Integration of SERVQUAL and KANO Model Into QFD To Improve Quality of Simulation-Based Training on Project Management Arief Rahmana 1, Mustofa Kamil 2, Endang Soemantri 3, Ayi Olim 4 1 Industrial Engineering, Engineering Faculty, Widyatama University, Indonesia 2,3,4 Nonformal Education, Education Faculty, Indonesia University of Education, Indonesia arief.rahmana@widayatama.ac.id; kamilun.kamil@yahoo.co.id Abstract - This study was performed to measure and to make priority of quality improvement of simulation-based training on project management field by using integration of SERVQUAL and KANO Models into Quality Function Deployment (QFD) method. This proposed approach aims to help training provider to evaluate trainee satisfaction, to improve performance, and to improve quality of simulationbased training. Descriptive-survey study was conducted with distribution of 3 training providers, 2 instructors, 3 industry managers, and 130 trainees. The standard questionnaire of SERVQUAL and KANO model has been used as the main research tool. The findings of KANO and SERVQUAL models show that six of the total 31 service quality attributes as trainee needs are chosen to be improved, implying the maximum effect on trainee satisfaction. Through QFD method, seven of the total 9 technical requirements are properly proposed to answer the trainee needs as follows: optimize couching program, increasing number of instructor, develop a instructor competency, transforming learning method, adjusting the time of training, revising training module, delivery training module on punctual. Key Words KANO model, Project management, Project management competency, QFD method, SERVQUAL model, and Simulation-based training 1 Introduction Basically the aim of training is to improve knowledge, attitudes, and skills of trainee. Intersections of knowledge, attitudes, and skills is known as competency of individual to achieve an organization competency (Chan, 2010), (Buckley & Caple, 2009), and (Silberman, 2006). In project management training, the training is able to help employees accomplish their project management competencies (Gale & Brown, 2003). The competencies is defined as the capability to manage projects professionally, by applying best practices regarding the design of the project management process, and the application of project management method. Three separate dimensions of project management competencies are: (i) project management knowledge (i.e. what they know about project management), (ii) project management performance (i.e. what they are able to do or accomplish while applying their project management knowledge), and (iii) personal competency (i.e. how individuals behave when performing the project or activity; their attitudes and core personality traits) (Crawford, 1997). Project management training in Indonesia, especially organized by training providers in Bandung and Jakarta, has become a routine agenda monthly because of industries demand of this training is 59
International Journal of Basic and Applied Science, Rahmana at. al. relatively high. The average of conducting this training was a twice until three times monthly. It was not only used a lecture method, but also supported by a computer-based simulation. Microsoft Project 2010 simulation is one of the applications of simulation technology and used widely on this project management training, but its training was out of trainee expectations. Based on preliminary research in 2012, with distribution of 130 trainees, around 60% expressed complaints and dissatisfaction of this training. Curriculum, training method, instructor performance, venue, simulation practice, and time were some of critical complaints based on trainee perception. The perception indicated that project management training might be ineffective and less than trainee s expectation. Based on facts above, training providers and instructors should improve the quality of simulationbased training on project management field in order to satisfy the trainees and to achieve the effectiveness, namely the improvement of trainee competencies on project management. These quality improvements should be adjusted with trainee needs and expectations. Applications of SERVQUAL and KANO model are integrated with QFD method that are hoped to fulfill those expectations. So, the approach aims to help training providers to improve performance, to evaluate trainee satisfaction, to guide a quality improvement of simulation-based training model on project management by translating ttrainee needs to good training services. 2 Literature Review 2.1 Simulation-Based Training on Project Management Training is the systematic acquisition of attitudes, concepts, knowledge, rules, or skill that should result in improved performance. Training is planned and systematic effort to modify or develop knowledge/skill/attitude through learning experience, to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to enable an individual to acquire abilities in order that he or she can perform adequately a given task or job and realize their potential (Buckley & Caple, 2009). Simulations are recognized as an efficient and effective way of teaching and learning complex and dynamic system engineering education, including project management (Davidovitch et al., 2006). Simulation is a method of training or research that attempt to create a realistic experience in a controlled environment. As a consequence, simulation-based training can be defined as any synthetic practice environment that is created in order to impart competencies (i.e. attitudes, concepts, knowledge, rules, or skills) that will improve a trainee s performance (Salas et al., 2009). For the sake of understanding and clarity, the continuum of extant simulation-based training can be loosely group into three primary categories: role-playing simulations, physically based simulation, and computerbased simulation (Summers, 2004). Simulation-based training encompasses a continuum of technology intended for training purposes. Simulation-based training model on project management training has been developed by several researchers (Martin, 2000), Davidovitch, et al. (2006), and (Levi, 2011). Martin (2000) developed a simulation engine, known as Construct and Construct, for customer project management education. Constract and Construct simulation has proven to be an interactive and attractive technology for use and support education and training in project management. Davidovitch et al. (2006) studied the effect of simulation on project management learning. Levi (2011) developed a simulator, known as Project Team Builder, for project management education. Using Project Team Builder make learners gain experience in the implementation of project management theory 2.2 SERVQUAL Model SERVQUAL model is one of the famous models and used widely for measuring the quality of 60 Insan Akademika Publications
Rahmana at.al. International Journal of Basic and Applied Science, services, introduced in 1985 by Parasuraman, Berry, and Zeithaml. SERVQUAL is used as a diagnostic technique for uncovering broad areas of an organization s service quality strengths and weaknesses (Tan & Pawitra, 2001). The model consist of the following five dimensions: (i) Tangibles physical facilities, equipment, and the appearance of personnel, (ii) Reliability ability to perform the promised service accurately and dependably, (iii) Responsiveness willingness to help customers and to provide prompt service, (iv) Assurance knowledge and courtesy of employees and their ability to convey trust and confidence, and (v) Empathy caring and individualized attention to customers (Parasuraman et al., 1988). Fig. 1: Gap model of service quality SERVQUAL model defined customer s evaluation of quality as a function of the difference between expected service and perceived service, known as gap model. According to Parasuraman et al. there are five gaps that can result in unsuccessful service delivery: (i) Gap between customer expectation and management perception, (ii) Gap between management s perception and service quality specifications, (iii) Gap between service quality specifications and service delivery, (iv) Gap between service delivery and external communication, and (v) Gap between perceived service and delivered service. The gap model of service quality as shown in Fig. 1 above. 2.3 KANO Model Kano model was developed by Dr Noriaki Kano and his colleagues in 1984 (Kano et al., 1984) in order to categorize the attributes of a product or service, based on how well they are able to satisfy customers needs. The Kano model classifies the attributes of products and services in three categories: (i) The must-be or basic attributes. These attributes fulfill the basic functions of a product. If they are not present or their performance is insufficient, customers will be extremely dissatisfied. On the other hand, if they are present or have sufficient performance, they do not bring satisfaction. Customers see them as prerequisites, (ii) The one-dimensional or performance attributes. As for these attributes, satisfaction is proportional to the performance level -the higher the performance, the higher will be the customer s satisfaction and vice-versa. Usually, customers explicitly demand performance attributes, and (iii) The attractive or excitement attributes. www.insikapub.com 61
International Journal of Basic and Applied Science, Rahmana at. al. Fig. 2: Kano's model (Source: Kano et al.,1984) These attributes are key factors for customer satisfaction. If they are present or have sufficient performance, they will bring superior satisfaction. On the other hand, if they are not present or their performance is insufficient, customers will not get dissatisfied. These attributes are neither demanded nor expected by customers. By combining the two responses, both functional and dysfunctional, for every service quality attribute, the service attributes were classified into six categories as Kano et al. (1984) stated: must be (M), one-dimensional (O), attractive (A), indifferent (I), questionable (Q) or reversal (R). The following evaluation table explains how these service attributes have been mainly classified. Table 1. KANO evaluation table Response to dysfunctional questions Customer Need Like Must be Neutral Live with Dislike 1. Like Q A A A O 2. Must be R I I I M Response to 3. Neutral R I I I M functional question 4. Live with R I I I M 5. Dislike R R R R Q Notes: A = attractive, O = one-dimensional, M = must-be, Q = questionable, R = reverse, I = indifferent Source: Rao (1996) 2.3 QFD Method Quality function deployment (QFD is a planning process for purpose of translating customer needs into appropriate organizational requirements (Tan & Pawitra, 2001). QFD was originally developed in Japan and used at the Kobe Shipyard in the 1960s and its use spread throughout Japan, and it is still widely used there in both manufacturing and service setting (Geotsch & Davis, 2006). QFD has been defined as a system for translating customer requirements into appropriate technical requirements at every stage of a product s life cycle, from product conception to sales to service (Akao, 1990). QFD is a practice for designing the processes in response to customer needs. QFD is a practice that leads to process improvements that enable an organization to exceed the expectations of the customer. 62 Insan Akademika Publications
Rahmana at.al. International Journal of Basic and Applied Science, Correlation between Hows Design requirements or Hows Customer needs or Whats Correlation between the Whats and the Hows Priority assigned to customer needs Competitive assessment Priorities assigned to design requirements Fig. 3: The house of quality (Source: Tan & Pawitra, 2001) House of quality (HOQ), the first matrix format of QFD, is a product-planning matrix used to depict customer requirement, technical measures, target value, and competitive analysis (Eureka & Ryan, 1994). Fig. 3 presents several parts of HOQ as discussed following. The left part of an HOQ is customer needs or requirements called the Whats. Whats indicate that customers use to describe their needs. Then, the customer needs are transformed to Hows, called the technical requirements, as depicted in the upper part of HOQ below the roof. Translating Whats to Hows should be measurable. After Whats and Hows have been properly identified, correlation between them determined and placed it in the body of HOQ or correlation matrix of HOQ. The matrix indicates the extent to which each Hows affects each What. Other part of HOQ is roof which describes correlation between technical requirements. The priorities assigned to customer needs and competitive assessments are depicted in the two parts on the rights side of HOQ. 3 Research Methodology Descriptive-survey study was proposed in simulation-based training on project management field, which conducted by three training providers in Bandung and Jakarta. Data was collected with distribution of 130 trainees. The standard questionnaire of SERVQUAL and KANO model has been used as the main research tool. Integration of SERVQUAL and KANO Models into QFD method was proposed to give recommendation about quality improvement of simulation-based training on project management. Figure 3 gives a diagrammatic view of the phase analysis procedure to develop the service quality of training services by integrating SERVQUAL and KANO Models into QFD. www.insikapub.com 63
International Journal of Basic and Applied Science, Rahmana at. al. Identification of Training Service Attributes SERVQUAL Model KANO Model Perception (P) of Training Service Attributes Expectation (E) of Training Service Attributes Identify the KANO Category of Training Service Attributes Customer Satisfaction of Training Service Attributes (Gap = P-E) Define the Kano Category Value: 4, 2, or 1 Calculate Adjusted Importance HOQ Fig. 4 Framework for the integration of SERVQUAL and KANO model into QFD Figure 3 presents how the SERVQUAL and KANO model are integrated into QFD method. The research methodology was designed to take into account the main goals of this study and is specified below: 1. Determine the customer satisfaction by means of SERVQUAL Model a. Identify the attributes of simulation-based training on project management. Then, classify the attributes into SERVQUAL dimensions b. Determine the trainee s expectation and perception of current training services c. Measure the trainee satisfaction of current training services based on difference (gap) between trainee s perception and expectation. Improvement will be focused on the satisfaction scores which less than or equal to minus one 2. Determine the appropriate category and weight for each attribute of simulation-based training on project management by means of KANO Model response to functional and dysfunctional questions. Then, multiplier values of 4, 2, 1 are assigned to the attractive, one-dimensional, and must-be categories. 3. Calculate the Adjusted Importance value absolute value of the multipliers KANO category weight, trainee satisfaction score, and level of importance 4. Assisting in improving service quality within the simulation-based training on project management by means of QFD, especially in the first matrix called the House of Quality (HOQ). Figure 4 shows the HOQ with the integrated approach. 64 Insan Akademika Publications
Rahmana at.al. International Journal of Basic and Applied Science, KANO Category Attractive (A) 4.0 One-Dimensional (O) 2.0 Must-be (M) 1.0 Importance of the What KANO Category Adjusted Importance The Hows Targets Persent importance The Whats Correlation matrix Importance of the How Percent importance of the How Fig. 5 Structure of the house quality with integrated approach (Source: Tan & Pawitra, 2001) 4 Result 4.1 Calculation of Trainee Satisfaction As mentioned above, the attribute of simulation-based training on project management classify into SERVQUAL dimensions (i.e. tangibles, reliability, responsiveness, assurance, and empathy). This classification was based on theoretical review and interview with three directors of training providers and fifty trainees. Trainee satisfaction was measured based on difference or gap between expectations and perceptions. In gap analysis, a positive gap points out the strengths, whereas a negative gap shows the weaknesses of the service quality. In this context, the data collected from the 130 trainee was analyzed and the findings highlight that the simulation-based training on project management s service quality performance is weak in terms of all service quality attributes. The results of this analysis can be seen in Table 2. Table 2. Trainee satisfaction level, KANO category, and weight Trainee Dimensions and Attributes Code Expectation Perception Satisfaction KANO Category Tangibles a. Modern educational equipment T1 4.39 3.50-0,89 M 1 (PC, Simulator, Infocus, White Board, ect) b. Training venue is appropriate T2 4.76 4.22-0.54 O 2 c. Role of sitting and table are T3 4.50 3.40-1.10 O 2 appropriate d. Training accommodation (Snack, T4 4.35 3.47-0.88 I 0 Coffee Break, Lunch) e. Training modules are well T5 4.88 2.98-1.90 O 2 organized f. The appearance of training instructor is suitable with condition of training T6 4.67 4.05-0.62 O 2 g. Number of instructor T7 4.78 2.24-2.54 O 2 h. Training kits T8 4.14 3.56-0.58 M 1 Reliability a. Questions discussed in classes are answered correctly Weight RE1 4.27 3.64-0.63 M 1 www.insikapub.com 65
International Journal of Basic and Applied Science, Rahmana at. al. b. Training contents delivered are RE2 4.49 3.37-1.12 O 2 suitable to be promised before c. Training courses are held in due RE3 4.36 3.83-0.53 O 2 time d. Training contents are relevant RE4 4.28 2.94-1.34 A 4 with training topic/title e. Microsoft project simulation can RE5 4.26 3.65-0.61 O 2 solve the project management problem quickly and accurately f. Training methods are delivered RE6 4.89 3.01-1.88 A 4 effectively (in accordance with theory and simulation practical) g. Cases discussed in classes are RE7 4.65 2.60-2.05 O 2 relevant with rill cases Responsiveness a. Organizer gives the best solution RES1 4.68 3.61-1.07 M 1 when trainee undergo a problem b. Organizer always give the new RES2 4.13 3.87-0.26 O 2 information to trainee c. All trainee needs are responded RES3 4.25 3.00-1.25 I 0 quickly d. Instructors give coaching to RES4 4.96 2.60-2.36 A 4 trainee proportionally, especially in delivering simulaton of Microsoft Project e. Instructors give positive RES5 4.37 3.83-0.54 O 2 motivation to trainee Assurance a. Instructors have sufficient A1 4.42 3.76-0.66 M 1 knowledge to answer trainee questions b. Instructors are professional in A2 4.54 3.86-0.68 O 2 their field c. The trainee feel relax and A3 4.45 4.01-0.44 O 2 convenience while interacting with instructor and organizer d. Instructors are properly familiar A4 4.86 4.65-0.21 M 1 with Microsoft Project simulation e. Instructors and organizer are A5 4.35 3.95-0.40 O 2 properly polite while communicating with trainee f. Instructors and organizer are A6 4.64 4.03-0.61 O 2 properly honest and trustee to assist the trainee Empathy a. Organizer is easy to contact E1 4.43 3.32-1.11 M 1 b. Instructors and organizer give E2 4.14 3.67-0.47 O 2 personal attention to all trainee c. Determination of training E3 4.21 3.02-1.19 O 2 working time is suitable with trainee condition d. Instructors and organizer are E4 4.19 4.00-0.19 O 2 friendly e. Instructors and organizer are properly respect to trainees E5 4.65 4.21-0.44 O 2 Notes: Trainee satisfaction = Perceptions (P) Expectations (E) Based on Table 2, trainee satisfaction scores for all of attributes are negative. It is said that, generally the trainee unsatisfied to the simulation-based training model on project management services. As mentioned above, the quality improvement will be focused on the satisfaction score which less than or 66 Insan Akademika Publications
Rahmana at.al. International Journal of Basic and Applied Science, equal to minus one. The calculating that twelve of the total 31 attribute has satisfaction score which less than or equal to minus one (T3, T5, T7, RE2, RE4, RE6, RE7, RES1, RES3, RES4, E1, and E3). 4.2 Determine the Category and Weight of Attributes Each service quality attribute of simulation simulation-based training model on project management categorize based on response trainee to functional and dysfunctional question, and led to one of the following KANO categories: must-be (M), one-dimensional (O), attractive (A), indifferent (I), questionable (Q), or reverse (R). As can be seen in Table 2, three of the total 31 service quality attributes (RE4, RE6, and RES4) have been categorized as attractive. Nineteen service quality attributes (T2, T3, T4, T5, T6, T7, RE2, RE3, RE5, RE7, RES2, RES5, A2, A3, A5, A6, E2, E3, E4, E5) have been categorized as one-dimensional, seven service quality attributes (T1, T8, RE1, RES1, A1, A4, E1) have been categorized as must-be, and two of them (T4 and RES3) as indifferent. However, there is no service quality attribute categorized as questionable, or reverse. Hence, training provider should focus on attractive, one-dimensional, and must-be attributes in order to improve service quality attributes. 4.3 Calculation of Adjusted Importance As mentioned above, based on calculation of trainee satisfaction, only the satisfaction score which less than or equal to minus one criteria are considered to be improved. Meanwhile, based on KANO category, only attractive, one-dimensional, and must-be criteria are considered to be improved. By integrating KANO model into SERVQUAL model, eleven of the total 31 service quality attributes (T3, T5, T7, RE2, RE4, RE6, RE7, RES1, RES4, E1, and E3) have suitable criteria with role of SERVQUAL and KANO Model. The results of this classification can be seen in Table 3 as follow. Table 3. Adjusted importance Dimensions and Attributes Code Trainee KANO Adjusted % Adjusted Satisfaction Category Importance Importance Role of sitting and table are appropriate T3-1.10 O 9.90 5% Training modules are well organized T5-1.90 O 18.54 10% Number of instructor T7-2.54 O 24.28 13% Training contents delivered are suitable RE2-1.12 O 10.06 5% to be promised before Training contents are relevant with RE4-1.34 A 22.94 11% training topic/title Training methods are delivered RE6-1.88 A 36.77 20% effectively (in accordance with theory and simulation practical) Cases discussed in classes are relevant RE7-2.05 O 19.07 9% with rill cases Organizer gives the best solution when RES1-1.07 M 5.01 3% trainee undergo a problem Instructors give coaching to trainee proportionally, especially in delivering simulaton of Microsoft Project RES4-2.36 A 46.82 25% Organizer is easy to contact E1-1.11 M 4.92 3% Determination of training working time E3-1.19 O 10.02 5% is suitable with trainee condition Average 9% Notes: Adjusted importance = trainee satisfaction score x KANO category weight x level of importance KANO category weight: A = 4, O = 2, and M = 1 www.insikapub.com 67
International Journal of Basic and Applied Science, Rahmana at. al. In this study, not all service quality attributes will be improved but only some of them. To determine what the attribute should be improved, the calculation of adjusted importance is to be consideration. Adjusted importance is gained by multiplying between trainee satisfaction score, KANO category weight, and level of importance, then the result adjusted into absolute value. The percentage average of adjusted importance is around 9%. Hence, service quality attributes with percentage of adjusted importance above the average one are properly considered to be improved. Six of the total 11 service quality attributes (T5, T7, RE4, RE6, RE7, and RES4) are chosen to be improved. The detail results of this matter can be seen in Table 3 above. 4.4 Improvement Recommendations As stated in the research methodology, improving service quality within the simulation-based training on project management proposed by means of QFD method, especially in the first matrix called the HOQ. Figure 5 describes the HOQ with SERVQUAL and KANO model incorporated. Three attractive and three one-dimensional service quality attribute are featured: training modules are well organized, number of instructor, training contents are relevant with training topic/title, training methods are delivered effectively (both in theoretical session and simulation practical session), cases discussed in classes are relevant with rill cases, and instructors give coaching to trainee proportionally, especially in delivering simulaton of microsoft project. These attributes are considered to be defined as trainee needs or first input on QFD method. After defining trainee needs, technical requirements were defined by researcher involving directors of training provider, instructors, and two industry managers. Nine technical requirements were defined after a 3 hours focus group discussion: optimize couching program, increasing number of instructor, develop a instructor competency, transforming learning method, adjusting the time of training, revising training module, delivery training module on punctual, increasing the number of staff, and build a competent organizer staff. Relationship between trainee needs and technical requirements was defined too. In this matrix, 1 shows weak relation while 3 shows moderate relation and 9 shows strong relation. Empty cells in the matrix imply that there is no relationship between the trainee needs and technical requirements. The relationship can be seen in Fig. 6 as follow. 68 Insan Akademika Publications
Rahmana at.al. International Journal of Basic and Applied Science, Fig. 6 House of quality with integrated approach KANO category and adjusted importance have been determined above. Importance of the What was determined based on absolute trainee satisfaction score. Target was determined based on trainee expectation of training service attributes, and percent importance for each trainee needs were determined by calculating relative percentage of adjusted importance. Meanwhile, importance of the How was defined based on sum of multiplying adjusted importance with score in relationship matrix. Percent importance of the How for each technical requirement was determined by calculating relative percentage of importance of the How. Technical requirements are defined as recommendations to improve quality of Simulation-Based Training on Project Management. The recommendations are proposed to help training provider answering dissatisfaction of trainees (i.e. transforming learning method, optimize couching program, increasing the number of instructors, revising training module, adjusting the time of training, develop a instructor competency, and delivery training module on punctual). Transforming learning method has the highest of importance of the How with 923.94 points and sequent followed by optimize couching program with 752.31 points, increasing the number of instructor with 750.21 points, revising a training module with 430.53, adjusting the of training with 177.23 points, develop a instructor competency with 110.31 points, and delivery training module on punctual with 55.62 points. The Table 4 presents summarize of improvement recommendations based on trainee needs, current conditions, and technical requirements. Trainee needs ( Whats ) Training modules are well organized Table 4. Recommendation for improving quality of simulation-based training Current conditions a. There were not training curriculum structure b. Unstandardized module forms among the content each other, both in term of font style, font size, and Technical Requirement ( Hows ) Revising training modules Delivery training modules on punctual Improvement a. Composing training curriculum structure by considering Bloom s Taxonomy: Cognitive, Affective, and Psychomotor b. Making training modules with standard form by considering to www.insikapub.com 69
International Journal of Basic and Applied Science, Rahmana at. al. Number of instructor Training contents are relevant with training topic/title Training methods are delivered effectively (both in theoretical session and simulation practical session) Cases discussed in classes are relevant with rill cases Instructors give coaching to trainee proportionally, especially in delivering simulaton presentation style. c. Undetailed presented content or material, only contain the points without following by explanation d. Some materials presented by instructor were not in the trainee s module The number of instructor, both in theoretical session and simulation practical session, only one. Hence, the effectiveness of training was not achieved, especially for simulation practical session a. The title of training was Project Management with Microsoft Project Application b. The project materials or contents delivered were not contains integration of project management scope, known as triple constraints (i.e. cost, time, and quality) a. Ratio between theoretical session and simulation practical session was 80% and 20%. b. Trainee did not involve actively in the simulation practical session. Trainees were only asked to follow the instruction of instructor (instructor centered learning) c. The trainees expectation of simulation practical session was higher than theoretical session Trainee perceptions of cases discussed in classes was not quite relevant with their workplace cases. The cases was given by instructor directly without conforming to industries or trainee Instructors could not optimize couching program proportionally because of some problems as follow: (a) variation of trainees skill on Increasing the number of instructor Revising training modules Optimize couching program Increasing the number of instructors Adjusting the time of training Develop a instructor competency Transforming learning method Transforming learning method Revising training modules Optimize couching program Increasing the number of instructors aesthetics value c. Material of training modules should be presented in detail and consider the scientific principles. Module should consist of general purposes, specific purposes, detailed materials, exercises, and solutions. d. Develop cooperation between training providers and instructors to compose and complete training module before training started. The number of instructor on the simulation practical session should be added by adjusting number of trainee. One instructor should handle four to five trainees Composing training materials or contents by using Project Management Institute (PMI) standard, known as Project Management Body of Knowledge (PMBOK Guide) for Project Management Professional (PMP) certification a. Adjusting the ratio between theoretical session and simulation practical session proportionally. It should be 50% for theoretical session and 50% for simulation practical session. b. Transforming the paradigm of learning, from instructor centered learning to trainees centered learning by involving trainees in the discussions and simulation practical actively. To achieve this learning objective, it is needed to optimize the contribution of couching program. c. Time of training should be adjusted with the materials or content of training. a. Adjusting the example of cases by asking first to the trainees or industry before training started b. All cases and solutions should be completely presented on training modules c. Simulation is run out according to trainees cases a. The number of instructor on the simulation practical session should be added by adjusting number of trainee. One instructor should couch four to five trainees 70 Insan Akademika Publications
Rahmana at.al. International Journal of Basic and Applied Science, of microsoft project simulating a Project Management Software, (b) limited time of training, (c) limited number of training instructor Adjusting the time of training Transforming learning method to guide an application of Project Management Software. The competency of instructors on simulation should be the same. b. Time of training should be adjusted with the materials or content of training. c. Instructor should give instruction in detail order, slowly and clearly, simple language, and repetitive 5. Conclusions This study illustrates how an integrative approach of SERVQUAL Model, KANO Model and QFD Method can be applied to improve a quality of simulation-based training on project management by transforming trainee needs into trainee focused service design. First of all, based on SERVQUAL model, the results highlight that the simulation-based training on project management s service quality performance is weak in terms of all service quality attributes. Trainee satisfaction scores for all of attributes are negative. Generally, the trainee unsatisfied to the simulation-based training model on project management services. Second, the results of the KANO model indicate that three service quality attributes have attractive attributes which means that offering these services can create higher levels of trainee satisfaction. Nineteen service quality attributes have been categorized as onedimensional, seven service quality attributes have been categorized as must-be, and two of them as indifferent. However, there is no service quality attribute categorized as questionable, or reverse. Hence, training provider should focus on attractive, one-dimensional, and must-be attributes in order to improve service quality attributes which have the greatest effect on trainee satisfaction. In QFD process, third, the most important six service quality attributes were found as: training modules are well organized, number of instructor, training contents are relevant with training topic/title, training methods are delivered effectively (both in theoretical session and simulation practical session), cases discussed in classes are relevant with rill cases, and instructors give coaching to trainee proportionally. These attributes are considered to be defined as trainee needs or first input on QFD method. Based on trainee needs, nine technical requirements were defined to answer it and to propose improvement recommendations as follow: optimize couching program, increasing number of instructor, develop a instructor competency, transforming learning method, adjusting the time of training, revising training module, delivery training module on punctual, increasing the number of staff, and build a competent organizer staff. References Akao, Y. (1990). QFD: Integrating Customer Requirements Into Product Design. Cambridge MA: Productivity Press. Buckley, R., & Caple, J. (2009). The Theory & Practice of Training. London and Philadelpia: Kogan Page. Chan, J. F. (2010). Training Fundamentals. San Francisco: John Wiley and Sons. Crawford, L. H. (1997). A Global Approach to Project Management Competence. AIPM National Conference (pp. 220-228). Brisbane: AIPM. Davidovitch, L., Parush, A., & Shtub, A. (2006). Simulation-based Learning in Engineering www.insikapub.com 71
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