1st Edition, April 2012

NOSS DEVELOPMENT GUIDELINE

FLEXIBLE, DYNAMIC & RESPONSIVE

Department of Skills Development (DSD) MINISTRY OF HUMAN RESOURCES (MOHR)

ii

Contents

ACKNOWLEDGEMENT ............................................................................................................................................... iii

LIST OF FIGURES ........................................................................................................................................................ iv

LIST OF TABLES & FLOWCHART ................................................................................................................................. iv

GLOSSARY ............................................................................................................................................................ v - vii

ABSTRACT .......................................................................................................................................................... viii - ix

1. INTRODUCTION ........................................................................................................................................ 1 - 3

2. NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS) DEVELOPMENT METHODOLOGY ..................... 4 - 5

3. NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS) DEVELOPMENT PROCESS ..............................6 - 23

4. NOSS DOCUMENT STRUCTURE ................................................................................................................... 24

INDEX 1: TYPES OF TRAINING MODE DELIVERY ................................................................................................25 - 26

INDEX 2: LIST OF CORE ABILITIES ......................................................................................................................27 - 29

INDEX 3: LIST OF COMMITTEE MEMBERS PRESENTING- CRITERIA AND RESPONSIBILITIES .................................... 30

INDEX 4: APPRECIATING ROLE OF THE FACILITATOR ............................................................................................... 31

INDEX 5: TIPS FOR PROOFREADING ......................................................................................................................... 32

INDEX 6: LIST OF NOSS GUIDELINE DEVELOPMENT MEMBERS ............................................................................... 33

INDEX 7: NOSS DEVELOPMENT PROCESS FLOWCHART ....................................................................................34 - 35

INDEX 8: SAMPLE OF STANDARD PRACTICE ......................................................................................................36 - 45

INDEX 9: COMPETENCY PROFILE CHART (CPC) ........................................................................................................ 46

INDEX 10: COMPETENCY PROFILE (CP) .............................................................................................................47 - 48

INDEX 11: CURRICULUM of COMPETENCY UNIT (CoCU) .......................................................................................... 47

iii

ACKNOWLEDGEMENT

As custodians to the development of NOSS, the NOSS division would like to extend its wish to thank the EWG Group for efforts they have exerted in working out the designs of the new NOSS format. For without the initiation, all of this has not been possible. This division would like to express sincere appreciation to the team of experts invited during development of this guideline for their contribution, perseverance and support until completion. Their experience and technical assistance has enhanced the capabilities of the guideline in hopes of alleviating the methodology and process of NOSS development. Great deals appreciated go to our beloved families and friends whose kindness and understanding kept the guideline development team spirited and aspired. Not forget, great appreciation go to the rest of DSDs staff that help, shared their experience and concern from time to time during the guideline development. The whole program really brought us together to appreciate the true value of friendship and respect of each other. Above all, the authors are very much thankful to the Great God Almighty for carrying them through all the difficulties in the completion and preparation of this guideline.

iv

LIST OF FIGURES

Figure 1: NOSS Development Process Flowchart ...................................................................................... 6 Figure 2: Identify tasks, levelling and segregate the task according to level .............................................. 9

Figure 3: Tasks clustering and naming CU title ........................................................................................ 10 Figure 4: Sequencing the CUs from top left to bottom right in the CPC ................................................. 11 Figure 5: Tasks clustered and arrange in form of work activity ............................................................... 12 Figure 6: Identifying related skills and related knowledge examples ....................................................... 17 Figure 7: Identifying attitude, safety and environment example ............................................................... 18

Figure 8: TEC Validation Session arrangement ........................................................................................ 23 Figure 11: NOSS Development Process Flowchart .......................................................................... 34 - 35

Figure 12: Sample of a Competency Profile Chart ................................................................................... 46

LIST OF TABLES & FLOWCHART

Table 1: Example OS for Front office ......................................................................................................... 7 Table 2: Example OAS for Front office ...................................................................................................... 8

Table 3: Developing performance criteria ................................................................................................. 13 Table 4: Developing Competency Unit (CU) descriptor ........................................................................... 14

Table 5: List of Standard Practice Contents ...................................................................................... 15 - 15 Table 6: Minimum total training program hours based on level ............................................................... 19

Table 7: References Criteria ...................................................................................................................... 20 Table 8: Training hour summary ............................................................................................................... 22

v

GLOSSARY

i) National Occupational Skills Standard (NOSS) National Occupational Skills Standard (NOSS) is defined as a specification of the competencies expected of a skilled worker who is gainfully employed in Malaysia for an occupational area, level and the pathway to achieve the competencies.

ii) NOSS Document The NOSS document covers the Standard Practice (SP) and the Standard Content (SC)

a) Standard Practice (SP) The SP provides an occupational overview for a particular profession.

b) Standard Content (SC) The SC specifies the competencies of the occupation which consist of the Competency Profile Chart (CPC) and Competency Profile (CP).

i. CPC consist of core and elective competency units. A Competency Unit (CU) is an independent meaningful unit of work, which contains several activities to complete a work cycle.

- Core Competency Unit Core Competency unit is classified as generic and essential competencies required for a particular occupation.

- Elective Competency Unit Elective Competency unit is classified as related additional competencies and relevant to the particular occupation.

ii. CP consists of the CU descriptor, work activities and performance criteria

- CU Descriptor The CU Descriptor describes the synopsis of the competency unit on the outcomes/ objectives; process; condition/ range; standards; and/or regulation; and/or manual; pre-requisite; etc in order to carry out the competency successfully.

- Work Activities Work Activities represents a complete cycle of work activities to produce an outcome with its starting point and ending point which result in a product; service; or decision.

- Performance Criteria Performance Criteria tells someone how well he/she must perform the work activities with regard to process criteria and product criteria that meet the standard quality requirement.

vi

iii) NOSS Package The NOSS Package consists of the NOSS document and Curriculum of Competency Unit (CoCU).

Curriculum of Competency Unit (CoCU) The CoCU is the training curriculum for the competency unit for the purpose of learning and teaching.

iv) Developing A Curriculum (DACUM) DACUM is an acronym for Developing A Curriculum. It is a job analysis approach to develop an occupational standard using brainstorming techniques conducted by a facilitator with participation from subject matter experts of the occupational area.

v) Developing a Standard and Curriculum (DESCUM) DESCUM is an acronym for Developing a Standard and Curriculum. It is a job analysis approach to develop a NOSS document and CoCU using brainstorming techniques conducted by a facilitator with participation from subject matter experts of the occupational area.

vi) Occupational Analysis (OA) OA is a process of identifying the Sector, Sub-sector, Job Area, Job Title and Level of an occupation based on information gathered from needs analysis or industries input. The product of this process is an Occupational Structure (OS) and Occupational Definition.

vii) Occupational Area Analysis (OAA) OAA is a process of reviewing the OS in identifying the occupation, level and career path to produce Occupational Area Structure (OAS).

viii) Job Analysis (JA) JA is a process of identifying the duties, tasks, job functions and responsibilities of an occupation.

ix) Competency Competency is a combination of necessary knowledge, skills, attitudes and safety which is required for an individual in order to perform a job successfully and efficiently based on performance criteria set in the Standard.

x) Competency Profile Analysis (CPA) CPA is a process of identifying work activities, performance criteria and constructing CU descriptor statement. The product of this process is the Competency Profile (CP).

xi) Learning Outcomes Learning Outcomes describe what students are able to demonstrate in term of knowledge, skills and values upon completion of a course, a span of several courses, or a program. Clear articulation of learning outcomes serve as the foundation to evaluate the effectiveness of the teaching and learning process.

xii) Related Knowledge Related Knowledge refer to the information that is needed to perform the Work Activities (what do you need to know in order to perform the Work Activities?).

vii

xiii) Related Skills Related Skills refer to the abilities of workers which are required to complete the Work Activities (what skills do you need to perform the Work Activities?).

xiv) Attitude / Safety

Attitude Attitude involves how people react to certain situation and how they behave in general. Its should include awareness on environmental issue, government policies, etc. Example: being able to get along with other people, being optimistic, concern on environmental friendly issues

Safety Safety includes behaviour and safety precautions to be complied with when performing the CU. Example: handle hazardous materials with caution, display safety signage during repairing works

xv) Assessment Criteria Assessment criteria describe how well a student has to be able to achieve the learning outcome.

xvi) Training hour(s) Training Hour(s) is the number of hours required for an average person to achieve a complete learning outcome by guided training (such as lecture, workshop training, laboratory training or field work), self learning (such as self reading, individual assignment, report writing) and assessment (theory and practical module assessment).

xvii) Credit Value(s) The amount of credit received for completing a specific Competency Unit (CU). Generally the number of training hours determines its worth in credit hours. It may include theory, practical, self-learning and assessment contact hours for each CU which stated in Curriculum of Competency Unit (CoCU). The ratio for training hours to credit hours is 10 to 1 (10:1).

xviii) Tools, Equipment and Materials (TEM) TEM refers to a listing of tools, equipment and materials required to complete the CU successfully. It should include materials/supplies, special tools, equipment, safety gear, safety apparatus, SOP, Companies and Government Policies and regulations, manual, log and reports, etc.

xix) Core Abilities Core abilities are essential workplace skills that cut across occupational and academic titles. They are broad, common abilities that trainees must possess to be prepared for the working environment.

viii

ABSTRACT

In the late Eighties Malaysia experienced a rapid economic growth which was propelled by its

expanding manufacturing sector. However, the increased demand for skilled labour was not being

met by the supply side neither in the public nor the private training sector. As a result of this

increasing skill shortage, a report of the Malaysian Cabinet Committee on Training was prepared in

1991. Based on these recommendations, the Malaysian Vocational Training System began to change

dramatically in the early Nineties.

The newly restructured National Vocational Training Council (NVTC) established under the Ministry

of Human Resources was given the task to implement the necessary changes. The role and

achievements of the NVTC put forward for the development of a more flexible and industry-driven

system for vocational training and education and to the approach in the development of National

Occupational Skill Standards (NOSS).

In response to the recommendations of the Cabinet Committee, a task force was established to

revise the NOSS and to further the development of a more flexible Skill Certification System. 71

National Trade Standards (NTS) had been developed from 1971 until 1991. The old format focused

mostly on the knowledge-based approach adopted from Europe.

In 1991 the format and the procedures were changed to reflect the needs of industry and to meet

the requirements of Competency-based Training and Education (CBTE/ CBT). During that time, NVTC

studied the vocational training systems of Japan, Germany, UK, Canada, USA and Australia.

The decision was made to adopt a modular system, suitable for both the private and public training

sector, which followed the trends in the USA and Canada for Competency Based Training and

Education (CBTE). CBTE is concentrated on the end product (What people can do as a result of

training?)

By 1993, the first NOSS was published to the public. At its height of implementation, in 2006, NOSS

an occupational standard was established under Part IV of the National Skills Development Act 2006

[Act 652].

In a strategy to attract broaden industry involvement in the skills development sector and heighten

the development of NOSS, in 2007, outsourcing of NOSS development is established. At 2010 a total

1585 NOSS was published with 1291 NOSS declared active in the NOSS directory.

NVTC has adopted the DACUM, a process of Occupational and Job Analysis as the most appropriate

tool to identify Workplace Competencies. The DACUM process for occupational analysis involves

local men and women with reputations for being the "top performers" at their jobs, working on a

ix

committee assignment with a qualified DACUM facilitator. These workers / professionals are

recruited directly from business and industry and become the panel of experts who collectively and

cooperatively describe the occupation in the language of the occupation.

On contemporary, the Department of Skills Development (DSD, formerly known as NVTC) have

introduced new formatting and development process to NOSS as a bid to attract industry and

training sectors towards a flexible, dynamic and responsive skills accreditation system.

Revolutionising the NOSS philosophy and development, in 2010, the DESCUM approach was

formulated by NOSS Expert Work Group (NOSS EWG) as to complement the new NOSS formatting.

DESCUM is modified from DACUM approach to develop the NOSS and curriculum.

By 2011, the new NOSS structure was introduced and pilot tested. Starting the year 2012, the NOSS

division has taken the overall responsibility in fine-tuning the new NOSS structure in hopes of

perfecting the system of a new flexible, dynamic and responsive skills accreditation system.

1

1. INTRODUCTION

The National Occupational Skills Standard (NOSS) is a Standard established under Part IV of

the National Skills Development Act 2006 [Act 652]. NOSS is a performance specification

expected of competent personnel who are qualified for the profession in an occupational

area. It reflects the occupational structure for each level and the career path of the

occupation. NOSS consists of competency units identified by industrial experts and

practitioners, comprising of knowledge, skills, attitude, and employability skills required in

the related occupation. The National Occupational Skills Standard (NOSS) outlines the

minimum requirement of knowledge and ability in terms of competencies to perform roles

and functions of an expert worker according to their profession.

Role of Skill Standards

In general, skill standards are performance specifications that identify the knowledge, skills

and attitude an individual needs to succeed in the workplace. They are critical to improving

workforce skills, raising living standards, and improving the competitiveness of the

Malaysian economy. To be effective, skill standards must reflect the consensus of any skills

professional. Skill standards provide measurable benchmarks of skill and performance

achievement. They answer two critical questions:

What do workers need to know and be able to do to succeed in todays workplace?

How do we know when workers are performing well?

With Skills Standard:-

Employers know whom to hire or where to focus their limited training dollars;

Employees and new entrants to the workforce know what they need to do to

improve their performance;

Educators/ trainers know how to prepare students for the challenge of the

workplace.

Importance of Skill Standards

In todays workplaces, the only constant is change. Jobs that once were relatively simple now require high performance work processes and enhanced skills.

Because skill standards reflect changing workplace realities, they are a tool that can be used by applicants and employees to access greater career opportunities.

Updating skills and knowledge is now a lifelong endeavour, causing many employers and employees to spend more effort, time, and money on education and training.

Skill standards provide benchmarks for making education and training decisions, shaping curricula, and directing funds toward highest value education and training investments.

2

The Benefits and Uses of Skills Standards Skill standards benefit all the stakeholders. The success of a skill standards development project and its usefulness to the community is dependent on the full participation and commitment of all stakeholders. These benefits can be used as a benchmark for evaluating the effectiveness of collaborative efforts.

Benefit of Skill Standards to Employers

i. Employers can use skill standards to establish personnel qualification requirements. ii. Interviews, performance reviews, and productivity can be evaluated and assessed to

a higher degree of accuracy and efficacy. iii. Employers are also able to identify core competencies and workers abilities to

demonstrate competencies. iv. By matching competencies to critical work functions and key activities, employers

can significantly improve efficiencies and productivity. v. Performance-based skill standards also provide a vehicle for varying degrees of job

certainty and the structure for establishing competency-based pay scales. vi. Align personnel qualification requirements with nationally adopted certificates of

competence (SKM, DKM,DLKM). vii. Modify employee training. viii. Simplify measurement of employee training effectiveness. ix. Assess employee skill levels based on industry standards. x. Match employee skills to the work needed. xi. Align personnel qualification requirements with nationally adopted certificates of

competence. xii. Modify employee training. xiii. Simplify measurement of employee training effectiveness. xiv. Assess employee skill levels based on industry standards. xv. Match employee skills to the work needed.

Benefit of Skill Standards to Workers

i. Skill standards assist workers in making career choices by providing industry expectations for success in the workplace.

ii. In addition, standards-based curriculum and assessments provide workers with credentials that certify work-readiness.

iii. Workers can accurately assess their skills against those required for career advancement and plan effectively for their career pathways.

iv. They can determine the skills and abilities needed for advancement or transfer within industries, and determine the continuous learning and training they need to upgrade their skills.

v. Achieve clarity regarding what they are expected to learn and how to prepare for work.

3

vi. Enter and re-enter the workforce with better control of their choices of high paying jobs requiring high skills.

vii. Accurately assess business expectations of the skills needed for positions and careers of their choice.

viii. Improve mobility and portability of their credentials. ix. Enhance their performance and achievement by self-evaluation against known

standards. x. Be active contributors to the activities that make their organizations successful.

Benefit of Skill Standards to Trainers

i. Trainers can identify core competencies and assessments based on the skill standards and implement them in their curricula.

ii. Students can then be required to demonstrate competency throughout their coursework.

iii. Academia and industry can build a cohesive relationship through a like-minded expectation of student competencies and work readiness.

iv. This enhances a trainers ability to teach information consistent with industry's entry level expectations and needs.

v. Partner with business and labour in developing school-to-work initiatives. vi. Provide effective, targeted instruction. vii. Communicate what companies expect of employees. viii. Develop new and evaluate existing curriculum and programs based on industry

needs. ix. Develop assessments to evaluate skills, knowledge, and abilities in classrooms and

practical. x. Develop a common language on workforce preparation with business and labour. xi. Improve relationships with local businesses, labour unions, other educators and

agencies. xii. Provide students with relevant career education and counselling.

4

2. NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS) DEVELOPMENT METHODOLOGY

DESCUM approach allows the facilitator to obtain and solicit information using various sources and methodology. The facilitator is to understand their part in the NOSS development.

2.1 Review of the Occupational Area

DESCUM approach starts with an occupational area review on the industry to gain

insight on scope, policy, program and activities in the context of the Malaysian job

market scenario. The scope covered under this activity includes definitions, review of

current Occupational Analysis (OA) structure of the industrial sector/sub sector,

current trend of the industry, skilled workers supply and demand in the local sector

and the industrial competitiveness at international level. In order to complete an

occupational review several information gathering method can be used. Literature

report must be produced for each of the occupational review activity.

2.2 Developing the Content Statement

a. The Competency Unit (CU) title is formulated according to the following:

Qualifier + Object

A Qualifier, as defined in the Oxford Dictionary, is an adjective or adverb that

describes another word in a particular way.

An Object, as defined in the Oxford Dictionary, is a noun, noun phrase or

pronoun that refers to a person or thing that is affected.

For example: Battery System (Qualifier) + Installation (Object)

CU Title : Battery System Installation

In order to avoid redundancy of the identified Competency Units (CU), the

availability of the CU is checked in the existing Department of Skills

Development NOSS database.

b. The CUs Work Activity statement in Competency Profile (CP) and Related Knowledge, Related Skill in The Curriculum of Competency Unit (CoCU) is developed using the composition of Verb, Object and Qualifier. To describe clearly, the statement must consist of a Verb, Object and Qualifier. Below is an explanation of each element:

5

i. Object

Firstly, the object is determined before the other two (2) attributes. The object of any job is the main determinant of distinguishing one job to the other.

ii. Verb

The Verb is then determined based on the level of competency.

Hence, the final Work Activity statement will be as below:

Prepare standalone photovoltaic + (qualifier)

Analyse standalone photovoltaic + (qualifier)

Evaluate standalone photovoltaic + (qualifier)

Based on the nature of work, the Verbs selected can either be generic verbs such as Execute, Carry Out or Prepare or more specific verbs by trade such as Cook, Sew, Install and etc.

iii. Qualifier

Based on the example above, the statement is not clear as there is no qualifier for the object, therefore a qualifier must be added to further clarify it.

6

Occupational Structure (OS)

Occupational Area Structure (OAS)

Competency Profile Chart (CPC)

Competency Profile (CP)

Standard Practice (SP)

CoCU

Start

Occupational Analysis (OA)

Occupational Area Analysis (OAA)

Job Analysis (JA) + Competency Analysis

Competency Profile Analysis (CPA)

SP Development

Proofread and validation

Develop CoCU

Proofread and validation

MPKK Approval

End

3. NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS) DEVELOPMENT PROCESS

The NOSS Development activities are shown in Figure 1 below. The details of the flowchart can

be referred in Index 7.

Process Product

Figure 1: NOSS Development Process Flowchart

Activity A:

Activity B:

Activity C:

Activity D:

Activity E:

Activity F:

Activity G:

Activity H:

Activity I:

7

3.1 Activity A Occupational Analysis (OA)

OA is a process of identifying the Industry Sector, Sub-sector, Job Area, Job Title and

Level of an occupation based on information gathered from needs analysis or

industries input. The product of this process is an Occupational Structure (OS) and

Occupational Definition.

Table 1 show the outcome of the OA activity which will be used for review in Standard

development.

Table 1: Example OS for Front office

SECTOR HOSPITALITY AND TOURISM

SUB SECTOR FRONT OFFICE

JOB AREA

LEVEL

GUEST SERVICE

TELEPHONE OPERATION

FRONT OFFICE SERVICE

CONCIERGE RESERVATION

LEVEL 5 FRONT OFFICE MANAGER (FOM)

LEVEL 4 ASSISTANT FRONT OFFICE MANAGER (AFOM) CONCIERGE MANAGER

RESERVATION MANAGER

LEVEL 3 GUEST

SERVICE OFFICER

TELEPHONIST SUPERVISOR

FRONT OFFICE SUPERVISOR

BELL SUPERVISOR

RESERVATION OFFICER

LEVEL 2 GUEST

SERVICE ASSISTANT

TELEPHONIST FRONT OFFICE

ASSISTANT BELL CAPTAIN

RESERVATION CLERK

LEVEL 1 NO LEVEL NO LEVEL NO LEVEL DOORMAN NO LEVEL

8

3.2 Activity B Occupational Area Analysis (OAA)

OAA is a process of reviewing the Occupational Area from the OS to produce

Occupational Area Structure (OAS) as illustrated in Table 2. The objective of OAA is to

confirm the area which have similar in the competencys among the Job titles. The

outcome of the OAA is the merging of areas (horizontally) and levels (vertically) within

the sector as shown in Table 2. This eventually results an effect of multi-skilling and

multi-tasking due to sharing of competencies between areas and levels. Nevertheless

in certain cases, due to requirement of industry or regulation, merging is not

necessarily required.

The following are example frequently ask questions that should be confirmed during

the OAA session:-

1. For each job title identified, how the jobs can be clustered within the job area?

2. Determine the scope and parameter of each job area competencies.

During OAA, job functions from related job title are being clustered base on the

following factors;-

1. Current industry needs

2. Regulatory/ statutory body

3. Industry recognition

4. Relevancy between job area

5. Employability opportunity

Table 2: Example OAS for Front office

SECTOR HOSPITALITY AND TOURISM

SUB SECTOR FRONT OFFICE

JOB AREA

LEVEL

GUEST SERVICE

TELEPHONE OPERATION

FRONT OFFICE SERVICE

CONCIERGE RESERVATION

LEVEL 5 GUEST SERVICES MANAGEMENT

LEVEL 4 GUEST SERVICES MANAGEMENT

LEVEL 3 GUEST SERVICES OPERATION

LEVEL 2 NO LEVEL

LEVEL 1 NO LEVEL

9

3.3 Activity C - Job Analysis and Competency Analysis Session

Job Analysis (JA) is a process of identifying the duties, tasks, job functions and

responsibilities of an occupation. Then related tasks identified in JA are then being

clustered to form the Competency Units (CU) in Competency Analysis session. A CU

reflects a meaningful unit of work, which contains several activities to complete a work

cycle. The outcome of the session is a list of CUs to make the Competency Profile

Chart (CPC). In normal practice, brainstorming technique among subject matter

experts or practitioners is being applied. The outcome of the brainstorming session is

best written on cards or printed paper and posted on walls to allow the panel

members to have an overall visualisation of the competencies. Ensure exhaustive

analysis of job profile has been done in order to ensure all related tasks are covered.

In this guideline we present the development approach of building the Competency

Profile Chart (CPC) for NOSS area of Beauty and Aesthetics Level 1. Figure 2 shows the

task identified for a beautician to perform tasks in the area of Beauty and Aesthetics.

Stage 1: List all duties, tasks, job functions and responsibilities of an occupation.

CARRY OUT HAND AND NAIL ANALYSIS

CARRY OUT WATER MANICURE

CARRY OUT HOT OIL MANICURE

CARRY OUT FINGER NAILS VARNISHING

VERIFY MANICURE WORKS

CARRY OUT FOOT AND NAIL ANALYSIS

CARRY OUT WATER PEDICURE

CARRY OUT HOT OIL PEDICURE

CARRY OUT TOE NAILS VARNISHING

VERIFY PEDICURE WORKS

Stage 2: Cluster list duties, tasks, job functions and responsibilities of an occupation by

similarity in process flow, complete work cycle, procedures, tools and equipment etc,

according to level of complexity and responsibility as shown in Figure 2.

S

t

a

Legend

Identified related tasks

Not related tasks

Figure 2: Identify tasks, levelling and segregate the task according to level

CARRY OUT FOOT AND NAIL

ANALYSIS

CARRY OUT WATER

PEDICURE

CARRY OUT HOT OIL

PEDICURE

CARRY OUT TOE NAILS

VARNISHING

VERIFY PEDICURE

WORKS

CARRY OUT HAND AND NAIL

ANALYSIS

CARRY OUT WATER

MANICURE

CARRY OUT HOT OIL

MANICURE

CARRY OUT FINGER NAILS VARNISHING

VERIFY MANICURE

WORKS

10

Stage 3: Sequencing of the clustered duties, tasks, job functions and responsibilities of

an occupation is shown in Figure 3.

C

CU title:

Figure 3: Tasks clustering and naming CU title

Stage 4: Determine the CU title as shown in Figure 3. Naming of CU title should reflect

the overall clustered duties, tasks, job functions and responsibilities within the

competency unit.

Sort the CU into sequence from most important to less important competency for each

group and level. The sequence the CU based on the following priority:-

i. Fundamentals of the CU in relative to other CUs.

Some CUs within the CPC forms the basic competency to be trained. Thus, should

be arranged first before followed up by more increasingly complex CUs. This is in

view to support continuity in training which start from basic competency before

ongoing to the next more advance competency.

ii. Priority of the CU to job area

CUs which forms the most essential part of the job area is to be arrange first. Of

such without the training of the CU conducted first, the overall training of other

subsequent of CU will hamper overall training objectives. Such example are CUs

which are related to safety issues. This is in view to highlight safety practices first

within the training before proceeding to other CUs.

CARRY OUT HAND AND

NAIL ANALYSIS

CARRY OUT WATER

MANICURE

CARRY OUT FINGER NAILS

VARNISHING

CARRY OUT FOOT AND

NAIL ANALYSIS

CARRY OUT WATER

PEDICURE

CARRY OUT TOE NAILS

VARNISHING

L1 L1 L1 L1 L1 L1

MANICURE & PEDICURE SERVICES

HT-050-4:2011-C01

11

In sequencing the CUs, arrange the CUs from top left to bottom right as illustrated in

Figure 4.

Figure 4: Sequencing the CUs from top left to bottom right in the CPC

Upon completing the list, the CUs are then categorised into core and elective

competency based on industrial needs. A full format of the CPC is shown in Index 9.

CPC consist of core and elective competency units. Below are the definition of Core

and Elective Competency Units:

- Core Competency Unit Core Competency unit is classified as generic and essential competencies required for a particular occupation.

- Elective Competency Unit Elective Competency unit is classified as related additional competencies and relevant to the particular occupation.

12

3.4 Activity D COMPETENCY PROFILE ANALYSIS

a. Developing work activities

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 product; service; or decision.

Each work activity is observable and measurable which can be determined by the performance criterias.

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.

Figure 5a: Tasks clustered and arrange in form of work activity

Figure 5b: Tasks clustered is refined and reviewed with NOSS development panel experts to create sets

of work activities which are dependent to form a process with start point and end point.

CARRY OUT HAND AND

NAIL ANALYSIS

CARRY OUT WATER

MANICURE

CARRY OUT FINGER NAILS VARNISHING

CARRY OUT FOOT AND NAIL

ANALYSIS

CARRY OUT WATER

PEDICURE

CARRY OUT TOE NAILS

VARNISHING

1. ANALYZE CLIENT NAIL & TOE NAIL CONDITION

2. PREPARE MANICURE

AND PEDICURE

WORK AREA

3. EXECUTE MANICURE

PROCEDURE

4. EXECUTE PEDICURE

PROCEDURE

5. PERFOR

M FINGER-

NAIL VARNISH

6. PERFORM TOE NAIL VARNISH

7. CHECK MANICURE

AND PEDICURE ADVERSE

REACTION

8. RECORD CLIENT

SERVICE CARD

START POINT

END POINT

Complete Work Cycle

13

b. Performance Criteria Characteristic of Performance Criteria:-

Are explicit parts of objectives

Should be based on specific performance targets

Should be objective (verifiable by outside sources)

Should indicate degrees of accomplishment

Should be agreed to by major actors involved in the programme managers, supervisor, field personal

Performance Criteria explain how do we know when the work activities are performed well? The Performance Criteria must reflect the ability of the competency being done in a measurable or observable method. This is to ensure it can be used for work performance evaluation. The Performance Criteria is developed as shown in Table 3:

Table 3: Developing Performance Criteria

Work activities Performance Criteria

1. Analyze and interpret prescription 1.1 Customer/patient history and current eyewear are thoroughly reviewed

1.2 The prescription is properly and accurately evaluated relative to current eyewear and customer/patient history.

1.3 Prescription it reviewed for completeness.

1.4 The prescribing doctor is contacted to verify accuracy and irregularities as appropriate.

1.5 The limitations defined by the prescription are properly identified.

2. Collect and interpret data 2.1 Patient/customer record is obtained in a timely manner.

2.2 Third party provider is contacted and benefits are verified where appropriate.

2.3 Eligible benefits are determined for vision products and services.

2.4 Ophthalmic measurements are properly interpreted.

14

c. Developing Competency Unit (CU) descriptor

The CU Descriptor describes the synopsis of the competency unit on the outcomes/

objectives; process; condition/ range; standards; and/or regulation; and/or manual;

pre-requisite; etc in order to carry out the competency successfully. The contents CU

Descriptor must be elaborated as follows:

Table 4: Developing Competency Unit (CU) descriptor

CU Descriptor

Contents

CU Descriptor Template Example

1. CU Title (Extract

from CU title)

2. CU Definition

(Define whole

work process of

competency unit)

3. Process/ work

activity (Extract

from unit works

activities)

4. Objectives/ goal/

Standards;

and/or

regulation;

and/or manual;

5. CU training pre-

requisite (If any)

The CU title describes the

competency in [CU Title].

He or She [CU Definition]

The person who is competent

in this CU shall be able to

[Process/ work activity]

The outcome of this

competency is to [Objectives/

goal] in accordance with

[Standards and/or regulation

and/or manual]

The personnel who are to be

trained for the competency

must have [CU training pre-

requisite].

The CU title describes the competency in Reception Activities Handling. He or She is the first person at the front office to greet, respond and direct a visitor, client or patient. The person who is competent in this CU shall be able to carry out guest arrival activities, attend guest enquiries and needs, carry out bill settlement activities, carry out product sales activities, attend reservation needs, carry out filing arrangement and perform telephonist function to meet establishment requirement. The outcome of this competency is to provide excellent reception services to ensure guest satisfaction guaranteed, prompt action taken in accordance with companys policy rules and regulation.

15

3.5 Activity E STANDARD PRACTICE DEVELOPMENT

The Standard Practice (SP) is an essential part before the standard can be run though

the first phase of proofreading and validation. This is because NOSS consist of SP, CPC

and CP to form the complete occupational Standard. The lists of SP content are as

follows:

Table 5: List of Standard Practice Contents

Bil Sub titles Contents

1 Introduction 1.1 Occupation overview

1.2 Justification and rational of NOSS development

1.3 Regulatory / statutory body requirements for

employment

1.4 Training programme pre-requisite

2 Occupational

Structure

2.1 Occupational Structure

2.2 Occupational Area Structure

2.3 NOSS Occupational Area Structure and level

justification

3 Definition of

competency level

3.1 Competency level as defined by DSD (refer DSD to

update as necessary) (Please refer Index 3 for format

and definition)

4 Malaysian Skill

Certification

4.1 Certification requirements award

5 Job competencies 5.1 List of core competencies

5.2 List of elective competencies

6 Work conditions 6.1 Working environment

6.2 Issues related to area of work (such as safety,

environment)

7 Employment

prospects

Malaysian market

7.1 Growth of sector/ sub sector/ area/ sub area in

Malaysia

7.2 Employment opportunities in Malaysia

7.3 List of industry sector employers

7.4 Codes, standards and practices in area/ sub area in

Malaysia

International market (optional)

7.5 Growth of sector/ sub sector/ area/ sub area

internationally

7.6 Employment opportunities internationally

7.7 Codes, standards and practices in area/ sub area

16

Bil Sub titles Contents

internationally

8 Training, industrial

recognition, other

qualification and

advancement

8.1 Industrial recognition/ professional qualification

8.2 Other prominent qualification recognised (in

Malaysia or international)

8.3 Types of occupation for career advancement

8.4 Related industries

9 Sources of

additional

information

9.1 Local organisation (excluding DSD)

9.2 International organisation

10 Acknowledgement 10.1 List of organisation acknowledge

10.2 List of individual acknowledge

11 Literature

References

11.1 List of books or electronic references (refer

reference section for format of write up)

12 List of committee

members

12.1 List of NOSS development panel expert, program

manager, facilitator and secretariat

Note: Please refer SP example in Index 8.

17

3.6 Activity G - CURRICULUM OF COMPETENCY UNIT (COCU) DEVELOPMENT

The development of the Curriculum of Competency Unit (CoCU) will be conducted based on the information in the CP. CoCU will detail out work activities into Related Knowledge; Related Skills; Attitude/ Safety/ Environmental; Delivery Mode; Training Duration; Assessment Criteria; Tools, Equipment and Material (TEM); References; also related Core Abilities and Social Skills. During development of CoCU, ensure exhaustive analysis has been done in order to ensure main elements of Related Knowledge, Applied Skills, Attitude/ Safety/ Environmental are covered. CoCU will standardise curriculum throughout different training organisations accredited by DSD. It will further guide the development of Written Instructional Material (WIM) and Assessment Material.

a. Identify related skills and related knowledge

Related Knowledge Related Knowledge refer to the information that is needed to perform the Work Activities (what do you need to know in order to perform the Work Activities?). Each related knowledge; there may be more than one related skill as shown in Figure 7, and vice versa. Related Skills Related Skills refer to the abilities of workers which are required to complete the Work Activities (what skills do you need to perform the Work Activities?).

Figure 6: Identifying related skills and related knowledge examples

Related Skill Related

Knowledge

Arrangement of products tools, and

material for pedicure and menicure

Determine work sequence / process

flow

Position tools, equipment and

material for easy accessibility

Keep tools, equipment and material hygienically

CU title: Prepare Manicure and Pedicure Work Area

18

b. Develop attitude/ safety In identifying attitude, safety and environmental, it is advise to look into each related knowledge and related skill as related to aspects of attitude, safety and environment which involve in performing the work activities. Attitude Attitude involves how people react to certain situation and how they behave in general. Example: being able to get along with other people, being optimistic, analytical in analysing reports, concern on environmental friendly issues Safety Safety includes behaviour and safety precautions to be complied with when performing the CU. Example: handle hazardous materials with caution, display safety signage during

repairing works

Figure 7: Identifying attitude, safety and environment example

c. Identify training duration Training hour(s) is the number of hours required for an average person to achieve a complete learning outcome by guided training (such as lecture, workshop training, laboratory training or field work), self learning (such as self reading, individual assignment, report writing) and assessment (theory and practical module assessment).

Atitude/ Safety/ Environmental

Related Knowledge Related Skill

Identify hand, foot and nail analysis tools

and material (e.g: magnifier, magnifying

lamp, etc).

Hand, foot and nail analysis tools and

material

Assure client comfort and modesty during

analysis.

Avoid conducting services on client and

advise clients to consult from doctor upon detection of

infectious diseases.

Ensure implements are sterilised before

and after use.

CU title: Prepare Manicure and Pedicure Work Area

19

The ratio of training hours varies from 30% to 50% for theory training and 70% to 50% for practical training respectively. As a guide, the minimum total training program hours based on level is shown below:-

Table 6: Minimum total training program hours based on level

d. Develop assessment criteria An assessment criterion is a list of critical elements / range to be assessed in order to ensure expected competencies achieved. It means to focus on specific expectations of work activities. It is intended to measure the outcome of the learning process which is categorised into three (3) learning domains that are defined by Blooms Taxonomy i.e, Cognitive, Psychomotor and Affective Domain. The assessment criterion facilitates the curriculum delivery strategies and assessment procedures.

The word structure for the assessment criteria is in form of simple past tense. The

simple past is used to describe an action, an event, or condition that occurred in the

past, sometime before the moment of speaking or writing.

Some assessment criteria needs to be add with constructive verb to give emphasize on

the type of criteria.

e. Determine delivery mode

Training delivery can be in the form of one delivery mode or a combination of delivery modes. Each type of delivery mode is different for knowledge and skill. The list of delivery modes is shown in Index 1.

f. Select core abilities Core abilities are selected as listed in Index 2. The core abilities are categorised base on level of competency. Thus, core abilities are assigned to a CU base on the competency level of the CPC.

No Level Minimum Total Training

Program Hours

1 Level 1 400 - 600

2 Level 2 400 - 600

3 Level 3 800 - 1200

4 Level 4 1000

5 Level 5 1800

20

g. Identify Tools, Equipment & Materials (TEM)

TEM refers to a listing of tools, equipment and materials required to complete the CU successfully. It should include materials/supplies, special tools, equipment, safety gear, safety apparatus, SOP, Companies and Government Policies and regulations, manual, log and reports, etc.

h. Determine references

References determined during CoCU development are identified and selected based on credibility of the source to be used later in training. Such credibility of reference is based on the following criteria:-

Table 7: References Criteria

No Reference criteria Guide

1 Prominent reference for related industry

1. Renown source of reference among industry practitioners or trainers (ex: published manufacturers operating standard)

2. Established references recognized by industry regulators or statutory bodies (ex: publish acts)

3. Commendable source of reference mandated to industry from reputable international industry organisation (ex: ASME IX, BS )

2 Must be available in market 1. Available internationally or within Malaysia market

2. Available in printed hardcopy or softcopy 3. Accessible be obtain or purchased

3 Latest version

1. The newest version of the reference in market.

List of references are such as:-

i. Books

ii. Manuals

iii. Journal

iv. Standard Operation Procedure

v. Web site

vi. Audio Visual Materials

vii. Acts and Statutory Regulations

21

Writing hardcopy references

American Psychological Association (APA) Format:

Author's last name, first initial. Publication year. Book title Edition Number (Publish

Number). City of Publish: Publisher. ISBN-EAN 13 Number.

Author's last name, First initial. Middle initial. (Year of publication). Title of the

book. City: Publisher.

e.g. Meyer, E., & Smith, L. Z. (1987). The practical tutor. New York: Oxford University

Press.

Example of writing hardcopy references :

1. Brown, R. 1988. Topology: A Geometric Account of General Topology, Homotopy

Types and the Fundamental Groupoid 3 (3). Chichester: Ellis Horwood Limited.

ISBN-13: 978-3540265627

2. Ibn Hazm, Abu Muhammad cAli ibn Ahmad ibn Sacid. 1403H/1983. Jamharat

Ansabal-carab. Beirut: Dar al-Kutub al-CIlmiyyah. ISBN-13: 978-3161484100

Writing electronic references

American Psychological Association (APA) Format:

Author's last name, first initial. Publication date. Topic headline. Book title Edition

Number (Publish Number): Range of reference page. Website address without

underline. [Date accessed: Time accessed].

Example of writing electronic references :

1. Clark, J.K. 1999. Humidity sensor. Journal of Physics 2(2): 9-13

http://www.cit.edu/phys/sensor.html [20 Julai 1999: 20.06pm].

2. Kawasaki, J.L. 1996. Computer administered surveys in extension. Journal of

Extension 33(3): 204-210. http://www.apa.orgljoumals/webref.html [18

November 1999: 09.11am].

22

i. Training Hour Summary The training hour summary is enclosed at the final page of the NOSS package. The format is shown as follows:-

Table 8: Training hour summary

SECTOR : HOSPITALITY AND TOURISM

SUB SECTOR : HOUSEKEEPING

JOB AREA : HOUSEKEEPING MANAGEMENT

JOB LEVEL : FOUR (4)

CU ID Competency Unit

Training

Hour

HT-050-

4:2011-C01 HOUSEKEEPING STAFF DEVELOPMENT MANAGEMENT 120

HT-050-

4:2011-C02 HOTEL DECO AND AESTHETIC MANAGEMENT 240

HT-050-

4:2011-C03 HOUSEKEEPING INVENTORY MANAGEMENT 120

HT-050-

4:2011-C04 HOUSEKEEPING VENDOR ADMINISTRATION 120

HT-050-

4:2011-C05 HOUSEKEEPING SPECIAL PROJECT ADMINISTRATION 240

HT-050-

4:2011-C06

HOUSEKEEPING STAFF PERFORMANCE EVALUATION

AND REVIEW 120

HT-050-

4:2011-C07 HOUSEKEEPING GUEST SERVICES 120

HT-050-

4:2011-E01 FLORAL ARRANGEMENT 120

Total Training Program Hours 2200

j. Proofreading Objective of the proof reading session is:-

- To ensure technical language errors being sought through and rectified.

- To ensure language errors are rectified.

- To ensure typographical errors are rectified.

- To ensure formatting are rectified.

Tips for proofreading can be referred in Index 5.

23

Projector Screen

3.7 Activity F and Activity H STANDARD AND CURRICULUM VALIDATION TO TECHNICAL EVALUATION COMMITTEE (TEC) In order to ensure NOSS content meet the industrial requirement, a committee is formed to validate the drafted NOSS content for endorsement. The committee is represented by related industrial experts throughout the country. On the other preference, validation can be extended by circulating the aforesaid NOSS to related industry nationwide for feedback. Figure 9 illustrates the arrangement for the session.

Figure 8: TEC Validation Session arrangement

3.8 Activity I - MPKK APPROVAL

The verified and validated drafted National Occupational Skills Standard (NOSS) must

be presented to the Majlis Pembangunan Kemahiran Kebangsaan (MPKK) for

approval. The approved document then will become a NOSS for the respective

occupational area.

Legend

DSD officer Facilitator

Chairman ( from DSD) Minute taker

NOSS development panel expert Company representative (if any)

JPPK or appointed industry experts Projector

24

4. NOSS DOCUMENT STRUCTURE

The NOSS package comprises of:

a) Occupational Standard

i. Standard Practice (SP);

ii. Standard Content (SC):

Job Profile Chart (JPC);

Competency Profile (CP);

b) Curriculum - Curriculum of Competency Unit (CoCU)

c) Training Hour Summary

25

INDEX 1

TYPES OF TRAINING MODE DELIVERY

Knowledge delivery mode

1 Lecture In-person lecture to a large group of learners (>10pax) on a

particular topic with limited interaction and practice

2 Group discussion Instructor introduces a topic for discussion to a small group of

learners. Learner participates by exchanging views on the topic

and report individually or as a group to instructor.

3 E-learning, self-

paced

Training delivered electronically (e.g., computer-based via the

Internet or with CD-ROMs) in which learner sets own learning

pace.

4 E-learning,

facilitated

Instruction delivered electronically with an instructor or

facilitator who sets the pace and/or offers interaction (e.g.,

webcasts or scheduled Internet instruction).

5 Case study or

Problem based

learning (PBL)

A specific problem is specified by the course instructor. Students

work individually or in teams independent of instructor by over a

period of time to develop solutions to the problem in form of a

report.

6 Self-paced

learning, non-

electronic

Learner follows a course of study, setting own learning pace

(e.g., with printed materials such as books or manuals, not via

the Internet).

7 One-on-one tutorial Instructor provides individual lecture in form of instruction to

one learner on a particular topic with personal guidance.

8 Shop talk The instructor delivers conversation to a small group of learners

(4-10 pax) about matters on a particular topic with limited

interaction and practice.

9 Seminar In-person lecture to a large group of learners (>10pax) on a

particular topic with limited interaction but without practice.

26

Skills delivery mode

1 Demonstration In-person demonstration on a particular topic with limited

interaction and practice

2 Simulation Training is conducted using a virtual or imitation of a real-life

process, usually via a computer or other technological device, in

order to provide a lifelike experience, with or without guidance of

the instructor.

3 Project Learners are given project assignments to practice. They have a

great deal of control of the project they will work on and what

they will do in the project. The project may or may not address a

specific problem.

4 Scenario based

training (SBT)

The instructor creates a real life environment with specific

scenario for the learners to train to achieve specific training

objectives. Uses a highly structured script of real world

experiences. Different scenarios of risk and contingency are

introduced to rationalize decisions and actions.

5 On job training

(OJT)

Employee training at the place of work while he or she is doing the

actual job. Usually a professional trainer (or sometimes an

experienced employee) serves as the course instructor using

hands-on training often supported by formal classroom training.

6 Role play Role-playing may also refer to role training where people rehearse

situations in preparation for a future performance and to improve

their abilities within a role.

7 Coaching Coaching is helping to identify the skills and capabilities that are

within the learner, and enabling them to use them to the best of

their ability.

8 Observation The instructor shows to the audience on a particular activity. The

learner is constricted to limited interaction to instructor.

9 Mentoring Mentoring is showing people how the people who are really good

at doing something do it.

27

INDEX 2

LIST OF CORE ABILITIES

CORE ABILITY LEVEL 1

ITEM ABILITIES

01 LOCATE AND PROCESS INFORMATION

01.01 Identify and gather information

01.02 Document information, procedures or processes

01.03 Utilize basic IT applications

02 EXCHANGE/COMMUNICATE INFORMATION

02.01 Interpret and follow manuals, instructions and SOPs

02.02 Follow telephone/ telecommunication procedures

02.03 Communicate clearly

02.04 Prepare brief reports and checklists using standard forms

02.05 Read/interpret flowcharts and pictorial information

03 WORK AND INTERACT WITH PEOPLE

03.01 Apply cultural requirements to the workplace

03.02 Demonstrate integrity and apply ethical practices

03.03 Accept responsibility for own work and work area

03.04 Seek and act constructively upon feedback about performance

03.05 Demonstrate safety skills

03.06 Respond appropriately to people and situations

03.07 Resolve interpersonal conflicts

06 WORK WITHIN AND WITH SYSTEM

06.01 Understand systems

06.02 Comply with and follow chain of command

06.03 Identify and highlight problems

06.04 Adapt competencies to new situations / systems

CORE ABILITY LEVEL 2

ITEM ABILITIES

01 LOCATE AND PROCESS INFORMATION

01.04 Analyze information

01.05 Utilize the internet to locate and gather information

01.06 Utilize word processor to process information

02 EXCHANGE/COMMUNICATE INFORMATION

02.06 Write memos and letters

02.07 Utilize Local Area Network (LAN)/Internet to exchange information

02.08 Prepare pictorial and graphic information

28

ITEM ABILITIES

03 WORK AND INTERACT WITH PEOPLE

03.08 Develop and maintain a cooperation within work group

04 PLAN AND ORGANIZE WORK ACTIVITIES

04.01 Organize own work activities

04.02 Set and revise own objectives and goals

04.03 Organize and maintain own workplace

04.04 Apply problem solving strategies

04.05 Demonstrate initiative and flexibility

06 WORK WITHIN AND WITH SYSTEMS

06.05 Analyse technical systems

06.06 Monitor and correct performance of systems

CORE ABILITY LEVEL 3

ITEM ABILITIES

01 LOCATE AND PROCESS INFORMATION

01.07 Utilize database applications to locate and process information

01.08 Utilize spreadsheets applications to locate and process information

01.09 Utilize business graphic application to process information

01.10 Apply a variety of mathematical techniques

01.11 Apply thinking skills and creativity

02 EXCHANGE/COMMUNICATE INFORMATION

02.09 Prepare flowcharts

02.10 Prepare reports and instructions

02.11 Convey information and ideas to people

03 WORK AND INTERACT WITH PEOPLE

03.09 Manage and improve performance of individuals

03.10 Provide consultation and counselling

03.11 Monitor and evaluate performance of human resources

03.12 Provide coaching/on-the job training

03.13 Develop and maintain team harmony and resolve conflicts

03.14 Facilitate and coordinate teams and ideas

03.15 Liase to achieve identified outcomes

03.16 Identify and assess client/customer needs

03.17 Identify staff training needs and facilitate access to training

04 PLAN AND ORGANIZE WORK ACTIVITIES

04.06 Allocate work

04.07 Negotiate acceptance and support for objectives and strategies

05 MANAGE RESORCES

05.01 Implement project/work plans

29

ITEM ABILITIES

05.02 Inspect and monitor work done and/or in progress

06 WORK WITHIN AND WITH SYSTEM

06.07 Develop and maintain networks

CORE ABILITY LEVEL 4

ITEM ABILITIES

04 PLAN AND ORGANIZE WORK ACTIVITIES

04.08 Develop and negotiate staffing plans

04.09 Prepare project/work plans

04.10 Utilize science and technology to achieve goals

05 MANAGE RESOURCES

05.03 Allocate and record usage of financial and physical resources

05.04 Delegate responsibilities and/or authority

05.05 Coordinate contract and tender activities

06 WORK WITHIN AND WITH SYSTEMS

06.08 Identify and analyse effect of technology on the environment

30

INDEX 3

LIST OF COMMITTEE MEMBERS PRESENTING- CRITERIA AND RESPONSIBILITIES

No Presenting committee members

Criteria and responsibilities No. Of person

1 Company representative

- Ability to represent the NOSS development company to make management and operational decision.

- The appointed personnel is the person in-charge and responsible for managing of the NOSS project.

- The appointed personnel have attended trough DSDs tender/ project briefing.

- The appointed personnel must understand the needs of developing the NOSS.

If any, 1 person only

2 NOSS development panel expert

- Represents the group of NOSS development panel experts

- A minimum of 5 year experience related in the job area

- Actively plays the main role during NOSS development session (Activity A to D)

- The appointed personnel must understand the needs of developing the NOSS in order to justify every detail of the content to the STEC committee.

- Heavily experience within the sector of industry particularly in the needs of the NOSS area.

Minimum 2 person

3 Facilitator - Appointed by NOSS Development Company during tender submission.

- Any amendments to facilitator must be approved by DSD through submission to the Director NOSS.

- The facilitator is the person in-charge and responsible for development of the NOSS.

1 person only

4 Minute taker - Appointed by NOSS Development Company. - Experience in taking meeting minute

If any, 1 person only

Note: The list excludes TEC evaluation committee members

31

INDEX 4

APPRECIATING ROLE OF THE FACILITATOR

A facilitator is someone who helps a group of people understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion. Nevertheless, although he or she may not be a subject matter expert, appreciation of the subject matter is essential.

During NOSS development the role of the facilitator are as follows:-

a. The facilitator priority is to managing and maintaining a group process. Thus the facilitator appointed by DSD must ensure that all activities relating to NOSS development must be in agreement with DSDs policy.

b. The facilitator is to help the group adhere to their ground rules and guidelines that bound the process they have agreed to use to achieve some end result. In this case he or she must ensure the contents and format of NOSS are develop according to DSDs requirement.

c. The facilitator must assist the group in achieving a consensus on any disagreements that pre-exist or emerge in the meeting so that it has a strong basis for future action. This is to ensure that the NOSS develop can be widely accepted by the industry and training centre.

d. The facilitator is to harness group cohesiveness and creativity through uses a variety of facilitation strategies to assist the group in working their way through the decision-making process.

e. The facilitator is to clarify the groups mental model so that the groups perception, stereotype, prejudice and blind spot which arises due to group thinking is feasibly filtered and highlighted.

The appointed facilitator must at all time avoid controversial issues such as the following to ensure proper conduct of NOSS development workshop:-

a. Racism issues b. Sexism issues c. Nationalism issues d. Classism issues e. Religious issues

The list of issues are not only limited to the following but cover areas which are prone to discrimination resulting in hindrance of group thinking.

Commonly, the facilitator appointed by DSD, will perform the following activities:-

a) Facilitation of NOSS development workshop. b) Ensure compliance of NOSS to DSDs content and format. c) Lead the presenting team during NOSS validation session. d) Convey any issues pertaining NOSS development to DSD without delay.

32

INDEX 5

TIPS FOR PROOFREADING

The facilitator is to investigate between the NOSS panel experts whether that the competencies

which have tabled out are common or specific within their job area. Such strategies to

investigate are as follows:-

1. To identify core competencies, all consensuses from panel NOSS development panel

experts are needed for the CU.

2. To identify elective competencies the voting method can be employed.

Before Proofread Session

1. Be sure to revise the larger aspects of the text. Don't make corrections at the sentence and

word level if the text still needs to work on the focus, organization, and development of the

whole paper, of sections, or of paragraphs.

2. Set the text aside for a while between writing and proofing. Some distance from the text

will help see mistakes more easily.

3. Eliminate unnecessary words before looking for mistakes.

4. Know what to look for (refer Objective of the proof reading session) and make a list of

mistakes you need to watch for.

During Proofread Session

1. Work from a printout, not the computer screen. Some language mistake cannot be found

using computer only.

2. Read out loud. This is especially helpful for spotting run-on sentences. Hear other problems

that may not be detected when reading silently.

3. Use a blank sheet of paper to cover up the lines below the one you're reading. This

technique keeps you from skipping ahead of possible mistakes.

4. Use the search function of the computer (using word processor softwares) to find mistakes

which are likely to make.

5. If tendency to make many mistakes, check separately for each kind of error, moving from

the most to the least important, and following whatever technique works best to identify

the kinds of mistake.

6. But remember that a spelling checker won't catch mistakes with homonyms (e.g., "they're,"

"their," "there") or certain typos (like "he" for "the").

33

INDEX 6

LIST OF NOSS GUIDELINE DEVELOPMENT MEMBERS

1. EN. MOHD YAZID BIN. MOHD SALLEH 2.

3. EN. ABDUL HALIM BIN. HASAN PN. SITI HASMAH BINTI MUSTAPHA

4. EN. MOHD FAISAL BIN AHMAD 5. PN. MASHITAH BINTI ABD KADIR 6. PN. SHARIDA BIN MOHD SHARIF 7. EN. MOHD KHAIRI BIN NAYAN 8. TN. HJ. MAHAZRUL B. KAMARRUDIN 9. TN. HJ. ZAHARUDIN BIN ABDUL LATIF 10. EN. JAILANI B. ABDULLAH 11. PN. ROGAYAH BINTI SUPIAN 12. PN. NORAZURI BT. YUSOF 13.

14. EN. MOHD AIDIL FITRI BIN AB. RAZAK EN. YUSNI AMIR BIN DAHLAN

15. PN. HJH. KHADIJAH BINTI MOHD NOOR 16. EN. MOHD SHAHROL @ SHUKOR BIN SALLEH 17. TN. SYED MAHATHIR BIN SYED AZMAN SHAH 18. EN. AHMAD AZRAN BIN RANAAI 19. CIK NORASMIZA BT. AZMI 20. EN. FAIZAL B. ABDUL MAJID

21. 22. 23.

EN. JEFRIZAIN BIN ABDUL RASID EN. RAGHU A/L THIYAGARAJAN CIK SALINA BT. YAHYA

24. TN. HJ. RAZALEE BIN CHE ROS 25. PN. ZETI AKHTAR BT. MOHAMAD 26.

27. 28.

EN. MOHD LUTFI BIN MOHD DARJAK EN. MOHD DIN B. ISMAIL CIK EDAYU BINTI ABIDIN

29. EN. ABDUL AZIZ B. ABDUL WAHAB 30. PN. FALIZA BT. FUDZIL

34

INDEX 7

NOSS DEVELOPMENT PROCESS FLOWCHART

Activity F STANDARD

VALIDATION

Activity E STANDARD

PRACTICEDEVELOPMENT

Activity A OCCUPATIONAL

ANALYSIS

Activity B OCCUPATIONAL AREA ANALYSIS

Activity C JOB ANALYSIS

START

REVIEW OS

OCCUPATIONAL

STRUCTURE

(OS)

REVIEW JOB

LEVEL

REVIEW JOB

AREA

OCCUPATIONAL

AREA

STRUCTURE

(OAS)

JOB ANALYSIS

IDENTIFY TASK

COMPETENCIES

IDENTIFY TASK

LEVEL

(OPTIONAL)

SEGREGATE

TASKS

ACCORDING TO

LEVEL

CLUSTER TASK

CHECK CU IN

DATABASE

CREATE

COMPETENCY

UNIT (CU)

PICK

COMPETENCY

UNIT

SEQUENCE ALL

CU

DEVELOP WORK

ACTIVTIES

DEVELOP

PERFORMANCE

CRITERIA

DEVELOP CU

DESCRIPTOR

COMPETENCY

PROFILE

DEVELOP

STANDARD

PRACTICE

COMPONENTS

STANDARD

PRACTICE (SP)

PROOFREADING

ENDORSE

STANDARD

A

A

B

B

c

CU Not

Avaliable

CU

Available

Standard

Accepted

Standard Not

Accpeted

Activity D COMPETENCY

PROFILE ANALYSIS

COMPETENCY

PROFILE

CHART (CPC)

VALIDATION BY

TECHNICAL

EVALUATION

COMMITTEE

(TEC)

Figure 11a: NOSS Development Process Flowchart

35

Activity G CoCU DEVELOPMENT

Activity I MPKK APPROVAL

Activity H CURRICULUM VALIDATION

C

IDENTIFY

APPLIED SKILLS

IDENTIFY

RELATED

KNOWLEDGE

DEVELOP

ATITUDE/

SAFETY/

ENVIRONMENT

IDENTIFY

TRAINING

DURATION

DETERMINE

DELIVERY MODE

DEVELOP

ASSESSMENT

CRITERIA

LIST SOCIAL

SKILLS

SELECT

RELATED CORE

ABILITIES

IDENTIFY

TOOLS,

EQUIPMENT &

MATERIAL (TEM)

DETERMINE

REFERENCES

CURRICULUM

OF

COMPETENCY

UNIT (CoCU)

VALIDATION BY

TECHNICAL

EVALUATION

COMMITTEE

(TEC)

D

D

ENDORSE

CURRICULUMC

PRESENT NOSS

FOR MPKK

APPROVAL

NOSS

APPROVALB

Curriculum

endorsed

Curriculum

NOT endorsed

END

PROOFREADING

Figure 11b: NOSS Development Process Flowchart

36

INDEX 8

SAMPLE OF STANDARD PRACTICE

STANDARD PRACTICE

NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS) FOR;

FLUX CORE ARC WELDING (FCAW) TECHNOLOGY LEVEL 3

1. INTRODUCTION

Welding is a fabrication or sculptural process that joins materials, usually metals (such as steel, aluminium, brass, stainless steel etc.) or thermoplastics (plastic or polymer), by causing coalescence to form a permanent bond. The fabrication or sculptural process refers to building metal structures by cutting, bending, and assembling. They apply heat to metal pieces, melting and fusing them. They may work in a manual mode or in a semiautomatic mode, using machinery such as a wire feeder to help them perform tasks. In the domain of welding, arc welding is part of the welding types. Arc welding is a type of welding that uses a welding power supply to create an electric arc between an electrode and the base material to melt the metals at the welding point. They can use either direct or alternating current and consumable or non- consumable electrode. The welding region is usually protected by some type of shielding gas, vapour, and/ or slag. Flux core arc welding (FCAW), are one of the many process in arc welding. Flux-cored arc welding (FCAW or FCA) is a semi-automatic or automatic arc welding process. FCAW requires a continuously-fed consumable tubular electrode containing a flux and a constant-voltage or, less commonly, a constant-current welding power supply. An externally supplied shielding gas is sometimes used, but often the flux itself is relied upon to generate the necessary protection from the atmosphere. The process is widely used in construction because of its high welding speed and portability. A person who is competent in Flux Core Arc Welding (FCAW) Technology (Level 3) is an individual who is trained in practising the core businesses of a welder and specializes in joining materials using FCAW process. This NOSS document shows the structured career path of Flux Core Arc Welding (FCAW) Technology (Level 3) personnel. It provides structured set of activities that enables a person who aspires to achieve competency in this particular occupation, ultimately enhancing him or her on a career in the welding industry.

Standard Practice and Standard Content are part of NOSS document. The job areas being develop are based on the Occupational Area Analysis (OAA). This document covers the competency standard of Flux Core Arc Welding (FCAW) Technology (Level 3) that is currently gaining priority in the welding industry. This is in support of the government initiatives for a higher income workforce towards making Malaysia a develop country

37

Pre-requisite Based on the workshop findings, it was decided that the minimum requirement for those interested to enrol this course are as follows:

17 years of age or older.

Good eyesight.

Medically and physically fit to meet strength, endurance and manual dexterity.

Able to read, write and calculate. These pre-requisite is in line with minimum requirements set by Construction Industry development Board (CIDB) and Department of Occupational Safety and Health (DOSH). With respect to the regulating bodies, the role is as follows: Construction Industry development Board (CIDB) As welding is an essential aspect of within the construction industry, the Board has taken the functions related to welding practices performed within the construction industry. Thus, functions of the Board as laid down under subsection 4 (1) of Act 520 are as follows:

To promote and stimulate the development, improvement and expansion of construction industry;

To advise and make recommendations to the Federal Government and the State Governments on matters affecting or connected with the construction industry;

To promote, stimulate and undertake research into any matter related to the construction industry;

To promote, stimulate and assist in the export of service related to the construction industry;

To provide consultancy and advisory services with respect to the construction industry;

To promote quality assurance in the construction industry;

To initiate and maintain the construction industry information systems;

To encourage the standardisation and improvement of construction techniques and materials;

To provide, promote, review and coordinate training programmed organized by the public and private construction training centres for skilled construction workers and construction site supervisors;

To accredit and register contractors and to cancel, suspend or reinstate the registration of any registered contractor; and

To accredit and certify skilled construction workers and construction site supervisors. Department of Occupational Safety and Health (DOSH) As a regulatory body which enforces the occupational safety and health aspects in Malaysia, the role of DOSH is to study and review the policies and legislations of occupational safety and health. This in particular is enforced in risky occupations such as in the welding industry. The following acts are been enforced by DOSH: a) Occupational Safety and Health Act 1994 and its regulations. b) Factories and Machinery Act 1967 and its regulations. c) Part of Petroleum Act 1984 (Safety Measures) and its regulations. d) Guidelines, codes of practice, circulars. With regard to the respective acts, DOSH comes forward to apply the functions as to:

Conduct research and technical analysis on issues related to occupational safety and health at the workplace.

Carry out promotional and publicity programs to employers, workers and the general public to foster and increase the awareness of occupational safety and health.

Carry out promotional and publicity programs to employers, workers and the general public to foster and increase the awareness of occupational safety and health.

Become a secretariat for the National Council regarding occupational safety and health

38

2. OCCUPATIONAL STRUCTURE

Flux Core Arc Welding (FCAW) Technology (Level 3) personnel comes under the sub-sector Welding Technology and Fabrication. Fig. 1.0 and Fig. 1.1 show the structured career path and area of Flux Core Arc Welding (FCAW) Technology (Level 3) personnel. The panel of experts had concluded that this job area starts from tier 3 due to requirement of significant range of varied work activities and performed in a variety of context, most of which are complex and non-routine. There is considerable responsibility and autonomy and control or guidance of others is often required. Where by some of the activities are non-routine and required individual responsibility and autonomy. To produce skilled workers in this industry, the needs for structured training are essential.

SECTOR MACHINERY AND EQUIPMENT

SUB SECTOR WELDING TECHNOLOGY AND FABRICATION

JOB AREA ARC WELDING

JOB SUB AREA

SHIELDED METAL ARC WELDING

(SMAW)

GAS METAL ARC WELDING (GMAW)

GAS TUNGSTEN ARC WELDING

(GTAW)

FLUX CORED ARC WELDING (FCAW)

JOB LEVEL WELDING ENGINEER

L5

L4 WELDING COORDINATOR

L3 SMAW WELDER GMAW WELDER GTAW WELDER FCAW WELDER

L2 N/A

L1 N/A

Fig. 1.0 Occupational Structure for Flux Core Arc Welding (FCAW) Technology (Level 3) personnel

SECTOR MACHINERY AND EQUIPMENT

SUB SECTOR WELDING TECHNOLOGY AND FABRICATION

JOB AREA ARC WELDING

JOB SUB AREA

SHIELDED METAL ARC WELDING

(SMAW)

GAS METAL ARC WELDING (GMAW)

GAS TUNGSTEN ARC WELDING

(GTAW)

FLUX CORED ARC WELDING (FCAW)

JOB LEVEL WELDING ENGINEERING

L5

L4 WELDING COORDINATION

L3

SMAW TECHNOLOGY

GMAW TECHNOLOGY

GTAW TECHNOLOGY

FCAW TECHNOLOGY

L2 N/A

L1 N/A

Fig. 1.1 Occupational Area Structure for Flux Core Arc Welding (FCAW) Technology (Level 3) personnel

39

3. DEFINITION OF COMPETENCY LEVEL

The NOSS is developed for various occupational areas. Candidates for certification must be assessed and trained

at certain levels to substantiate competencies. Below is a guideline of each NOSS Level as defined by the

Department of Skills Development, Ministry of Human Resources, Malaysia.

Malaysia Skills Certificate Level 1: Competent in performing a range of varied

work activities, most of which are routine and predictable.

Malaysia Skills Certificate Level 2: Competent in performing a significant range

of varied work activities, performed in a variety of contexts. Some

of the activities are non-routine and required individual

responsibility and autonomy.

Malaysia Skills Certificate Level 3: Competent in performing a broad range of

varied work activities, performed in a variety of contexts, most of

which are complex and non-routine. There is considerable

responsibility and autonomy and control or guidance of others is

often required.

Malaysia Skills Diploma Level 4: Competent in performing a broad range of

complex technical or professional work activities performed in a

wide variety of contexts and with a substantial degree of personal

responsibility and autonomy. Responsibility for the work of others

and allocation of resources is often present.

Malaysia Skills Advanced Diploma Competent in applying a significant range of

Level 5: fundamental principles and complex techniques across a wide and

often unpredictable variety of contexts. Very substantial personal

autonomy and often significant responsibility for the work of others

and for the allocation of substantial resources features strongly, as

do personal accountabilities for analysis, diagnosis, planning,

execution and evaluation.

40

4. MALAYSIAN SKILL CERTIFICATION

Candidates after being assessed and verified and fulfilled Malaysian Skill Certification requirements shall be awarded with Sijil Kemahiran Malaysia (SKM) for Level 3.

5. JOB COMPETENCIES

The Flux Core Arc Welding (FCAW) Technology (Level 3) personnel are competent in performing the following core competencies:-

Flux Core Arc Welding (FCAW)) For Fillet All Position, 1G And 2G

Flux Core Arc Welding (FCAW) For 3G And 4G

Flux Core Arc Welding (FCAW)) For 5G And 6G Optionally, the Flux Core Arc Welding (FCAW) Technology (Level 3) personnel are competent in performing the following elective competencies:-

Submerged Arc Welding (SAW) 1G

Flux Core Arc Welding (FCAW) 6GR

6. WORKING CONDITIONS

The Flux Core Arc Welding (FCAW) Technology personnelshould be able to concentrate on detailed work for long periods and be able to bend, stoop, and weld in awkward positions. They may work outdoors, and must wear special clothingsafety shoes, gloves, and goggles, face shields or hoods, dust maskto protect self from the intense light created by arcs, hazardous fumes, and spark burns. The individual must obtain Permit To Work (PTW) from employers to ensure safe working condition. In order to be employed at work, the individual need to be qualified by the employer via Welder Qualification Test (WQT). Good eyesight is needed for visual inspection to check welding condition.

7. EMPLOYMENT PROSPECTS 7.1 Malaysian Market Ahead of 2011, the drive for Malaysian welding market is mainly driven by foreign investments and competition in the manufacturing industry spearheaded by various Government Link Companys (GLCs) with support from local welding and inspection contractors. Thus, markets for welding market in Malaysia are poised to grow in the near future. With the Government allowing 100 percent foreign investment, the country is set to become a manufacturing hotspot attracting a lot of foreign capital. As a result, increased manufacturing activities and construction-related projects are expected to bring about a rise in demand for competent welders. Nevertheless current practice shows appointments of competent welders within construction domain are dominantly appointed on project basis. This resulted in most competent welders personnel within the construction domain to practice freelancing. Major legislative changes and the ensuing flood of competition from foreign welders bode well for the Malaysian market. Local competent welders will need to upgrade their competencies to remain competitive,

41

while foreign companies are looking at establishing their manufacturing facilities and capabilities locally, as Malaysia promises to be a high-growth market. As opposed to the construction industry prospect, an increase in demand from the automotive sector which is the biggest end-user of welding equipment will harness sustainable employment demand for the job area. This is due to domestic car manufacturers modernize their production processes as well as increase capacity in a bid to overcome foreign competition. The spill over effects from other sectors benefiting from an increase in investment is also likely to boost the demand for welding equipment and consumables, says the analyst of this research service1. In return, this supports growth in demand for the competent welders. The growth brought about by an increase in foreign investment is also likely to encourage developments in welding technology as foreign companies are expected to have higher requirements for welding equipment. As in most emerging markets, product segments involving arc welding dominate the welding equipment and consumables markets in Malaysia, accounting for 74.0 percent of the total market revenues in 2005. This data presents that competencies in arc welding is the common process practiced within the welding industry in emerging markets such as Malaysia. Virtually every manufacturing industry needs welding expertise, with related industries with respect to employment opportunities are:

Oil and Gas

Boilers and Pressure vessels