PROFESIONALISME TENAGA PENGAJAR
1.9.3 Analisis Keperluan Latihan
Dalam konteks organisasi, analisis keperluan latihan merupakan langkah pertama dalam menentukan corak latihan yang diperlukan oleh tenaga pengajar dengan cara membuat semakan terhadap kompetensi mereka terhadap tugas dan tanggung jawab, analisis prestasi tenaga pengajar dan analisis organisasi KV. Menurut Ferdinand, (1988), Herbert & Doverspike, (1990) dan Dessler (1997), AKL merupakan langkah awal dalam kitaran pembangunan sumber manusia berdasarkan latihan dalam sesebuah organisasi. Ianya bertujuan untuk mengenalpasti jurang prestasi kerja tenaga pengajar bagi melihat keperluan latihan dan ianya bergantung kepada apa latihan yang diperlukan? Siapakah yang memerlukan latihan? dan mengapa latihan tersebut diperlukan?.
Dalam konteks kajian ini, AKL merujuk aspek keperluan latihan bagi individu tenaga pengajar yang yang merangkumi aspek organisasi KV dan tugasnya sebagai tenaga pengajar KV.
23 1.9.4 Tenaga Pengajar Kolej Vokasional Malaysia
Tenaga pengajar KV, adalah ahli profesion pendidikan yang setaraf dengan guru-guru yang berada di sekolah menengah biasa di bawah pengurusan KPM. Mereka telah mendapat latihan di dalam bidang kepakaran ikhtisas masing-masing sebelum berkhidmat sebagai tenaga pengajar, selain kelayakan kemahiran tambahan menerusi Sijil kemahiran Malaysia (SKM). Oleh itu, mereka mempunyai kemampuan dan keupayaan untuk melaksanakan proses PdP, bertanggungjawab sepenuhnya terhadap segala tindakan dan keputusan yang dibuat bagi mencapai matlamat organisasi KV dan pihak KPM.
1.10 Rumusan
Dalam bahagian bab ini, pengkaji telah membuat penjelasan mengenai isu dan permasalahan kajian yang membawa wujudnya keperluan untuk menghasilkan Model konsep pembangunan profesionalisme tenaga pengajar KV Malaysia. Berdasarkan maklumat kajian awal, wujudnya masalah kefahaman mengenai konsep pembangunan profesionalisme serta kekaburan mengenai bentuk latihan yang diperlukan oleh tenaga pengajar. Sehubungan itu, kajian ini dijalankan bagi meneroka sub elemen LDP yang diperlukan, mengenal pasti tahap kesesuaian sub elemen LDP, keperluan sub elemen LDP mengikut perbezaan tempoh perkhidmatan, melihat sumbangan LDP dan AKL terhadap standard profesionalisme tenaga pengajar serta proses membentuk Model konsep pembangunan profesionalisme tenaga pengajar KV Malaysia. Seterusnya menerusi bab 2 kajian, pengkaji membincangkan teori dan model yang berkaitan dengan pembangunan profesionalisme melalui latihan secara lebih global untuk dijadikan sumber rujukan kajian ini.
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