees’ motivation to learn is as high possible. They
can do this by ensuring employees’ self-efficacy; understanding the benefits of
training; being aware of training needs, career interests, and goals; understanding work
environment characteristics; and ensuring employees’ basic skill level. Manager
should also consider input, output, consequences, and feedback because these
influences factors and motivation to learner.
4.7.2 Self-Efficacy
After finished the training program, the employees have confidence that what had
training will handle in the pits or operation area that their superior assigned them to
work.
4.7.3 Understanding the benefits of training
Most of employees are will to learn, because the training can be enhanced them the
potential job related, personal, and career benefits, they may receive as result attending
the training program. These benefits may include learning a more of efficient way to
perform process or procedure, establishing contracts with other employees in the
company or increasing opportunities to pursue different career paths inside or outside
company.
4.7.4 Awareness of Training Needs, Career Interests, and Goals
Human Resource department motivates staff to learn more in training programs,
employees know their skill strengths and weaknesses and of the link Between the
training program and improvement of their weaknesses and each department will make
sure that employees understand why they are asked to attend training programs, and
they should communicate the link between training and improvement of skill
weaknesses or knowledge deficiencies. This can be accomplished by sharing
performance appraisal information with employees, holding career development
discussions, or having employees’ complete self-evaluations of
39
Their skill strengths and weaknesses and career interests and goals.
4.8 Training Method for Employee
The training method will provide new knowledge, skills, and behaviour which is
focuses on:
4.8.1 On-the-Job Training
Employees will be trained and develop new skills through several techniques:
1- Orientation for new employees
Normally orientation is done by Human resource and the supervisor of each
departments or programs manager.
2- Classroom Instruction
It is a training that provide by supervisor. It is explaining detail about all daily work
for employees and other related regulation that employee have to know when they are
working. Employees can ask what they feel not sure about job description working
process and related regulation.
4.8.2 off-the-Job Training
Each department and programs in BFT prepare plan already for staff to have training
school outside. Training will help employees to have more knowledge to practice their
daily work. If they still think that it not enough, employee can suggest to their superior
or discuss with human resource department.
4.9 Evaluation the Training Program
The outcome training program will help organization to achieve the goal and objective,
so after the evaluation its effectiveness which help trainees to understand the purpose
of training program. HR will identify the program’s strengths and weaknesses,
including determining whether the program is meeting the learning objectives, the
40
quality of learning to assess and identify which trainees benefited most of least from
the training program, to gather marketing data by asking participants whether they
would recommend the program to others, why they attended the training program. And
their level| satisfaction with the training.
4.10 Results
After the training the participant must fill the evaluation report within the month
following the training and share training material handouts with the Human Resources
Manager. The report should among others mention the main benefits received from
the training and how the employee will use what he/she has learnt.

The employee could be requested to make a presentation to some other
employees of BFT so that the other employees can benefit also from the
training.

The certificate must be copied and kept in the personal file of the staff member.

Human resource will keep a database of all the trainings that have been
provided, with the names of the employee, the cost, the period, the nature of
the training, ...

The training policy will be modified or reviewed if it is necessary.
4.11 Strength and Weakness
After the study about the Training for Staff Building Capacity in BFT by comparing
to some theory that I learn during the recent year, I can identify some strength and
weakness of the training as below:
41
4.11.1 Strength

On-the job training make staff understand well enough to do their work
smoothly.

Training evaluation and follow up make the effective training for staffs.

Clear process of training it will help to improve staff’s knowledge, skill, and
attitude.
4.11.2 Weakness

The process of follow up, evaluation, and commitment make staff feel that it
is too strict that make staff not happy that it can effect on daily task.

A lot of work and responsibilities at work make staff that join the training all
knowledge from training.

Some staffs cannot get the training, because manager thinks that they have
enough skill and knowledge, it is not fair.

Low cost of training to avoid commitment, staff will not get good knowledge
from the training.

The same environment and topic it will make staffs feel that it is just to waste
their time and the} will not join the next training.
42
CHAPTER V
CONCLUSION AND RECOMMENDATION
Training is very important for Build Your Future Today Center. It is an action much
the organization caring employee’s knowledge, behaviour and attitudes in the way
that increase the probability of goal attainment. Is particularly important in preparing
employees for employees’ assignment and tasks. One of the things that training can
do is to help employee’s better understanding the customs or culture of working
environment. This individual is responsible for ensuring that employee’s knowledge,
behaviour and attitudes are good condition that can be acceptable to all related
department and the improving the smooth process of work.
After the study on literature/theory and compare to the real practice it show
that Human Resource Department and the supervisor of the program caring much
about staff training especially on-the-job training, orientation for new staff, provide
on the job training the job rotation, coaching and specially department staff meeting
and also classroom instruction for staffs. For off-the-job training, the organization
also take time to provide, monitor, and evaluate those training to get new interesting
points and sharing with other department/related staffs.
Center about the result and attendance.
-
-
Training course that provide for staffs, it should be not spend so
long time that it is hard to follow up.
Once or twice a year staffs who attended training should be
collected to meeting and share experience related to knowledge,
skill, and behaviour, attitude that they got it from the training and
applied and improve at their work place.
The training should provide fairly to all staff comparing to the cost
of training, not supervisor could attend the training that have high
cost, but simple staffs attend only the small training that have low
cost.
43
References
-
Yous Virak, Resource Management, International Institute of
-
Cambodia, 200
-
MeGraw HILL, Human Resource Management, International
Edition,2003
- - Montana, Patric J< and Bruce H. Charnov, Management, third
edition, 2000
-
MLVT, Gender Mainstreaming Action Plan in the Labour and
Vocational Training Section, 2008-2010
-
Build Your Future Today Training Policy
-
Build Your Future Today Annual report , 2019
44
APPENDIXES
45