1. Mekanisme Pembangunan Kompetensi Standard

2. 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)

3. 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)

4. 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

5. 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

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

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

8. 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

9. COMPETENCY PROFILE CHART (CPC) - EXAMPLE

10. 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

11. 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

12. COMPETENCY PROFILE (CP) – EXAMPLE

13. 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

14. CURRICULUM OF COMPETENCY UNIT (CoCU) - EXAMPLE

15. CURRICULUM OF COMPETENCY UNIT (CoCU) - EXAMPLE

16. 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

17. 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.

18. 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.

19. 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)

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. THANK YOU
LET’S START

28. 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