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C01 - https://forms.gle/EHYsiQocba1ALf9N8

C02 - https://forms.gle/kG9Mmp2sJLuAps7UA

C03 - https://forms.gle/vUK3qoa7uwvRRbAG8

C04 - https://forms.gle/k8GSgAAB8KwEmzV38

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"The Industrial Revolution 4.0 is a TVET revolution"

References on HRDC SBL and SBL khas:

1. https://hrdcorp.gov.my/wp-content/uploads/2025/09/Allowable-Cost-Matrix-2025-September-2025.pdf

2. https://www2.mqa.gov.my/qad/v2/document/2020/COPTPA%20L1-L6%20MQF%2007122020%20Final%20Doc%2031122020.pdf?utm_source=chatgpt.com

3. malaymail.com/news/malaysia/2025/08/21/govt-to-expand-tvet-certification-to-higher-levels-says-hr-minister/188481

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Not your computer? Use Guest mode to sign in privately. Learn more about using Guest mode

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- Meeting ID: 848 3973 0155

- Passcode: BP0qin

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Zoom is the leader in modern enterprise cloud communications.

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Google form for Training Needs Analysis (TNA)

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Google form for Training Needs Analysis (TNA)

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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TNA for Applying Economic Theories to Real-World Industry Analysis

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TNA for Applying Economic Theories to Real-World Industry Analysis

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Balanced Scorecard – Linking Strategy to Performance (Theory)

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Course Outline Applying Economic Theories to Real World Industry Analysis

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Training Needs Analysis (TNA) & Competency Gap Assessment – NCS-004:2017 (C01)

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Training Needs Analysis (TNA) & Competency Gap Assessment – NCS-004:2017 (C01)

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This Training Needs Analysis (TNA) form is designed to identify participants' knowledge, skills, and attitude (KSA) gaps in understanding financial risk and return concepts using Microsoft Excel.
The information collected will help ensure that the "Risk and Return Simulation using Excel" session is aligned with participant needs, enhances financial literacy, and strengthens practical analytical skills in portfolio decision-making.

By understanding participants' existing financial knowledge, Excel proficiency, and learning expectations, this analysis enables the trainer to design an engaging, data-driven, and outcome-oriented session.
Your honest responses will help tailor the learning experience to make finance theory more interactive and relevant to real-world decision-making.

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Training Needs Analysis (TNA): Risk and Return Simulation

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This Training Needs Analysis (TNA) form is designed to identify participants' knowledge, skills, and attitude (KSA) gaps in understanding financial risk and return concepts using Microsoft Excel. The information collected will help ensure that the "Risk and Return Simulation using Excel" session is aligned with participant needs, enhances financial literacy, and strengthens practical analytical skills in portfolio decision-making.

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Training Needs Analysis on Islamic Finance for Ethical Economic Behaviour

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We are conducting this survey to identify training needs related to Islamic Finance and its role in fostering ethical economic behaviour. Your responses will help us design a more effective and relevant training program. All responses will be kept confidential and used only for academic and training development purposes.

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DRHH Learning Outcomes Theory and Practice

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Prof. Ahmad Fahmi - Finance Reformer/Shariah Strategist

Dr. Ahmad Fahmi Sheikh Hassan has spent more than two decades at Universiti Putra Malaysia (UPM) helping professionals make sense of finance through the lens of ethics and practicality. With a PhD in Islamic Banking and Finance, he has trained over 3,000 professionals and entrepreneurs to manage money, investment, and business growth guided by Shariah principles and sound financial reasoning.

His sessions are shaped by real policy and economic experience — drawn from years of advising state and federal agencies on Cost-Benefit Analysis (CBA) to improve public investment outcomes. Today, his training extends beyond accounting and compliance, exploring ESG, halal business financing, and digital transformation — areas where finance meets accountability and long-term impact.

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Revised Learning Outcomes:
By the end of this module, participants will be able to:

1. Identify (B) the strategic purpose, roles, and importance of business pitching (C), to align their own business proposals with investor expectations and partnership goals (D).

2. Differentiate (B) between various types of pitches and their essential components — including problem, solution, market, model, financials, team, and ask — (C) using sample decks and industry frameworks, to adapt their approach according to audience and funding context (D).

3. Analyze and outline (B) the structure of an effective business pitch deck (C) by comparing successful and unsuccessful samples, to synthesize a clear, logically sequenced framework that communicates commercial viability and growth potential (D).

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Course Outline Applying Economic Theories to Real World Industry Analysis latest

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Training Proposal HRD Corp Claimable-Title in Accordance to Theoretical  Training

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Training Proposal HRD Corp Claimable-Title in Accordance to Practical Training

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Revised Learning Outcomes

By the end of this module, participants will be able to:

1. Demonstrate (B) each stage of the halal certification application process (C) through a simulated or mock business case, to carry out the halal certification process effectively for their own business operations.(D).
(Bloom’s Level: Apply / Analyze)

2. Assess and justify (B) potential non-compliance scenarios (C) during a simulated halal audit exercise, to propose corrective and preventive actions that strengthen compliance assurance and sustainable certification practices (D).(Bloom’s Level: Evaluate / Create)

3. Develop and compile (B) a comprehensive halal documentation checklist covering ingredients, suppliers, and process flow (C) through a guided group activity, to ensure proper record-keeping and supplier traceability in actual business operations.(D).
(Bloom’s Level: Apply / Create)

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By the end of this module, participants will be able to:

1. Explain (B) the concept, philosophy, and significance of halal within Malaysia’s socio-economic and entrepreneurial landscape (C) to apply ethical and sustainable principles in their own business decisions (D).
(Bloom’s Level: Understand / Apply)

2. Identify and describe (B) the five main sectors of the halal industry and their economic roles (C) through guided discussions and reference materials, to recognize business opportunities and value chains within the halal ecosystem (D).
(Bloom’s Level: Remember / Understand / Apply)

3. Analyze (B) how halal governance and certification frameworks enhance consumer trust and business competitiveness (C) using real-world case discussions, to justify the importance of compliance as a strategic advantage in business operations (D).
(Bloom’s Level: Analyze / Evaluate)

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Balanced Scorecard – Linking Strategy to Performance (Practical 1)

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Module Title: Pitch Deck Creation & Delivery (Practical)

Revised Learning Outcomes

By the end of this program, participants will be able to:

1. Design and structure (B) an investor-ready pitch deck (C) using digital presentation tools and business data, to translate strategic ideas into a compelling narrative that communicates commercial value and scalability across various business contexts (D).

2. Demonstrate and adapt (B) effective verbal delivery, storytelling, and audience engagement techniques (C) during a simulated or live pitching session, to influence decision-makers and inspire confidence among potential investors, clients, or partners (D).

3. Critically evaluate and refine (B) the content, flow, and delivery of their pitch (C) based on structured feedback from peers and trainers, to continuously improve future business presentations and apply professional communication strategies in real-world investment or partnership negotiations (D).

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Revised Learning Outcomes

By the end of this module, participants will be able to:

1. Identify and explain (B) at least three key Islamic finance principles — riba, gharar, and maysir — (C) through guided case analysis and group discussion, to demonstrate understanding of how these principles underpin ethical financial conduct in business operations (D).

2. Evaluate (B) a given business case scenario (C) using the identified Islamic finance principles, to assess compliance, ethical implications, and potential risks in financial decision-making within organizational contexts (D).

3. Recommend and justify (B) one alternative business decision (C) aligned with Islamic finance principles, to promote ethical governance, stakeholder trust, and sustainable business practices applicable to real-world corporate environments (D).

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Revised Learning Outcomes

By the end of this module, participants will be able to:

1. Explain and contextualize (B) the foundational principles and ethical basis of Islamic finance (C) through instructor-led examples and case illustrations, to connect Shariah-based financial concepts with contemporary business practices and stakeholder accountability (D).

2. Identify and interpret (B) key prohibitions such as riba, gharar, and maysir (C) using real-world financial instruments and transactions, to recognize unethical or non-compliant practices in professional financial decision-making (D).

3. Analyze and relate (B) the role of Islamic finance in promoting ethical economic behaviour (C) through practical scenario discussions, to formulate balanced, socially responsible strategies applicable in workplace financial planning and investment contexts (D).

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Course Outline - Theoretical Based Training

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Course Outline - Practical Based Training

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CHATGPT PROMPT:

Step 1, enter the prompt:

for my 4 step pattern lesson plan, for my preparation stage, substantiate the process with trainer prompts, questions and answers and context. do it in english

Step 2: share your course outline's content

PREPARATION (PENYEDIAAN)

(Approx. Duration: 3–5 minutes depending on class size)

1. Greeting and Welcoming Participants

Objective: To establish a positive and respectful start to the session.
Trainer Context:
Begin with warmth and professionalism. This helps set the emotional tone for learning and builds immediate rapport.

Trainer Prompts:

“Good morning, everyone. Welcome back to our session!”

“Assalamualaikum and thank you for being on time. It’s good to see familiar faces again.”

“Before we begin, make sure you’re comfortable — grab your notes, adjust your screen, and relax.”

Expected Participant Response:
Smiles, light greetings in return, nodding, or short chat responses such as “Good morning!” or “Waalaikumsalam.”

Facilitation Tip:
Maintain a friendly tone and make eye contact with participants through the camera if online, or visually scan the room if physical.

2. Checking on Participants’ Well-Being

Objective: To ensure participants are mentally and emotionally ready to engage in learning.
Trainer Context:
A quick check-in humanizes the session and helps gauge participants’ mood and readiness.

Trainer Prompts:

“How’s everyone feeling today? Type 1 if you’re feeling great, 2 if you need a little coffee first.”

“It’s been a busy week for some of you — how’s your energy level this morning?”

“Before we start, any technical issues or questions about yesterday’s class?”

Example Participant Answers:

“All good!”

“Just a bit tired but excited for today.”

“No issues so far.”

Facilitation Tip:
If someone expresses low energy, respond with encouragement — “Alright, we’ll keep the session light but engaging today.”

3. Writing Basic Information on the Whiteboard

Objective: To orient participants with clear session details and structure.
Trainer Context:
Write or display the course title, session topic, and trainer name. This signals structure and professionalism.

Trainer Prompts:

“Please take a moment to note down the session details for your record.”

“Today’s topic focuses on the understanding aspect — what makes a pitch powerful before you create one.”

Facilitation Tip:
Keep visuals neat, large, and readable. It sets the tone for clarity and organization.

4. Taking Attendance

Objective: To confirm participant presence and administrative compliance.
Trainer Context:
This ensures all registered learners are accounted for, especially for HRD/claimable or certificate-based programs.

Trainer Prompts:

“Let’s quickly check attendance. If you haven’t renamed yourself with your full name, please do so now.”

“I’ll call your names — just say ‘present’ or give a thumbs-up.”

“If you’re sharing a device with your colleague, please mention both names in the chat.”

Example Responses:

“Present!”

“Yes, I’m here.”

Facilitation Tip:
For large groups, use attendance forms or Zoom reports. For small sessions, personal acknowledgment helps establish trainer-participant connection.

5. Giving an Initial Motivation

Objective: To build interest and readiness through relevance and emotional engagement.
Trainer Context:
Briefly connect the topic to real-world impact. Use tone, short stories, or statistics to spark curiosity.

Trainer Prompts:

“Every successful startup begins with one thing — a pitch that convinces people to believe in their idea.”

“Even if your idea is brilliant, it won’t go far if you can’t communicate it clearly.”

“Today, we’ll explore what makes investors say, ‘Tell me more.’”

Follow-up Question:

“Can anyone share if you’ve ever had to pitch an idea — maybe to your boss, a client, or an investor?”

Example Answers:

“Yes, I pitched to my department for a new project.”

“I’ve joined a startup competition before.”

Facilitation Tip:
Affirm contributions — “Excellent, that’s exactly what today’s session connects to.”

6. Relating Lesson Content to Past Experience

Objective: To activate prior knowledge and create relevance for adult learners.
Trainer Context:
Adults learn better when they can connect new concepts to familiar experiences.

Trainer Prompts:

“Think about the last time you had to convince someone — maybe to buy your product or agree to your idea. What strategy did you use?”

“What’s one thing you think makes people pay attention during a presentation?”

Possible Answers:

“Confidence.”

“A strong opening.”

“Telling a story.”

Facilitation Tip:
Acknowledge responses and tie them to the lesson — “Exactly. Those are the same principles behind effective business pitching.”

7. Stating the Lesson Title

Objective: To clearly define the learning focus for the session.
Trainer Context:
Reinforce clarity by stating the exact title verbally and visually.

Trainer Prompts:
“Our focus today is Understanding Business Pitching (Theory) — the foundation before you start creating your actual pitch deck.”

Follow-up Prompt:
“Everything we discuss today will prepare you for tomorrow’s practical session — Crafting and Delivering a Pitch Deck.”

8. Explaining the Objectives and Importance of the Session

Objective: To ensure participants understand what they will learn and why it matters.
Trainer Context:
Explicit learning objectives give direction and help learners measure their own progress.

Trainer Prompts:
“By the end of this short session, you will be able to:

1. Identify the purpose and importance of pitching in business growth.

2. Differentiate between types of pitches and their key components.

3. Outline the structure of a strong pitch deck.”

Follow-up Question:
“Why do you think understanding the theory behind pitching is important before creating one?”

Example Answers:

“So we don’t make basic mistakes.”

“To know what investors are looking for.”

Trainer Response:
“Exactly — theory gives you the ‘why’ behind every slide you’ll create later.”

9. Assessing Participants’ Prior Knowledge

Objective: To gauge existing understanding and tailor the session depth accordingly.
Trainer Context:
Short, targeted questions help the trainer adjust language and examples to suit the audience level.

Trainer Prompts:

“How many of you have heard of the term pitch deck before?”

“Can anyone name one famous startup pitch that inspired you?”

“If I say ‘elevator pitch,’ what comes to mind?”

Possible Participant Answers:

“Yes, like the one by Airbnb.”

“It’s a short summary of your business idea.”

Trainer’s Response:
“Perfect — we’ll explore how these real-world pitches use storytelling, data, and structure to persuade.”

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Course Outline_Theory-Training Needs Analysis (TNA) Risk and Return Simulation

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Course Outline_Practical - Training Needs Analysis (TNA) Risk and Return Simulation

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PENYEDIAAN / PREPARATION (0 – 2 minutes)

(Online via Zoom / Google Meet)

1. Greeting and Welcoming Participants

Begin promptly and greet everyone warmly.

Establish a professional yet approachable tone representing UPM.

Trainer’s Prompt:
“Assalamualaikum and good morning everyone. Welcome to this short knowledge session on Understanding Halal Business Framework for Entrepreneurial Growth, organised by Universiti Putra Malaysia. I’m Prof. Dr. Suhaimi Ab Rahman, and I’m pleased to have entrepreneurs and industry leaders joining us today.”

Contextual Note:
Keep the greeting under 30 seconds to maximize content time.

2. Checking on Participants’ Well-being

Use a quick, interactive poll or hand-raise.

Encourage alertness and friendly connection.

Trainer’s Prompt:
“Before we dive in — how’s everyone doing today? Type ‘Ready’ in the chat if you’re set to start learning about the Halal business framework.”

(Purpose: build energy and signal session readiness.)

3. Writing Basic Information on the Screen

Share a slide with:

Program Title: Understanding Halal Business Framework for Entrepreneurial Growth

Organizer: Universiti Putra Malaysia (UPM)

Trainer: Prof. Dr. Suhaimi Ab Rahman

Duration: 15 minutes

Training Type: Knowledge-Based Learning (HRD Claimable)

Trainer’s Prompt:
“These details will also appear in your participant handbook and certificate record, so please note them down.”

4. Taking Attendance

Confirm participant names via chat or Zoom list.

Briefly mention certificate eligibility.

Trainer’s Prompt:
“Kindly make sure your Zoom name shows your full name as per registration. Our admin team will record attendance for HRD claim and certification purposes.”

5. Giving an Initial Motivation

Inspire attention by connecting the topic to real-world relevance.

Trainer’s Prompt:
“In today’s competitive market, Halal is no longer just a religious requirement — it’s a mark of trust, quality, and ethics that opens doors to a global market worth trillions of ringgit. For entrepreneurs like you, understanding this framework can shape the way you grow and sustain your business.”

6. Relating Lesson Content to Past Experience

Activate prior knowledge and contextualize the topic.

Trainer’s Prompt:
“Quick question — how many of you are already involved in a Halal-related business or planning to apply for Halal certification? Type ‘Yes’ or ‘Not yet’ in the chat.”

Trainer’s Transition:
“This will help us frame today’s content to your real business journeys.”

7. Stating the Lesson Title

Clearly announce and re-emphasize focus.

Trainer’s Prompt:
“Our short session today focuses on Understanding Halal Business Framework for Entrepreneurial Growth — a foundation for building ethical, competitive, and globally relevant businesses.”

8. Explaining the Objectives and Importance of the Session

State key learning objectives visually and verbally.

Trainer’s Prompt:
“By the end of these 15 minutes, you will be able to:

1. Explain the concept and philosophy of Halal and its economic importance.

2. Identify the main sectors of the Halal industry that create business value.

3. Analyze how Halal governance and certification strengthen consumer trust and competitiveness.

These objectives set the foundation for you to apply Halal principles strategically in your business.”

9. Assessing Participants’ Prior Knowledge

Conduct a 1-minute check-in through quick questions or chat responses.

Trainer’s Prompt:
“Let’s start with a quick warm-up — when you hear ‘Halal business,’ what comes to mind first: food, finance, values, or certification? Type your answer in the chat.”

Follow-Up:
“Excellent — you’ll soon see how the Halal framework extends far beyond food to cover logistics, pharma, tourism, and finance.”

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Assessment for Islamic Finance for Ethical Economic Behaviour

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Assessment for Islamic Finance for Ethical Economic Behaviour

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OUTPUT ASSESSMENT: Applying Economic Theories to Real-World Industry Analysis

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Course Description:
Discover how economic ideas work in the real world. This course helps you turn theories into tools for understanding how industries compete, grow, and perform. Using simple models and real examples, you’ll learn to analyse markets, spot trends, and make data-based insights that matter in business and policy.

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Course Outline - Theoretical Based Training-Final

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Course Outline - Practical Based Training-Final