Mekanisme Pembangunan Kompetensi Standard

LATAR BELAKANG JPK 1 SEPT 2006 2 MEI 1989 JPK 1971 MLVK Melalui penguatkuasaan Akta Pembangunan Kemahiran Kebangsaan, NASDA (Akta 652), MLVK ditukarkan kepada Jabatan Pembangunan Kemahiran (JPK) 2 MEI 1989 MLVK Penubuhan Majlis Latihan Vokasional Kebangsaan (MLVK) melalui penyusunan semula LLPPKK 1971 LLPPKK Penubuhan Lembaga Latihan Perindustrian dan Persijilan Ketukangan Kebangsaan – LLPPKK (National Industrial Training And Trade Certification Board – NITTCB)

FUNGSI UTAMA MERUMUS Standard Kemahiran Pekerjaan (NOSS, NCS) Sistem latihan kemahiran (PB, PPT, SLDN) Sistem persijilan (SKM, DKM, DLKM) FUNGSI UTAMA MENGGALAK Mempromosi Latihan kemahiran (dialog, kempen, karnival, media) Mengiktiraf kemahiran pekerja MENYELARAS Pembangunan bahan pembelajaran Pembangunan & pendaftaran pakar serta pengajar Pentaulihan, penilaian dan persijilan latihan kemahiran (NaSDA, KAPPK)

NOSS adalah dokumen yang menggariskan kompetensi yang diperlukan oleh DEFINISI NOSS NOSS adalah dokumen yang menggariskan kompetensi yang diperlukan oleh seseorang pekerja mahir yang bekerja di Malaysia bagi sesuatu bidang dan tahap pekerjaan serta laluan untuk mencapai kompetensi tersebut Berasaskan keperluan pekerjaan, Mengikut struktur kerjaya di dalam sesuatu bidang pekerjaan; dan Dibangunkan oleh pakar industri dan pekerja mahir

HUBUNGKAIT NOSS - INDUSTRI PENTAULIAHAN PUSAT BERTAULIAH (PB) SISTEM LATIHAN DUAL NASIONAL (SLDN) PENGIKTIRAFAN PENCAPAIAN TERDAHULU (PPT) PEKERJA MAHIR (PEMBANGUN NOSS) NOSS INDUSTRI KECIL INDUSTRI SEDERHANA INDUSTRI BESAR PERSIJILAN SKM TAHAP 1 SKM TAHAP 2 SKM TAHAP 3 DKM TAHAP 4 DLKM TAHAP 5 PEKERJA BERKEMAHIRAN

ALAM PEKERJAAN PENGGUNAAN NOSS SENARAI TUGAS MENGIKUT KOMPETENSI PENILAIAN PRESTASI PEKERJA ALAM PEKERJAAN PEMBANGUNAN KERJAYA PENGAMBILAN PEKERJA PENANDA ARAS GAJI PEKERJA

ALAM LATIHAN PENGGUNAAN NOSS PANDUAN PEMBANGUNAN KURIKULUM PENYEDIAAN BAHAN PEMBELAJARAN ALAM LATIHAN PENILAIAN PENGETAHUAN DAN PRESTASI PENYEDIAAN BAHAN PENGAJARAN PERSIJILAN KEMAHIRAN MALAYSIA

PAKEJ NOSS 1 Standard Practice (SP) 2 Competency Profile Chart (CPC) Standard Content (SC) 2 Competency Profile Chart (CPC) Competency Profile (CP) Curriculum of Competency Unit (CoCU) 3

COMPETENCY PROFILE CHART (CPC) - EXAMPLE

Competency Unit (CU) Written in the form of Qualifier + Object Reflect job functions Written in the form of Qualifier + Object Must be independent ( Stand Alone ) Considering the Holistic Aspect Reflect meaningful unit of work, which contains several activities in complete a work cycle objectively Certification requirements

ELECTIVE COMPETENCY UNIT Core & Elective Competency Unit CORE COMPETENCY UNIT Reflect core functions for a particular job area To meet full Certification requirements (SKM/DKM/DLKM) ELECTIVE COMPETENCY UNIT Reflect complementary/elective functions for a particular job area To meet competency Certification requirements

COMPETENCY PROFILE (CP) – EXAMPLE

Developing Work Activities Should fulfil the following criteria:- Represents a complete cycle of work activities to produce an outcome with its starting point and ending point. The outcome maybe a service or product or decision. Each work activity is observable and measurable which can be determined by the performance criteria’s. Work activities should follow work process sequence. In certain isolated cases, functional activities may be applied. Work activity statement consists of Verb, Object and Qualifier. Work Activities

CURRICULUM OF COMPETENCY UNIT (CoCU) - EXAMPLE

CURRICULUM OF COMPETENCY UNIT (CoCU) - EXAMPLE

CARTA PROSES PEMBANGUNAN NOSS Start Occupational Analysis (OA) Occupational Area Analysis (OAA) Job Analysis (JA) + Competency Analysis Competency Profile Analysis (CPA) SP Development Develop CoCU Proofread and validation MPKK Approval End Occupational Structure (OS) Occupational Area Structure (OAS) Competency Profile Chart (CPC) Competency Profile (CP) Standard Practice (SP) Curriculum of Competency Unit (CoCU) JTPS DESCUM PROCESS Jawatankuasa Teknikal Penilaian Standard

What is DESCUM? DESCUM is a process for: Job analysis An acronym for DEveloping Standard and CurriculUM DESCUM is a process for: Job analysis Occupational analysis Process analysis Functional analysis Conceptual analysis Define the acronym. Explain the difference between job analysis (single job) and occupational analysis (multiple related jobs). Explain process analysis, which involves an analysis by several different categories of workers who cooperatively carry out an important process or sub-system of work. Functional analysis is where a particular function cuts across many different jobs (for example, the supervisory function may be found in many different jobs). Conceptual analysis is analyzing jobs that don’t yet commonly exist or are just emerging. Visionary persons serve as panelists. The outcome helps the school or company develop the curriculum based on what expert workers will most likely be doing in that job.

DESCUM Philosophy Expert workers can describe and define their job more accurately than anyone else. An effective way to define a job is to precisely describe the tasks that expert workers perform. All tasks, in order to be performed correctly, require certain knowledge, skills, tools, and worker behaviors. Describe the three points and explain their meaning. Point out that the first assumption is very hard to dispute. The second statement means that through the DACUM process, the panel will be describing exactly what they do. The third assumption refers to the many related things that enable the worker to perform successfully. The information referred to in both the second and the third statements will be identified by the expert workers.

Graphic Representation of Job, Duty, and Task Relationships Whole Job Job divided into Duties (6-12) This slide helps the panel conceptually understand what the job/occupational analysis process is all about and what the outcome of this two-day workshop will be. Explain each part of the graphic. Indicate that the range of duties (6-12) and range of tasks (75-125) that are true for most occupations, but occasionally there are exceptions. Distribute the sample chart after you have explained this slide and review the chart as an example of the final product that will result from this workshop. Job divided into Duties & Tasks (75–125)

Key Terms Duties A cluster of related tasks Usually 6–12 per job Tasks Specific meaningful units of work Usually 6–20 per duty and 75–125 per job Steps Specific activities required to perform a task Always 2 or more per task This slide briefly defines duties, tasks, and steps that are important terms pertaining to the DACUM process. We will be using these terms frequently throughout the process. As you explain each term, provide an example to help illustrate the meaning. Duty—broad statement such as Perform Administrative Tasks. Tasks—unit of work such as mow the lawn that an employer would pay you to do. Steps—the activities required to perform a task such as check oil/gas.

Developing Duty and Task Statements Verb The verb precisely describes the worker’s action The worker must be able to ______ (e.g., select, prepare, develop, determine) Object The object is the thing acted upon by the worker (e.g., equipment, reports, plans, needs) Qualifier Qualifiers are words or phrases used to modify and clarify the task statement (e.g., …select “computer” equipment, prepare financial” reports, develop “learning” plans) This slide emphasizes and clarifies what you illustrated and explained about duties and tasks when you reviewed the sample DACUM chart. The expert workers must understand the three basic parts of duty and task statements. Point out several examples of duty and task statements from the sample chart and identify the verb, the object and the qualifier. Very few statements are as clear as they should be without a qualifier. The example of "develop a plan" illustrates very well the need for a qualifier. Distribute and briefly review the handout “Developing Duty and Task Statements” at this point.

Job/Occupation DUTIES TASKS STEPS etc. TASKS etc. This graphic helps panelists to graphically see the relationship between duties, tasks, and steps. Point out that a job is comprised of duties (6-12), which in turn are comprised of tasks (6-20 per duty), which in turn are comprised of steps (two or more per task). The orange dotted line depicts how far we will go in this workshop. Identifying the steps (below the line) is a different process called a task analysis which takes considerably more time than what we have today and tomorrow. STEPS etc. knowledge, safety, tools, environmental, criteria, etc.

Job, Duty, Task, and Step Examples Homeowner Job Maintain yard Duty Mow lawn Task Start mower Step Homeowner Job Maintain personal automobile Duty Change motor oil Task Drain oil Step This slide emphasizes and clarifies what you illustrated and explained about duties and tasks when you reviewed the sample DACUM chart. The expert workers must understand the three basic parts of duty and task statements. Point out several examples of duty and task statements from the sample chart and identify the verb, the object and the qualifier. Very few statements are as clear as they should be without a qualifier. The example of "develop a plan" illustrates very well the need for a qualifier. Distribute and briefly review the handout “Developing Duty and Task Statements” at this point.

Graphic Representation of NOSS Component Relationships Duty - CU Step - RS Task - WA This slide helps the panel conceptually understand what the job/occupational analysis process is all about and what the outcome of this two-day workshop will be. Explain each part of the graphic. Indicate that the range of duties (6-12) and range of tasks (75-125) that are true for most occupations, but occasionally there are exceptions. Distribute the sample chart after you have explained this slide and review the chart as an example of the final product that will result from this workshop.

Occupation (NOSS Component) Competency Unit (CU) etc. Work Activity (WA) etc. This graphic helps panelists to graphically see the relationship between duties, tasks, and steps. Point out that a job is comprised of duties (6-12), which in turn are comprised of tasks (6-20 per duty), which in turn are comprised of steps (two or more per task). The orange dotted line depicts how far we will go in this workshop. Identifying the steps (below the line) is a different process called a task analysis which takes considerably more time than what we have today and tomorrow. Related Skills (RS) etc. knowledge, safety, tools, environmental, criteria, etc.

Occupation, CU, WA, and RS Examples Homeowner Occ Yard maintenance CU Perform lawn mowing WA Identify mower RS Homeowner Occ personal automobile maintenance CU Perform engine servicing WA Drain oil RS This slide emphasizes and clarifies what you illustrated and explained about duties and tasks when you reviewed the sample DACUM chart. The expert workers must understand the three basic parts of duty and task statements. Point out several examples of duty and task statements from the sample chart and identify the verb, the object and the qualifier. Very few statements are as clear as they should be without a qualifier. The example of "develop a plan" illustrates very well the need for a qualifier. Distribute and briefly review the handout “Developing Duty and Task Statements” at this point.

THANK YOU LET’S START

PROCEDURAL STEPS (assessment session) Orient the panel Review the job/occupation Identify duties (general areas of responsibility) Identify the tasks performed (brainstorm each duty) Review/refine task and duty statements Finalize the task and duty statement sequence Finalize Competency Profile Chart (CPC) based on duty and task