This paper aims to share the findings of outcome-based education (OBE) analysis done on Human Resource

Development (HRM549) course from the Faculty of Business Management that was conducted in one of the public

universities. Generally, the curriculum documentation of an academic program includes written program educational

objectives (PEOs) at the program level together with the course information for all courses in the program. Course

information is a document that provides the details of the course outcomes, teaching methodology, assessment,

details of students learning time (SLT), program outcomes-course outcomes (POs-COs) matrix, taxonomy and soft

skills matrix that serve as an official guideline to a lecturer to conduct the course, deliver the learning activities and

assessment of the students. This OBE course analysis was done as a part of an assignment for the Certificate of

Education program conducted by Institute of Leadership and Quality Management (ILQAM) in 2014. Findings of

the analysis on this HRM549 course showed that there were several items were not mapped to the course learning

outcomes. Henceforth, it was recommended that the lecturer should identify the key important elements in the

course analysis that will guide them to map the course learning outcomes with program educational objectives. In

conclusion, doing OBE course analysis provides an insight of how the curriculum of a course is being designed (or

formulated) using OBE approach

Abu Bakar, Norida

Ahmad Ridzuan, Ahmad Nur Azam

Ismail, Nor Fuzaina

Jahya, Arnida

Md Jelas, Imran

Mohd Sharif, Sariwati

Zulkifli, Faiz

Universiti Teknologi MARA Institutional Repository

OBE Course Analysis and Learning Reflections 
*Arnida Jahya1, Dr Sariwati Mohd Sharif/2, Norida Abu Bakar3, Nor Fuzaina Ismail4, Faiz Zulkifli4, 
Ahmad Nur Azam Ahmad Ridzuan5, Imran Md Jelas5 
Universiti Teknologi MARA, 75300, Bandar ay a Melaka, Melaka 
2MITRANS, Universiti TeknologiMARA,40450Shah Alam, Malaysia 
3Universiti Teknologi MARA, 78000, Alor Gajah, Melaka 
4Universiti Teknologi Mara, 40450 Shah ALam, Malaysia 
5Universiti Teknologi MARA, 32610,Bandar Seri Iskandar, Perak 
* arnida&bdrmelaka. uitm.edu. my 
Abstract 
This paper aims to share the findings of outcome-based education (OBE) analysis done on Human Resource 
Development (HRM549) course from the Faculty of Business Management that was conducted in one of the public 
universities. Generally, the curriculum documentation of an academic program includes written program educational 
objectives (PEOs) at the program level together with the course information for all courses in the program. Course 
information is a document that provides the details of the course outcomes, teaching methodology, assessment, 
details of students learning time (SLT), program outcomes-course outcomes (POs-COs) matrix, taxonomy and soft 
skills matrix that serve as an official guideline to a lecturer to conduct the course, deliver the learning activities and 
assessment of the students. This OBE course analysis was done as a part of an assignment for the Certificate of 
Education program conducted by Institute of Leadership and Quality Management (ILQAM) in 2014. Findings of 
the analysis on this HRM549 course showed that there were several items were not mapped to the course learning 
outcomes. Henceforth, it was recommended that the lecturer should identify the key important elements in the 
course analysis that will guide them to map the course learning outcomes with program educational objectives. In 
conclusion, doing OBE course analysis provides an insight of how the curriculum of a course is being designed (or 
formulated) using OBE approach. 
Keywords: Outcome-based education, program educational objectives, course outcomes, course information 
Introduction 
In today's educational climate, education would be 
the most powerful means to change the world. A lot 
of effort by the government worldwide to improve 
the education due to its roles in developing and 
sustaining the country. Providing the best education 
might begin from the designing the best curriculum 
in schools and higher education. Curriculum can be 
defined as a set of planned and guided learning 
experience or course content aimed at achieving a 
certain mission or target or objectives (MQA, 2007). 
The curriculum design will provide a framework on 
how to organize the learning process of students. 
Each of the education institution should have the 
curriculum design in order to abide with the 
provisions under the related law such as Malaysian 
Qualifications Agency Act 2007; Code of Practice of 
Programme Accreditation (COPPA) Standard; 
National Higher Education Strategic Plan (PSPTN); 
Nine Graduate Attributes and program standards. The 
curriculum should be designed effectively in order to 
ensure that the learner understand what they need to 
learn, what to achieve in their learning process and 
how to learn. Tyler (1949) revealed that there are five 
basic criteria for an educational program that need to 
be highlighted which are identify the needs of 
learners; define learning objectives; indicate the 
learning activities to achieve the objectives; action 
plan for the learning experience and end with 
evaluation of objectives achievement. 
Human Resource Development Course 
In this study, one of the courses offered in the Faculty 
of Business Management had been chosen for an 
assignment to analyze the extent to which the course 
information had been design accordingly. Human 
Resource Development (HRM549) is offered in 
Semester 4 with 4 credit hours and it is a core subject 
for Bachelor of Business Administration (H) Human 
Resource Management. The course information for 
this subject was last reviewed in year 2013 and 
maintained by the resource person in Faculty on 
Business Management, UiTM Puncak Alam campus. 
In the syllabus of HRM549 (Human Resource 
Development), there are ten topics that will be 
covered per semester. The topics are: 
Table 1. Chapters inHRM549 
Topic 
1. Introduction to Human Resource Development 
2. Training Needs Assessment 
3. Learning and HRD 
4. Training Program Design 
5. Transfer of learning 
6. Evaluating HRD Programs 
7. Training Delivery 
8. Use of new technologies in training 
9. Special issues in training and development 
10. The future of training and development 
CLO 
COl 
COl 
COl 
C02 
COl 
CO?: 
C03 
C03 
COL, 
C02 
C03 
C03 
Assessment Tools 
Test, Final 
Test, Final, 
Assignment (lower level) 
Test. Final 
Assignment (lower level) 
Test, Final 
Test. Final 
Assignment (lower level) 
Mock Training Program 
Test. Final 
Test. Final 
Test, Final 
Assignment (lower level) 
Each of these chapters has been mapped to the course 
learning outcomes (CLO) and will be evaluated with 
the right assessment tools. 
Course Information 
Human Resource Development (HRM549) course 
was designed to furnish students with the knowledge 
and skills to organize a training program. It highlights 
three main course learning outcomes (CLO) that need 
to be achieved by students. The aims of this course 
are: firstly, the students must be able to recognize and 
illustrate the principles of Human Resource 
Development (CLOl); secondly to be able to develop 
and conducting the training program by following the 
guidelines in the Instructional System Design 
(CL02) and thirdly, to understand the predictors and 
consequences of HRD efforts in an organization 
(CL03). Consisting of 10 syllabuses, this course is 
expected to equip the students with knowledge and 
skills needed to be a HR practitioner as well as HRD 
professional in facilitating the employees' learning 
and development process in an organization. 
In general, the course information provides a detailed 
guideline for the lecturer to deliver the learning 
process. Each of the syllabuses is linked with three 
course outcome as mentioned earlier. This can help 
the lecturer to deliver each of the topics effectively in 
order to ensure that students will achieve the course 
outcomes at the end of the semester. In addition, each 
of the topics is being provided with assessment tools 
and rubric in order to evaluate the knowledge 
acquisition and learning process of the students. A 
detail on Student Learning Time (SLT), MQA credit 
for the course, course outcomes-program outcomes 
matrix, matrix taxonomy and soft skills matrix also 
provided as the guidelines for the lecturer in the 
lesson plan, learning activities and evaluation of the 
activities at the end of the semester. Analysis done on 
this course information, revealed few discrepancies 
pertaining to its rubric, marks allocations, assessment 
tools, matrix taxonomy and other related issues that 
will be discussed in detailed in the next sections. 
Rubric 
By referring to the second course outcome which is; 
quoted: "At the end of the course, the students should 
be able to develop the training program incorporating 
the stages of needs analysis, selection of resources 
and techniques and evaluation". This explained that 
the students have to plan, design, develop and 
implement the training program by applying the 
principles of HRD, follow the right steps in designing 
a training program, and to deliver the training 
effectively. This is consistent with the allocation of 
marks in the continuous assessment whereby, 
maximum twenty percent is allocated to the students 
who can deliver the training program effectively. 
However, there is no rubric to be used in assessing 
the training program delivery by the students. 
It is suggested to assess the training program 
implementation by looking at the designed training 
planning by the students starting from the planning 
stage until the evaluation process. Students have 
learned the process of designing a training program 
base on Instructional System Design (ISD). The ISD 
approach illustrate the seven (7) steps of designing a 
training program as explained in the main text book 
that is being used as recommended text for the 
course. Base on the book of Training and 
Development by Raymond A. Noe (2013), before a 
training program being implemented, training 
provider have to do training need analysis: 
specifically 1) to ensure employees' readiness for 
training, 2) to create a learning environment, 3) to 
ensure transfer of training, 4) to develop an 
evaluation plan, 5) to select appropriate training 
method, and 6) last but not least to monitor and 
evaluate the program. 
The marks are to be allocated based on the extent to 
which the students fulfill the requirement of each of 
these steps. In addition, the soft skills, knowledge 
skills, team works, fluency and clarity, interaction 
with trainees and time management also need to be 
evaluated as a part of the criteria in organizing a 
training program. 
Marks allocation 
Another issue that needs to be highlighted is the 
allocation of marks for mock training program. 
Currently, the marks allocated for the group 
assignment is twenty percent. In this group 
assignment, students have to form a few groups (9-11 
members per group) and start to plan the training 
program that they intent to deliver. They are given 
ten week to organize the program and start to plan in 
week two of the semester and implement the training 
program in week eleven. 
Details of how the marks are allocated for this 
assignment are not being defined and how the 
students are being evaluated (scores). The course 
information provides the overall assessment marks 
allocated for implementation of program and report 
respectively. However, the ten percent marks (or 
allocation) for program implementation is considered 
too low as compared to the amount of work and 
efforts of the students spent on planning and 
implementing the program. 
In organizing a training program, training need 
analysis (Step 1 in training design process) is 
considered as the most difficult stage to be 
implemented. This is because it is a complex process; 
and it requires skills to analyze the needs of 
conducting training program. Activities that must be 
done in doing training need analysis (TNA) are: 
trainer must analyze the capacity of organization, and 
trainees' readiness and tasks in the program. 
Furthermore, the process to analyze organizational 
capacity, trainees' readiness and task is time 
consuming. Furthermore, at organizational level 
though, training needs assessment is too expensive 
and difficult to be conducted (Noe, 2013). 
Based on past semesters final examination papers, 
almost all of the topics in this course are covered in 
the final examination. In the newly revised course 
information, the assessment tools for topic 4 are low 
level assignment and for topic 7 is mock training 
program only. The students' understanding for these 
topics will not being assess in final examination. 
However, base on previous record, topic 4 (training 
program design) is among the most popular questions 
being asked in the final examination in every 
semester. This shows that there is a need to examine 
the students understanding in designing a training 
program by including the topic in a written test or 
examination. 
Matrix taxonomy 
The matrix taxonomy of a learning program refers to 
the goal of learning process whereby it consists of 
cognitive domain, psychomotor domain and affective 
domain. The elements in each domain must be 
attained and acquired by the students in order to 
satisfy the course learning outcomes that have been 
stated in the syllabus. For course code HRM549, the 
course outcomes specified that students must achieve 
a few elements in each domain: 
Cognitive domain: 
i. Comprehension 
ii. Application 
iii. Analyses 
Psychomotor domain: 
i. Perception 
ii. Set 
iii. Guided response 
Affective domain: 
i. Acceptance 
ii. Giving feedback 
c o J = * £ E : o : 
COURSE N A M E 
p O U R S E O U T C O M E S - P 
HRMS49 
CO J ^ l i r O JTCOr. 'E 
and principles o f t h e HRC 
3. Ana lyse the impl icat ic 
and consequences o f HR 
efforts in organisat ic 
(C4.P2.A2) 
(LD3) 
HUMAN RESOURCE DEVELOPMENT 
( C 2 . P I . A I j 
( L 0 1 ) 
. Deve lop the training 
p rogram incorporating the 
stages of needs analysis. 
techn iques and evaluation 
[C3-.P3.A2) 
( L 0 7 ) 
Figure 2: Course Outcomes - Program Outcomes 
Matrix 
However, by referring to matrix taxonomy of a 
learning program provided by the faculty in the 
Figure 3 Matrix Taxonomy Learning Program, it 
specifies that students also need to acquire 
knowledge in related field (CI) which is knowledge 
but not mentioning it in course outcomes - program 
outcomes matrix in Figure 2. There is a tendency that 
will cause confusion to some of the lecturers in 
delivering the learning content; and to identify which 
element in the domain that needs to be achieved. 
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Figure 3: Matrix Taxonomy Learning Program 
Other related issues 
It is suggested that a subtopic on Human Resource 
Development Acts and Regulations to be included 
into the course information that are applicable in 
Malaysia. For examples, the Human Resource 
Development Act 1992 and Pembangunan Sumber 
Manusia Berhad Act 2001. These Acts are currently 
relevant to all organizational trainings and human 
capital development in Malaysia; however the human 
resource management students are not being exposed 
or even aware on these requirements; and more so to 
relate, apply and deployment of HRD laws and 
regulations into real practices in the industry. Parallel 
to the expectation of program educational objectives, 
these topics on laws related to human resource 
development can equip students with new knowledge 
and practical skills upon graduation. 
Conclusion and recommendations 
Human resource development is one of the most 
important HR functions in an organization. 
Understanding the principles in HRD field, planning 
the training and development program and managing 
the continuous employees development in an 
organization can avoid from skills obsolescence 
among employees. Thus, the faculty should 
continuously maintain and ensure the syllabus is up 
to date and meet the industrial demand. The lecturers 
also need to understand how to plan the lesson 
process, understand the alignment among course 
learning outcome (CLO), program learning outcomes 
(PLO) and program educational outcomes (PEO), 
deliver the learning base on the students learning 
time (SLT) provided by the faculty, apply the matrix 
taxonomy learning program and matrix of soft skills 
programs. The PEOs, PLOs and CLOs only can be 
achieved if there is a collaboration and mutual 
understanding among lecturers, students and the 
management of higher learning institutions. 
Acknowledgement 
We are grateful for assistance from the instructors of 
Certificate in Education (CiED) especially Assoc 
Prof Dr Hadzli Hashim and Assoc Prof Dr Sariwati 
Mohd Shariff for their continuous supports and 
advices in completing this paper. Congratulation and 
appreciation to the group members for helping and 
supporting each other in conducting this study. 
References 
Course Information of Human Resource 
Development (2013), Faculty of Business 
Management, UiTM. 
Format for Rubric, Faculty of Business Management, 
UiTM. 
Malaysian Qualifications Agency Act 2007 
Noe, R. A. (2013). Training and Development. New 
York: McGraw Hill 
Tyler, R.W. (1949) Basic principles of curriculum 
and instruction. Chicago: The University of Chicago 
Press. 


OBE course analysis and learning reflections / Arnida Jahya...[et al.]

http://ir.uitm.edu.my/20442/1/K_ARNIDA%20JAHYA%20D%2014.pdf

OBE course analysis and learning reflections / Arnida Jahya...[et al.]

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