Air Force Next Generation (AF-NG) is a transformation effort to develop the Air Force into full spectrum Air Force. This is a 10 year programme spanning from 2010 – 2020. This programme is a process that improves the doctrine, shapes the forces, develops the people and strengthens the organisation.
In His Highness words, Yang di-Pertuan Agong Tuanku Abdul Halim Mu’adzam Shah mentioned that mastering modern technology will be in line with the Air Force Next Generation (AF-NG) transformation’s edge introduced by the RMAF in 2010. The RMAF is on track to be a prevailing air force and one of the few to pioneer modern. To support this aspiration, RMAF officers need to equip themselves with the latest knowledge and skills in various fields to be able to stand equally tall with the air force officers of the major powers.
1.2 Background
Implication of Human Capital Management (HCM) in Improving Organizational Capacity towards Royal Malaysian Air Force (RMAF) Transformation Plan is the chosen topic for this research paper because it is interesting to look into details the significant relationship between human resource and organization toward achieving its objectives and initiatives. Human Capital (HC) is a vital constituent to be managed in most organizations. In either private or public sector, the performance of an organization is to a high degree due to its optimum utilization of resources which are transformed into the organization capabilities. Grant (1996) states that tangible resources (financial and physical), intangible resources (technology, reputation and culture) and human resources (skills, knowledge, attitude, know how, communication and motivation) are the three main elements that make up the capacity for the organization undertaking particular productive activity that leads to the organization’s desired performance.
Nevertheless, as much efforts put in HC activities such as attracting and recruiting the right people, building competencies through innovative training and education, developing future leaders through force training and development concept, bond airmen to core values, building expertise through mentoring and knowledge of joint or combined operations, these human resource is the important asset that contribute to a large extent to the RMAF capabilities and performance.
This is in line with the slogan ‘Way Forward’ highlighted by the RMAF top management that HC has always been an important aspect and discourse in preserving the RMAF reputation as a sustainable and highly respected security force organization at present and in the future. The effectiveness and efficiency of an Air Force is primarily dependent on the capabilities of its human resources. The personnel in an Air Force must be properly configured, highly trained, correctly employed, well-disciplined and effectively administered so as to respond to changing needs/conditions and be ready for war.
The challenge for the RMAF in this regards is that their Air Force is a large, highly technical and diverse work force comprising of many employment categories, skills and qualifications. The RMAF must ensure the right people are recruited, are capable of completing the rigorous training and are suited to their employment/rank profile. This challenge is the responsibility of the RMAF human resource capability. Developing its human capital is crucial for RMAF to progress in its vision. Therefore providing sufficient and effective basic and advance training and education for its workforce is critical without in the organization. Critical to obtaining an effective Air Force personnel capability is the ability of RMAF to train it workforce, especially in replacing skill sets lost through natural attrition.
Central to this are RMAF Instructors, who are responsible for employing their educational skills and subject matter expertise to ensure the Air Force human resources capabilities are at the appropriate level.
1.3 Problem Statement
In executing AF-NG transformation strategy, the Air Force has developed a comprehensive framework that focuses on the four pillars to attain the goal of AF-NG. The transformation effort were planned in three phases and targeted in a time of ten years to complete. Currently phase two (2013-2017) is taking place and this includes the execution of various transformation programme base on formulated strategies and action plans. Based on data gathering, this study will show that there are problem in getting the right man for the job in education and training organization thus will directly affect the quality of instructors being posted into education and training function. Failures in obtaining the right RMAF Instructors will have the knock-on effect of reducing RMAF HC quality across the entire Air Force in future.
1.4 Research Objective
The research objective is to identify the specific factors that primarily affect its ability to select the right person for the instructional positions. Hence, it will contribute positive implications towards the RMAF Transformation Plan.
1.5 Research Question
The level of success in these identified factors directly affects the RMAF Human Resources ability to manage its human capital and select the right man as an instructor. These primary factors, which will be discussed at length throughout this paper, derive the following research questions:
a. Does the formal selection affect the effectiveness of HCM in RMAF training and education towards RMAF AF-NG?
b. Does the centralised decision making affect the effectiveness of HCM in RMAF training and education towards RMAF AF-NG?
c. Does the prerequisites affect the effectiveness of HCM in RMAF training and education towards RMAF AF-NG?
d. Does the suitability affect the effectiveness of HCM in RMAF training and education towards RMAF AF-NG?
e. Does the transparency affect the effectiveness of HCM in RMAF training and education towards RMAF AF-NG?
1.6 Scope of the Study
The scope of the paper intends to study the implication of human capital management in improving organizational capacity towards RMAF Transformation Plan. ‘The victory on the combat field requires airmen to be competent in their job. Job quality comes from competencies. Therefore it is importance to determine selection of the right man for the job in RMAF education and training unit for basic, advance and operation training’.
This paper will present the literature review to support the researcher study. Thirdly the theoretical framework, research approach and design will be discussed in the research methodology part. This paper will present the data gathered through the data gathering techniques. A focus will be given on the discussion of the result of the data analysis in relation to the identified areas of concern. Finally the conclusion and subsequent recommendation will be presented.
1.7 Significant of the Study
Human Resources are an essential service in any large organisation, none so more than military institutions. Civilian organisations have a relative easy gauge in successful human resource employment, which is driven by quantifiable production/monetary targets. Whereas, the military employs its workers through military necessity with no production based outcomes (or outcomes those that can only be truly measured in conflict). Therefore the significance of this study to the RMAF is:
a. To assist the organisation in improving its ability to select the right man for instructional positions,
b. To assist the organisation in improving its overall human resource capabilities, by improving training outcomes through the employment of the best instructors,
c. To assist the organisation in reducing waste and cost, by having fewer students that are discharged or require re-training due to ineffective instructors, and
d. To assist in improving the organization moral, as students re-entering their units will be of a higher standard than previously expected.
1.8 Chapterisation
a. Chapter 1 is the introductory chapter which is basically the research proposal for this project paper.
b. Chapter 2 deals with literature review of 5 critical areas of concern that will influence the effective human capital management activity.
c. Chapter 3 is focusing toward the research methodology that requires gathering in relevant data from specified document and compiling databases in order to analyze issues pertaining in getting to source of research.
d. Chapter 4 will be an interesting chapter, looking into the data gathered from all the respondents. These data will be analyzed and processed in order to provide the researcher with evidence and proof related to the studies in areas of concerned.
e. Chapter 5 is concluded by summarizing and analyzing the findings.
1.9 Limitation and Assumption
There are various assumptions that will be made during the research. Furthermore, there are also a number of limitations that are likely to be encountered. An assumption will be made that the selected sample will represent the characteristic of the actual population. Therefore, the selected population is assumed to give data that can be attributed to the entire population of the organization. It will also be assumed that the researcher will be granted permissions to carry out research in RMAF training centres. However, there might be a lower number of respondents compared to the actual sample size due to some technical effect to the linkage of server. There are number of limitation that is extended to be encountered. There may be a limitation in securing time for an interview with the top management in the organization due to distance and time.
1.10 Summary
The introductory section of this paper has covered the initial aspects of this study including the importance of the human capital management of the RMAF and the fundamental requirement for selection of training staff. This led to the explanation of the problem that is currently occurring in the RMAF and the associated research questions that need to be addressed. This chapter has highlighted the scope and most importantly the significant of the study when it hopes to gather some attentions from higher leadership.
Generally, the following chapters will discuss in detail about the study on the topic. The study framework was done following the research methodology technique introduced during the DIS0042 – Research Methodology lectures. However, the level of discussion and analysis on the topic uses the researcher ability which has developed through his level of experience as an instructor in Basic Flying School, Fleet Operation Officer in No 16 Squadron and some exposure as a course participant in MAFSC.
CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
Literature Review is the choice of existing documents (both published and unpublished) on the matter, which have information, concepts, data and proof written from a specific standpoint to fulfil aims or express views on the nature of the topic and how it is to be explored, and the effective assessment of these papers in relation to the research being proposed.
2.2 Areas of Literature Review
All research needs to be informed by existing knowledge in a subject area. This literature review identifies and organizes the concepts in relevant literature. A literature review distils the existing literature in a subject matters; the objective of the literature review is to summarize the state of the content in that particular subject. As of this review of earlier and current work, it becomes likely to recognize areas in which further research would be useful. Definitely, the final sections of the literature review should lead flawlessly to research methodologies and propositions. For this the researcher conducted research on both the military and civilian publications.
2.2.1 Literature Review (Military)
A military literature review was conducted sourcing all relevant RMAF human resource and Training and Education policy and procedures. The literature review also included foreign military material, to provide comparative military information. The literature review encompassed both physical and electronic (internet) literature, which has been included in the Bibliography were relevant.
2.2.2 Literature Review (Civilian)
The civilian literature review was conducted sourcing all relevant civilian human resource information, to ensure this papers research was multi-dimensional and not just reliant on military research. The literature review encompassed both physical and electronic (internet) literature, which has been included in the Bibliography were relevant.
2.3 Human Capital in Relationship to Organization
‘Victory will smile upon those who anticipate changes in the character of war, not upon those who wait to adapt themselves after changes occurred’
– General Giulio Douhet, The Command of the Air, 1921.
The new RMAF has to be geared up with characteristics such as a resilient organization, organization with motivated personnel, agile and adaptable capabilities and for most as a formidable force. RMAF needs to significantly improve and enhance itself in war fighting capabilities and abilities to fist the demands of changing regional and global security environment. ‘The RMAF must create human resource who understands the doctrine, core values and core competencies of the RMAF as a whole in addition to mastering their own specialty. In order to achieve the RMAF goals, the human capital must be knowledgeable and skilled to cope up with the future challenges.’
Human capital in particular represents the individual stock of knowledge embedded in the firm’s collective capability to extract the best solutions from its individual employees (Bontis, 1999, 2001). It is defined as the amount of the workers’ tacit knowledge, capabilities, skills and experience (Edvinsson & Malone, 1997). Davenport & Prusak (1998) added that ‘human capital includes the intangible resources of abilities, effort, and time that workers bring to invest in their work’. Human Capital develops the significance of manpower in an organization. The relationship between human capital to organization can be traced back to many torrents of research, comprising human capital theory of economic (Schultz, 1961; Ducharme, 1998), organizational learning (Bontis et al., 2002), the resource-based view of the business firm (Barney, 1991) and more recently the knowledge-based view of the firm (Spender, 1996; Grant, 1996). The people being one of the initiates contained in AF-NG Transformation Plan strategic pillars marked the importance of human capital as one of the core components of intellectual capital and a critical resource in becoming a full spectrum Air Force by 2020.
AF-NG organization will be more resilient, dynamic and at the same time be adaptable and robust to keep up with the fast changing environment and roles. It must shape the values that encourage creativity, innovation and openness. The importance of high levels of skill and competence related to human capital are essential to future RMAF security ideology and successes are increasingly recognized by individuals, organizations, and nations. The priority to congenial environment and provision of resources to the right education have created path for individuals acquiring more education and training during a service term.
Transforming the Air Force people is the foundation of AF-NG. People in the context of RMAF are measured only by their cost of doing daily routine duties. The officers and other ranks of various fields in RMAF are an asset that project long-term value for the organization. In other word, people aren’t simply job holders however distinctive, complicated investments that has got to be rigorously managed to support their growth and increase their importance to the RMAF organization. Organization that invest in continued education for their staff, develop effective staff relations programs and embrace peoples in the decision making process basically increase the worth of their human capital and cut back ratio on staff turnover.
Recruitment is a big challenge to any organization and in context to RMAF it poses strategy by focus on target groups with appropriate entry requirement and selection processes. The Air Force differs from its civilian counterpart, in that it cannot recruit ready-made staff. The new human resource required a certain level of human capital characteristic. The new staff required to obtain certain level of knowledge and information, skills and special trades to perform their jobs.
Employing these characteristic as a key competencies and using them as a platform for recruiting, hiring and managing staff is important to effective human capital management. Competence models are also developed for individual jobs, job groups, teams, departments or the whole organizations. The future environment in which the Air Force operates will be more technologically driven, cyber dependent, network centric and information based. These high tech systems are only as good as the people who operate and maintain them. These models embrace core, useful and area-of-expertise competencies.
Core or foundational competencies are abilities, skills and values that drive the behaviour and inspire within that every staff should possess and demonstrate. These core competencies should support and in line with the organization, mission, vision or values statements. Competencies are the final skills needed for employment or cluster of jobs, and area-of-expertise competencies determine the specialized information and skill needed for a particular job.
The acknowledgement of human capital drives the Air Force development, employment and sustenance, as well as new innovations in the RMAF force are been identified as the greatest challenge in the transformation effort.
2.4 Human Capital Importance in the RMAF
In an organization such as the RMAF, the imperative asset can be illustrated in terms such as knowledge, attitude, motivation and culture of the human resources. The main industrial and organizational psychology inquiry cornerstone around how to maximize the impact and efficiency of human capital in an organization in today’s business. It can be accepted that this can benefit the individuals and the organization where the individuals work. Research in strategic human resource management and applied psychology indicates clearly that capitalizing in human capital can produce progressive individual, as well as organization-level performance results (Becker & Huselid, 1998; Bowen & Ostroff, 2004; Huselid, 1995; Le, Oh, Shaffer, & Schmidt, 2007; Subramony, Krause, Norton, & Burns, 2008).
According to Schultz (1961), the term ‘human capital’ well-defined as a key element in educating a firm employees and assets in order to upturn productive as well as withstand economic advantage. To withstand effectiveness in the business, human capital is used as a mechanism to increase output. In 1961, Schultz wrote, ‘Although it is clear that people obtain useful skills and knowledge, it is not so seeming that these knowledge and abilities are a practice of assets, or that this resources is in substantial part a product of careful deal’ (Nafukho et al., 2004). Schultz called the form of knowledge that required describing, validating and explaining this phenomenon through human capital theory (Baptiste, 2001).
When regular resources, technology and capitals were used to be the important influences to control the competitive advantage of the firms of one state over the other states, human capital today in present times have become the most important resource for the firms to obtain strategic advantage over the other firms (Dany et al., 2008). This is because managers in both the private sector firm and public organisations regard the human resources of their organisation as its major source of supporting competitive improvement by having the ‘best of the best’ human resource systems in place for selection, recruiting, motivate, and efficiently supervising their individuals (Mesch, 2010).
Human capitals denote to developments that relate to education, training and other specialized initiatives in order to increase the levels of abilities, skills, knowledge, social assets, and values of an employee which will lead to the employee’s gratification and eventually on a steady performance. The concept and viewpoint of human capital stem from the fact that there is no substitute for innovation, creativity, knowledge and learning, competencies and capabilities that they need to be persistently followed and focused on the firm’s competitive logic and environmental context (Rastogi, 2000). Rastogi stated that human capital is a key input for firms especially for employees’ constant enhancement mainly on abilities, knowledge and skills. Hence, the definition of human capital is referred to as the knowledge, competencies, skills, and attributes personified in individuals that enable the foundation of personal, social character and economic comfort.
A dominant air power connotes that RMAF must be able to dominate the air spectrum to the fullest in order to effectively carry out its missions. The constantly changing strategic environment requires RMAF to strive for superior competitive advantages via dynamic transformation plan which incorporate creativity and innovativeness.
The RMAF must not only be highly adaptable but also be ahead to confront the dynamically changing situation. This transformation plan is essentially important for the RMAF’s long term sustainability. Definitely, human capital input plays an important role in enhancing firms’ efficiency (Barney, 1995). At a glance, extensive studies were carried out on human capital and their effects on organization performance were widely concealed. Apparently, human capital improvement will result in better performance and competitiveness (Agarwala, 2003; Guthrie & Petty, 2000).
2.5 The Five Pillars
From the researcher extensive research, we’ve concluded that there are few important factors which directly influence the outcome of assigning the right man for the job in relation to military or our RMAF perspective. These 5 pillars as we brand them are formal selection, centralized decision making, prerequisite, suitability and accountability. Our research will prove that by regulating and enhancing these pillars would directly solve our problem statement. Below are designations and descriptions on these pillars.
2.5.1 Formal Selection
Formal selection is a method or process to put a right man for a job based on relevant qualification, background, skills and competencies to fill in specific job (Robertson et al., 2001). This process also is the best way to eliminate the disqualified person from being put in specified position, at the same time establishing a solid and documented procedure to ensure professionalism and assurance in an organization. Having an efficient formal selection process is critical because incompetent hiring could impact the organization in a big way as the employee may commit a wrongful act that will impact the image of the organization adversely (Pursell et al., 1980).
Thus it is vital for us to research whether a well-documented formal selection process is currently being enforced in the RMAF, particularly regarding our scope which pertains to instructor positions.
2.5.2 Centralized Decision Making
All the decision making and authority are focused on the top tier of management. These top management authority are the ones that formulate company policy and make all the critical decisions. Advantages of centralization include an organization’s ability to be able to keep a tight grip on all aspects of the business (Tsitsiklis, 1984). In the RMAF, the policies and the procedure direct the regulators toward centralized decision making; however recent changes and enhancements to the command centre may contribute to discrepancy and decentralized commands. Thus this could deviate from the objective of the organization on simple matters such selecting the personnel due requirement and importance of operations, human resourcing and the institution.
A theory called Decision Theory stated that some decisions are difficult because of the need to take into account how other people in the situation will respond to the decision that is taken. Other regions of decision theory are concerned with resolutions that are difficult simply because of its complication, or complexity of an organization that has to create them. In such circumstances the issue is not the abnormality between real and optimal behaviour in terms of multi-lateral decision making, but the difficulty of determining the optimal behaviour in the first place (Berger, 1985).
Hence, we can say that having a centralized decision is crucial in minimizing complexities in a multi-lateral relationship in the case of RMAF human resource management pertaining to the selection and postings of training and education personnel.
2.5.3 Prerequisites
A prerequisite is known as a required pre-condition. When something is necessary in advance of something else, like if you have to take a beginning Commercial Pilot Licence (CPL) class before signing up for Air Transport Pilot Licence (ATPL), then it’s a prerequisite. The other meaning or definition of prerequisite is something previously required or necessary to an end or effect proposed (Smither et al., 1993). It is also a qualification required as a necessary condition for something to follow, such as admission, career advancement, award, benefit, privilege, etc (Hausknecht et al., 2004 ). The word prerequisite is a seldom word to be used daily but besides the meaning it is a very precise synonym for that particular definition.
The Selection Theory which typically considers person-job fit as the basis for selecting job applicants. This theory suggests considering making fit assessments based on person’job fit, person’workgroup fit and person’organization fit. Skills, abilities and knowledge ought to be used for person’job fit evaluation. Needs and values should be used for person’organization fit assessment. Broad-based proficiencies and interpersonal attributes should be used for person’workgroup fit assessment. Analyst variables include educational experience, work experience, needs, values, interpersonal attributes and broad-based proficiencies. Standard measures include motivation, performance, extra-role behaviours, retention, work attitudes, group performance and group cooperation. (Werbel et al.,1999).
Thus it is justifiable that based on the justifications presented those prerequisites for a job selection is also a main factor in getting the right man for the job in RMAF, particularly in instructor positions.
2.5.4 Suitability
Suitability relates to the quality of having the properties that are right for a specific purpose; an important requirement is suitability for long period of time. Suitability determines if a person ‘will’ do the job. Each job must be analysed to determine what requirements are needed in order for a person to be effective. Then each individual need to be evaluated to decide if they possess the competencies required to succeed (Rothstein et al, 2006).
Besides that, suitability refers to identifiable character traits and conduct sufficient to decide whether an individual is likely or not likely to be able to carry out the duties of a federal job with correct efficiency, integrity and effectiveness. Suitability is discrete from an individual’s ability to fulfil the qualification requirements of a job, as measured by education, experience, skills and knowledge (Callaghan et al., 2002).
Holland’s Theory of Vocational Personalities in Work Environment suggested that in the development process and career choice, people search for environment that would allow them to use their skills and abilities, to express their attitudes and values. In any given job-related environment, there is a tendency to shape its structure so that its characteristics are like the dominant persons in around and those who are dissimilar to the leading types are likely to be upset and disappointed. The theory also suggested that the passion and interest is bi-directionally related to fulfilment and satisfaction (Leung, 2008).
Hence, based on the journals and theory that is highlighted, we believe that suitability are one of the key factors that would influence the effectiveness of getting the right personnel for instructor postings in Air Education and Training units.
2.5.5 Transparency
Transparency in a selection process is a vital issue in the sense of maintaining good governance and also among the tenets of professionalism in an organization. The other definition that translates direct is transparency also the quality that makes something obvious or easy to understand. It is an approach to corporate management that emphasizes as much disclosure of information as possible to stakeholders and regulators. This idea can also be useful to Armed Forces, government agencies and international business organizations.
The values of transparency speak of to the unrestrained uprightness and perceptibility in all transactions. It safeguards all information on procurement procedures, processes and opportunities. These are clearly well-defined, made available and widely known, without preconception to the publication, specific requirements of the Special Rules. An advertising of contract notices must be appropriate and sufficient to ensure straight competition and independence of the procurement process.
Traditional selection practice and research has exclusively focused on ‘product’ and ‘procedural’ characteristics of selection (legitimacy of selection tools and reliability,). This outlook is characterized by assumptions underlying the ‘psychometric’ model on selection. Generally generated by current assessment practices and environmental deviations, a new outlook on selection has emerged since the beginning of the 1990s that focuses namely on the transparency perspective. The transparency perspective pays attention to the social-emotional processes during selection (Derous & De Witte, 2001).
Thus, based on these literature facts, we can say that transparency in a selection process is a contributing factor that gives an impact towards implication of human capital management in improving organizational capacity towards RMAF Transformation Plan.
2.6 Summary
This paper had explored the current literature on human capital, human capital management in RMAF and its impact on RMAF Transformation Plan performance in implementation of phase two. The fundamentals of RMAF transformation plan and its performance can be closely linked to this conceptualization of human capitals.
The literature reviews indicates that there are strong evidences to show that the in-fusion of ‘human capital development’ in firm promotes innovativeness and better organizational performance. The understanding of RMAF performance in relation to human capitals should be regarded as a phenomenon that transforming the entire workforce as the most ‘valuable assets’ in order for the RMAF to pave ways for greater achievements through creativity and innovativeness. Five critical pillars that affect effective human resource ability to select the right man for the job have been identified. Each pillar and its importance have been explained in detail. For the purpose of this paper those pillars are collectively referred to as ‘the 5 pillars’. It is now appropriate to move onto the next stage of this paper, which is research methodology. Elements of human capital therefore include competencies, attitude, knowledge and skills to fulfil its objectives.
CHAPTER 3
RESEARCH METHODOLOGY
3.1 Introduction
This chapter provides an overview on the research framework. Descriptions on the population and sample, data collecting instruments, and the procedure of the data collection as well as methods of data analysis are explained. The research methodology requires gathering relevant data from the specified document and compiling data bases in order to analyse the material and arrive at a more complete understanding about the issues pertaining in getting the right man for the job in RMAF to fulfil the effectiveness of HCM to meet its objectives executing the RMAF Transformation Plan.
3.2 Research Framework
The researcher has designed the independent and dependent variables based on the RMAF training doctrine. The research framework that was used as an initial guide in commencing the research and subsequent analysis is as follows:
Fig 3.1: Research Framework
3.3 Research Hypothesis
The research hypothesis for this study is as follows:
a. There is a significant effect of formal selection on the effectiveness of HCM in RMAF training and education towards RMAF AF-NG.
b. There is a significant effect of centralised decision making on the effectiveness of HCM in RMAF training and education towards RMAF AF-NG.
c. There is a significant effect of prerequisites on the effectiveness of HCM in RMAF training and education towards RMAF AF-NG.
d. There is a significant effect of suitability on the effectiveness of HCM in RMAF training and education towards RMAF AF-NG.
e. There is a significant effect of transparency on the effectiveness of HCM in RMAF training and education towards RMAF AF-NG.
3.4 Research Design
The research approach in this paper is based upon both quantitative and qualitative research. The quantitative research will employ an online survey kind of research design where data will be collected from the students and instructors of RMAF non-operational training institution. This kind of research design will best suited to collect the data since it will give the researcher a chance to collect primary data from the organisation. One advantage with the survey kind of research design is that the researcher will have a chance of experiencing the culture of the organisation in practice rather than getting it from the secondary sources.
The second approach which is the qualitative method will carry out an interview session with seven Commanding Executives from RMAF. In his regard, the researcher will be able to interact with the head of department in the organisation which will make it possible to understand the dynamic factors of the research by having a first-hand experience.
3.5 Population and Sampling
This analysis will focus on collecting research data from four non-operational training institutions. The sample frame that will be used for the research will be the respondents from Pusat Latihan Pengurusan dan Pentadbiran (PLPP), Pusat Latihan Pengurusan Logistik (PLPL), Institut Teknologi AeroSpace (ITAS) and Sekolah Ikhtisas Tentera Udara (SITU). The Air Force training institutes are places where instructional positions are held. The institution also houses students, which are the internal customer that could give an insight on the instructors’ services. The training unit Commanding Officers could also provide a management’s view on the subject.
In regards of the online survey, the total population for the non-operational instructors and students are approximately 1041 personnel. Ideally, based on Krejcie & Morgan (1970), a sample of 278 respondents should respond upon the survey. The respondents for the online survey consist of officers and other ranks that are divided into two major categories; students and instructors.
In regards of the interview session, seven Commanding Executives were selected for the sessions with the researcher. This interview session will last for 20 minutes.
Table 3.1: Population of Respondents
3.6 Instrumentation
The research will employ different research tools in order to collect the most accurate and relevant data. In this regard the research will employ researcher to administer question through online survey and at the same time will employ interviews sessions with the Commanding Executives. These two tools are very important in the research as they will help the research to get the view of the instructors, the students and at the same time watch the organisation culture in practice through the Commanding Executives.
Questionnaires refer to forms completed by respondents that will be used to collect infrequent routine, routine and regular data for this specific study. While all the statistics in this section applies to questionnaires for all these uses, only samples that concerning routine data will be gathered, whether regular or infrequent. In order to maximize return rates and not to veer from the research pillars, the questionnaires were specifically developed to ensure that the respondents were restricted to the research questions and hypothesis. The questionnaires were developed with a binary scale (yes/no), so that statistical data could be easily analysed and assimilated. To prevent the questionnaire from being too restrictive, areas were available for respondents to provide detailed descriptions in certain key areas. The questionnaire was written in Bahasa Malaysia to ensure that respondents were given the best opportunity to respond.
To facilitate filling out forms and data entry in a structured format, the forms are prepared in a digital format and uploaded in web servers to allow a paperless survey. In general, writing and time could be reduced to a minimum, while allowing automatic generation of reports and statistics. If necessary there is a requirement later to facilitate database entry and analysis, an open-ended format, keywords and other structuring procedures can be used.
3.6.1 Pilot Test
An online pilot test was conducted on 30 respondents to measure their response time and understanding of the questionnaire. The response time was found to average 6 minutes where the longest time measured was 7 minutes and the shortest at 5 minutes. All participants managed to answer all questions with good understanding of the questionnaire’s requirements. The initial test was conducted to provide the research with clues that could assist with the preliminary scoping of the research topic. The response indicated that some of the areas of concern needed to be revised. After some alteration to the questionnaires and interviews, the test was conducted again. Most participants managed to answer all questions with good understanding of the questionnaires requirement.
3.7 Method of Data Analysis
The data collected from the online survey will be analysed in order to make it easy for evaluation. In this regard simple data analysis tools will be used. The data obtained from the respondents will be compared in terms of percentage.
The interview results and responses from the interview questions will be analysed through observation of the researcher.
CHAPTER 4
DATA ANALYSIS AND DISCUSSION
4.1 Introduction
In this paper, there were two methods used for data gathering which were online survey and interviews. As has been discussed, the respondents were instructors, students and Commanding Executives from various RMAF training centres. The data gathered from all the respondents has been analysed and processed in order to provide evidence related to the studied pillars and the topic generally.
4.2 Online Surveys
An online survey tool was used in this study, as it provides a powerful and efficient tool for analysing the data. As this method is a relatively new methodology it is worth explaining how this new technological tool was utilised in this study. This research used docs.google.com as a platform to structure the questionnaire and develop online survey using Google.com Interface. The Google Drive interface is very efficient and works fast, as there are no need for paper based solutions and amendments. The questionnaires were opened through the Google Drive interface via the WhatsApp Messenger to 1041 respondents from the four training centres. Based on Krejcie & Morgan (1970), a sample of 278 respondents should respond upon the survey. However, only 178 respondents take part. Data from the total of 178 respondents were used for data analysis. Once the online survey completed, it was electronically transferred via email and android WhatsApp application. The docs.google.com was the online survey platform, as it is one of the world’s most popular online survey tools. It is a fast and easy system to conduct questionnaires, surveys, polls, customer feedback and market research through this tool.
4.2.1 Analyses of Data Pertaining to Instructors
The data analysis results of the instructor survey data was as follows:
4.2.1.1 Training Centre
Fig 4.1 shows survey respondents from training centre; from Pusat Latihan Pengurusan dan Pentadbiran (PLPP), there were 4 respondents (14%), from Pusat Latihan Pengurusan Logistik (PLPL), there were 3 respondents (11%), from Institut Teknologi AeroSpace (ITAS), there were 14 respondents (50%) and from Sekolah Ikhtisas Tentera Udara (SITU), there were 7 respondents (25%).
Fig 4.1: Survey Respondences from Training Centre
4.2.1.2 Rank
Fig 4.2 shows survey respondents based on rank; from Sergeant there was only 1 respondent (4%), from Flight Sergeant there were 7 respondents (25%), from Warrant Officer I/II there were 3 respondents (11%), from Lieutenant there was only 1 respondent (4%), from Captain there was only 1 respondent (4%) and from Major there were 11 respondents (39%).
Fig 4.2: Survey Respondences Based On Rank
4.2.1.3 Service Duration
Fig 4.3 shows service duration of survey respondent; there were 5 respondents (18%) serving less than 10 years and 23 respondents (82%) serving more than 10 years.
Fig 4.3: Service Duration of Survey Respondent
4.2.1.4 Knowledge of ITC
Fig 4.4 shows knowledge of respondents about Instructional Technique Course (ITC); there were 26 respondents (93%) knew about ITC but 2 respondents (7%) otherwise.
Fig 4.4: Knowledge of ITC
4.2.1.5 Knowledge of TAC
Fig 4.5 shows knowledge of respondent about Training Administrator Course (TAC); there were only 11 respondents (39%) knew about TAC but 17 respondents (61%) otherwise.
Fig 4.5: Knowledge of TAC
4.2.1.6 Knowledge of TDDEC
Fig 4.6 shows knowledge of respondent about Training Design, Development and Evaluation Course (TDDEC); there were only 12 respondents (43%) knew about TDDEC but 16 respondents (57%) otherwise.
Fig 4.6: Knowledge of TDDEC
4.2.1.7 Courses for Subject Matter Expert (SME)
Fig 4.7 shown courses for SME; 17 respondents (61%) agreed that the courses that they have attended were courses for SME but 11 respondents (39%) agreed otherwise.
Fig 4.7: Courses for SME
4.2.1.8 Courses for Rank Promotion
Fig 4.8 shows courses for rank promotion; 7 respondents (25%) agreed that the course that they have attended were courses for rank promotion but 21 respondents (75%) agreed otherwise.
Fig 4.8: Courses for Rank Promotion
4.2.1.9 Courses Considered Welfare Factor
Fig 4.9 shows courses that considered welfare as a factor; 3 respondents (11%) agreed that the course that they have attended were courses considered welfare as a factor but 25 respondents (89%) agreed otherwise.
Fig 4.9: Courses Considered Welfare Factor
4.2.1.10 Courses that Human Resource (HR) Department Planned
Fig 4.10 shows courses that HR Department planned; 22 respondents (79%) agreed that the courses that they have attended were planned by HR Department but 6 respondents (21%) agreed otherwise.
Fig 4.10: Courses that Human Resource (HR) Department Planned
4.2.1.11 Human Resource (HR) Department Advised by Trade Master
Fig 4.11 shows that HR Department was advised by Trade Master on their planning; 18 respondents (67%) agreed but 10 respondents (33%) agreed otherwise.
Fig 4.11: HR Department Advised by Trade Master
4.2.1.12 Opportunities for Choosing Posting and Career Progress
Fig 4.12 shows that the instructors were given opportunities for choosing posting and career progress; 8 respondents (29%) agreed but 20 respondents (71%) agreed otherwise.
Fig 4.12: Opportunities for Choosing Posting and Career Progress
4.2.1.13 Updating the Competency as Instructor
Fig 4.13 shows that the training centre always updates the competency of their instructors; 27 respondents (96%) agreed but 1 respondent (4%) agreed otherwise.
Fig 4.13: Updating the Competency as Instructor
4.2.1.14 Opportunities to Enhance the Skills and Knowledge
Fig 4.14 shows the instructor has opportunities to enhance the skills and knowledge of their instructors; 20 respondents (71%) agreed but 8 respondents (29%) agreed otherwise.
Fig 4.14: Opportunities to Enhance the Skills and Knowledge
4.2.1.15 Training Centre Career Planning
Fig 4.15 shows the training centre has plan to career progression of their instructors; 17 respondents (61%) agreed but 11 respondents (39%) agreed otherwise.
Fig 4.15: Training Centre Career Planning
4.2.1.16 Human Resources Department Career Planning
Fig 4.16 shows the human resources department has plan to career progression for the instructors; 19 respondents (68%) agreed but 9 respondents (32%) agreed otherwise.
Fig 4.16: Human Resources Department Career Planning
4.2.1.17 SME as Precedent of Training Centre
Fig 4.17 shows the SME as precedent of training centrefor the instructors; 15 respondents (54%) agreed but 13 respondents (46%) agreed otherwise.
Fig 4.17: SME As Precedent of Training Centre
4.2.1.18 SME as Precedent of Human Resources Department
Fig 4.18 shows the SME as precedent of human resources department for the instructors; 5 respondents (18%) agreed but 23 respondents (82%) agreed otherwise.
Fig 4.18: SME As Precedent of Human Resources Department
4.2.1.19 Availability and Ability of Instructors to Support the Needs of Students
Fig 4.19 shows availability and ability of the instructors for the students; 23 respondents (82%) agreed but 5 respondents (18%) agreed otherwise.
Fig 4.19: Availability and ability of Instructor for to Support Students Needs
4.2.1.20 Requirement for Additional Instructors
Fig 4.20 shows the requirement for additional instructors; 28 respondents (100%) agreed on the additional requirement for instructors for training institution.
Fig 4.20: Requirement for Additional Instructors
4.2.1.21 Influence of Instructor (Rank Promotion)
Fig 4.21 shows the influence of instructors (rank promotion); 21 respondents (75%) agreed but 7 respondents (25%) agreed otherwise.
Fig 4.21: Influence of Instructor (Rank Promotion)
4.2.1.22 Influence of Instructor (Career Progression Course)
Fig 4.22 shows the influence of instructors (career progression course); 24 respondents (86%) agreed but 4 respondents (14%) agreed otherwise.
Fig 4.22: Influence of Instructor (Career Progression Course)
4.2.1.23 Influence of Instructor (Service Reward)
Fig 4.23 shows the influence of instructors (Service Reward); 18 respondents (64%) agreed but 10 respondents (36%) agreed otherwise.
Fig 4.23: Influence of Instructor (Service Reward)
4.2.1.24 Influence of Instructors (Welfare)
Fig 4.24 shows the influence of instructors (welfare); 23 respondents (82%) agreed but 5 respondents (18%) agreed otherwise.
Fig 4.24: Influence of Instructor (Welfare)
4.2.2 Analysis of Data Pertaining to Students
The data analysis results of the students survey data is as follows:
4.2.2.1 Training Centre
Fig 4.25 shows survey respondent from training centre; from PLPP there were 21 respondents (14%), from PLPL there were 15 respondents (10%), from ITAS there were 90 respondents (60%) and from PLPL there were 15 respondents (10%).
Fig 4.25: Survey Respondents from Training Centre
4.2.2.2 Rank
Fig 4.26 shows survey respondents based on rank; from Corporal and below there were 109 respondents (73%), from Sergeant/Flight Sergeant there were 12 respondents (8%), from Major and Captain there were 15 respondents (10%) and from Lieutenant there were 14 respondents (9%). However, there were no respondent from the rank of Warrant Officer I/II.
Fig 4.26: Rank of Survey Respondents
4.2.2.3 Service Duration
Fig 4.27 shows service duration of survey respondent; there were 23 respondents (15%) serving from 6 to 10 years, 77 respondents (51%) serving below than 5 years and 50 respondents (33%) serving more than 10 years.
Fig 4.27: Service Duration of Survey Respondent
4.2.2.4 Knowledge of Courses
Fig 4.28 shows knowledge of respondents about Instructional Technique Course (ITC); there were 82 respondents (55%) knew about ITC but 68 respondents (45%) otherwise. Fig 4.29 shows knowledge of respondents about Training Administrator Course (TAC); there were only 30 respondents (20%) knew about TAC but 120 respondents (80%) otherwise. Fig 4.30 shows knowledge of respondents about Training Design, Development and Evaluation Course (TDDEC); there were only 22 respondents (15%) knew about TDDEC but 128 respondents (85%) otherwise.
Fig 4.28: Knowledge of ITC
Fig 4.29: Knowledge of TAC
Fig 4.30: Knowledge of TDDEC
4.2.2.5 Courses for Subject Matter Expert (SME)
Fig 4.31 shows courses for SME; 94 respondents (63%) agreed that the course that they have attended were courses for SME but 56 respondents (37%) agreed otherwise.
Fig 4.31: Courses for SME
4.2.2.6 Courses for Rank Promotion
Fig 4.32 shows courses for rank promotion; 115 respondents (77%) agreed that the course that they have attended were courses for rank promotion but 35 respondents (23%) agreed otherwise.
Fig 4.32: Courses for Rank Promotion
4.2.2.7 Courses Considered Welfare Factor
Fig 4.33 shows courses that considered welfare as a factor; 26 respondents (17%) agreed that the course that they have attended were courses considered welfare as a factor but 124 respondents (83%) agreed otherwise.
Fig 4.33: Courses Considered Welfare Factor
4.2.2.8 Courses that Human Resource (HR) Department Plan
Fig 4.34 shows courses that HR Department planned; 137 respondents (91%) agreed that the courses that they have attended were planned by HR Department but 13 respondents (9%) agreed otherwise.
Fig 4.34: Courses that Human Resource (HR) Department Planned
4.2.2.9 Human Resource (HR) Department Advised by Trade Master
Fig 4.35 shows that HR Department was advised by Trade Master on their planning; 125 respondents (83%) agreed but 25 respondents (17%) agreed otherwise.
Fig 4.35: HR Department advised by Trade Master
4.2.2.10 Quality of Instructor
Fig 4.36 shows that the instructors met the criteria as a quality instructor; 127 respondents (85%) agreed but 23 respondents (15%) agreed otherwise.
Fig 4.36: Quality of Instructors
4.2.2.11 Subject Matter Expect (SME) Instructors
Fig 4.37 shows the instructors that categories as a SME; 126 respondents (84%) agreed but 24 respondents (16%) agreed otherwise.
Fig 4.37: SME Instructors
4.2.2.12 Sharing of Experience
Fig 4.38 shown the instructors sharing their experience that can enhance the students’ knowledge; 136 respondents (91%) agreed but 14 respondents (9%) agreed otherwise.
Fig 4.38: Sharing of Experience
4.2.2.13 Role Model Instructor
Fig 4.39 shows the instructors that can be role model for the students; 109 respondents (73%) agreed but 41 respondents (27%) agreed otherwise.
Fig 4.39: Role Model Instructors
4.3 Results of Conducted Interviews
As part of the data gathering technique, interviews session with Commanding Executives of the selected training institute was carry out. This information required to further support this study with the needed descriptive or qualitative data and statements, in order to generate results and analysis that may prove the hypothesis.
The interview results/responses from the interview questions were created to drive outcomes towards the identified pillars. As a result, data analysis generated the following general outcomes from the interviews.
a. Formal Selection
Respondents believed that the formal selection of individuals to perform instructional duties was in place and part of the RMAF Human Resource process or system. However, not all respondents subscribed to the established procedures.
The data analysis has indicated that there are a considerable number of RMAF instructors who believed that their career progression has not been formally determined by HR Department. They believed that there is no forecast for their career progression and they are simply just fulfilling a job nobody else will do.
From the survey conducted at various training unit in RMAF, majority of the respondents agreed that their career progression was determined by HR Department. However, there are still a number of instructors, which comprises 21% of the total respondents, who believed that their career progression is not being managed.
Fig 4.40: HR Influence on Career Progression
Furthermore, they believed that they were placed into instructional position to meet the immediate needs of the organization without considering their career development or the future needs of the organization. Defined and personalised career progression benefits employees by giving them certainty of specific skills, knowledge and experience required to advance and reach their career goals. Without proper forecasted/personal career progression, it will reduce the pool of suitable personnel for instructional postings, due to the following undesirable effects:
i. Low state of morale while performing duties.
ii. Sub-standard quality of work.
iii. Workplace conflict, and
iv. Job and career dissatisfaction.
b. Centralised Decision Making
On this matter, majority of the interviewees agreed that the Trade Master (TM) has high levels of influence on the selection for instructor posting. However, they did note the responsibility officially laid with the HR Department on the decision making process.
The results of the analysis have demonstrated that the RMAF is actively involving those members who should be involved in the decision making process, such as Trade Masters, Commanding Officers, and individuals. However, the data clearly shows that there is no clear centralised body for decision making, demonstrated in the inconsistent application of influence in the decision making process. This inconsistent approach means that those selected for instructional positions, may or may not have their TM, CO or they involved in the process.
This creates significant issues for the RMAF, as the decision making process is not consistent, potentially subject to negative external influences and non-consultative, all of which will reduce the RMAF Human Resources’ ability to correctly select the right man for the job. As a result, it will affect the organization in meeting the objectives of RMAF Transformation Plan under the pillar of people.
c. Prerequisites
On questions pertaining to prerequisite, all the respondents claimed that after being fully qualified as an instructor, they were posted to perform instructional duties. They stated that most instructors had Instructional Technique Course (ITC). However, they required them to have all relevant instructional courses completed prior to posting to their unit.
This may seem like a low percentage based on the statistic; however, it means that one in ten instructors have absolutely no formal training in instructing military students. Instructors with no training pose a huge risk to the personnel capability of the RMAF, with exponential impact expected as one poor instructor will produce many poor students.
In terms of administering and developing course curriculum, RMAF is conducting the Training Administration Course (TAC) and Training Design and Development Course (TDDC) which have non-compliance rate of 52% and 45%, respectively. These two courses are essential in enhancing instructor capabilities in administrative and technical instructional. The data shows that the vast majority of instructors selected do not have these qualifications, resulting in an instructional workforce not being able to organize or technically execute the instruction of military students. The end effect is the RMAF will produce a sub-standard training outcome, being lower quality graduates, which in turn weakens the overall RMAF personnel capability.
In terms of Subject-Matter-Experts (SMEs), RMAF has a 70% satisfactory rate for all its training institutions. These SMEs are considered to possess the right knowledge, skills, experiences and the right attitude towards their field of expertise. However, this finding shows that nearly one third of the current RMAF instructor workforce believes they do not have the technical specialist skills to impart to their students.
This is most concerning of all the findings, as the actual skill and ability of student to perform their war time role will be adversely effected. Students will be leaving RMAF course with lacking of knowledge that they were supposed to be taught.
d. Suitability
On aspects pertaining to instructor’s suitability, all the respondents believed that suitability would best be determined on the actual teaching performance to ensure high level of competency through the use of identified evaluation tools such as periodic assessment, students’ feedback and performance appraisals. However, they did state to some extent that evaluations were done just for compliance.
The respondents did not understand the human resource process for becoming an RMAF instructor, which indicates that RMAF members cannot be proactive in stating their suitability (or otherwise) to the RMAF human resource decision makers. This is the first hurdle in determining suitability, that is whether a member thinks they are suitable or not.
The data analysis results have shown that 33% and 21% of the respondents believed that they are not consulted by TM and HR respectively before they are posted to instructional duties. This trend will lead to significant problems with unsuitability in the instructional and training organization. It is impossible to determine whether a person is suitable for posting to an instructional role unless the person has been consulted in the process. Just because a person maybe technically capable of instructing does not necessarily mean they are suitable for such a position. The person may have suitability issues that only they are aware of, such as personal characteristics, family circumstances, professional aspirations, pending administrative matters or court martial to name a few.
e. Transparency
On transparency related questions, all the respondents claimed that issues arising from their respective schools were elevated up to the level of HR Department for appropriate action. However and most of the time, no action was received or taken by the concerned department. Furthermore, the coordination and communication between the schools, the TM and the HR department in terms of selecting individuals for instructor posting was quite low or of insufficient quality, resulting in further problems.
Currently, a high number of instructors are not fully aware of the reasons for Human Resources decision making in relation to instructor postings. Those instructors in many instances were not even qualified to instruct or did not apply for that instructional position.
The data clearly shows there is an on-going problem when it comes to transparency on selecting individuals for instructional postings. A lack of transparency in this regard does not demonstrate to RMAF personnel that there is fair, equitable or even logical selection process for instructor postings. A perceived lack of transparency will negatively affect the RMAF, as its members may feel they are no more than just workers being slotted into postings without consideration, instead of being part of a larger team, willing to sacrifice for the greater good. RMAF personnel will also be less likely to volunteer for duties, as the culture will bred into members that this is a non-consultative process. Lastly RMAF personnel will have less faith in RMAF Human Resource, which may result in a reduction of morale on several fronts.
4.4 Summary
Based on the results presented, these studies have established the importance of the identified pillars and the significant impact they have on the effectiveness of RMAF Human Capital Management in selecting the right person for instructional duties to meet the RMAF Transformation Plan. The following are the significant findings on each pillar that need to be addressed to correct the system inconsistency:
a. Since selection was not formally conducted, the career progression of each personnel posted as instructors was not determined or considered by the Human Resource Department.
b. Unknown or unrecognized by most of the respondents is the centralised decision making in terms of posting selection. What was seemed to be noticeable by all concerned is the decentralised concept of posting personnel for instructional duties which was believed to be under the great influence of the Trade Master, which appeared to be decentralised.
c. Ensuring prerequisite to all personnel before performing instructional duties is another area to be addressed as to improve and enhance the quality that will be produced by any training institution in RMAF.
d. In terms of transparency, openness on the selection process or the decision making on posting personnel was not in place which gave way for some to raise doubts and disbelief on the current system. Further, this creates incorrect notions of who’s is control in relation to personnel’s postings. Likewise, most personnel do not have any choice but to follow orders since their personal preferences will never be considered. This is the major issues that need careful attention.
e. By taking into consideration individual preferences and level of commitment, the suitability of the concerned person can be determined. Consultation with the projected individual and their Commanding Officer is also required to ensure the right man can be identified for the instructor position.
CHAPTER 5
CONCLUSION AND
RECOMMENDATIONS FOR FUTURE RESEARCH
5.1 Conclusion
This study aimed at identifying the specific factors that primarily contributes positive implications towards the RMAF Transformation Plan. In order to achieve the objective of this research, the approach in this paper was based upon a quantitative descriptive research. This research has employed a survey kind of research design where data was collected from the students and instructors of RMAF non-operational training institution and analysed in term of percentage. In conclusion, this researched has achieved its objective. The results of this study have significantly shown the implication of Human Capital Management (HCM) in improving organizational capacity towards RMAF Transformation Plan. This study has proven the hypothesis that the effectiveness of RMAF Human Capital Management is directly related to selecting the right man for instructor positions. This study has further established the importance of the identified pillars, which have the ability to directly impact the effectiveness of RMAF Human Resource planning in selecting the right person for instructional duties. The study has established the following factors adversely affect the effectiveness of RMAF Human Capital Management ability to place the right man into an instructional position:
5.1.1 Formal Selection Process
This study has found that RMAF Human Resource Department does have a formal selection process. When the formal selection process is carried out accordingly, then the organization will improve its ability to nominate and select the right candidate for the post of instructional personnel. However, at present the channel or process does not include the Training and Education Command. The link between Human Resource Department and the Training and Education Command has to be re-established to have a complete and formal selection process.
5.1.2 Centralised Decision Making
This study has found that RMAF Human Department does have a centralised decision making process when determining instructional postings. When there is presence of centralised decision making, then it will avoid the emergence of doubts and speculations for some affected individuals. The selection and decision making process can avoid high influence by the third parties, external individual favourers and personal preferences. However, it does have a little decentralised functions that probably caused by the welfare factor. This effectively means although RMAF centrally decides on instructional posting selection, there might be a minimal presence of decentralized elements which influence the decision making process in an inconsistent manner.
5.1.3 Prerequisites
This study has found that RMAF Human Resources prerequisites were being adhered to at multiple levels in instructional training qualifications and relevant operational experience.
5.1.4 Transparency
This study has found that RMAF Human Resource Department does have an open and transparent process when determining instructional postings. The vast majority of RMAF instructors were aware of the RMAF Human Resource process for selecting instructors.
5.1.5 Suitability
This study has found that RMAF Human Resource Department does broadly consider candidates suitability when determining instructional postings. The suitability of RMAF instructors is mainly focused on RMAF needs and determinations and takes into considerations an individual’s preferences or command input in certain cases that pertaining to welfare.
This research has shown that there are infusion of ‘human capital enhancement’ in organizations which promotes innovativeness and greater organizational performance. RMAF performance in relation to human capitals has been regarded as a phenomenon that transformed the entire workforce as the most ‘valuable assets’ for RMAF’s greater achievements through creativity and innovativeness. Five critical pillars that affect effective human resource ability to select the right man for the job have been identified to contribute in the Transformation Plan of RMAF.
5.2 Recommendation
This study has identified some major recommendations for consideration by RMAF Senior Leadership.
5.2.1 Improving Human Resource Selection Process
Formal selection is essential in employing the right instructor or personnel for a job. This process must not assume that assigning a personnel to certain position is enough just to fill in the vacancies. This process must not be just for compliances but should be based on a proper and formal selection system of RMAF.
5.2.1.1 Improving the Selection Procedure
It is recommended that the first level of formal selection to be based on personnel’s field of interest. This procedure will be managed and administered by the Division Headquarters by retrieving advice by Commanding Officer. A new instructor posting board which comprises of trade master representatives and HR representative should be established. The suitable candidate will be interviewed for new courses regarding to instructional courses and instructional posting. This process will genuinely abstract the potential future instructor and future posting. With proper forecasted and career progression planning, basically will pool suitable candidates for instructional courses and posting. By improving the selection process, it will help the organization to select a suitable and qualified person to be placed into a specified position. This recommendation is very vital in order for RMAF to be on the path achieving the objective of RMAF AF-NG Transformation Plan.
5.2.2 Introducing Incentives Based System
The implementation of an incentive based system to ensure that the RMAF attracts the highest calibre candidates. It is recommended that RMAF implement an incentive based system to ensure the most qualified and suitable candidates apply for instructional positions. The benefit of the incentive based system is that it is flexible and can be applied in numerous ways to suit the environment of the time. For example it can be based on an increase in pay or special instructional allowance. This method allows the RMAF to encourage and attract the best RMAF candidates for instructional postings, via the incentive based system.
5.3 Recommendations for Future Research
It is strongly believed that the above recommendation would allow the RMAF to resolve the issues identified in the study. There is solid supporting evidence to suggest that a modern selection system will resolve the problems associated with formal selection, centralised decision making, determining suitability, satisfying positional prerequisites and ensuring transparency. Furthermore, an incentive based system will ensure the voluntary nature of the system will still attract the best people for RMAF instructional roles.
It is hoped through these measures that instructional positions are seen as the pinnacle of a member’s career, with all RMAF members aspiring to hold such an appointment. This study although makes a valid and necessary contributions to theory and RMAF organization setting however it has left a number of grey areas that need to be looked into by the RMAF HRM and higher authorities. The study solely relates and predicts performance on the scope of HCM. Future researchers could carry out a study involving more training centres in order to get bigger sample which will represent the actual population of RMAF. This will contribute for a more and deeper research, where the researcher can focus on which indicator ends up in higher performance and reasons. Furthermore researcher should plan investigations to address the remarks given by the respondents at the end of the questionnaire. This study adopted a convenience sampling technique by the use of docs.google.com to administer the questionnaires.
Some of the areas found were very alarming and should be given an immediate attention by the RMAF higher authority and Markas Pendidikan dan Latihan Udara (MPLU). The particular issues that should be taken into consideration are as below:
i. Too many quest lecturers were employed in carrying out the courses, where it raised question on RMAF instructors’ credibility capability and ability.
ii Students’ perception toward instructor as their role model. This issue arises due to 27% of student feedback were not agreeing to current instructor as a role model to them.