4. NOSS Development Guideline (27.06.2012)

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Version 1.01, 27

th

June 2012

NOSS DEVELOPMENT

GUIDELINE

FLEXIBLE, DYNAMIC & RESPONSIVE

Department of Skills Development (DSD)

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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 DSD’s 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.

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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 CU’s 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

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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.

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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?).

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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. It’s 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.

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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

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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.

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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 today’s 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 today’s 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.

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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.

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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 trainer’s 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.

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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 Installation (Object + Qualifier) CU Title : Battery System Installation

*Remarks - Install

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 CU’s 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:

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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.

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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:

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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

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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 competency’s 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

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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 CU’s 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

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Stage 3: Sequencing of the clusteredduties, 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 CU’s.

Some CU’s within the CPC forms the basic competency to be trained. Thus, should be arranged first before followed up by more increasingly complex CU’s. 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

CU’s 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 CU’s which are related to safety issues. This is in view to highlight safety practices first within the training before proceeding to other CU’s.

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

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In sequencing the CU’s, arrange the CU’s from top left to bottom right as illustrated in Figure 4.

Figure 4: Sequencing the CU’s from top left to bottom right in the CPC

Upon completing the list, the CU’s 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.

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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 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.

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

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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:

Work activities Performance Criteria

1. Practice survival techniques

1.1 The timing and sequence of individual survival actions are appropriate to the prevailing circumstances and

conditions of the emergency and minimize potential dangers and threats to other survivors

1.2 Initial actions when boarding survival craft enhance chance of survival

1.3 Jumps safely from a height into the water in accordance with established survival practice

1.4 Swims while wearing a jacket and floats without a life-jacket in accordance with established survival practice 1.5 Inverted life raft is righted while wearing a life-jacket in

accordance with established survival practice

1.6 Appropriate handling strategies are applied to maneuver survival craft in rough weather and sea conditions

1.7 Sea anchors and drogues are deployed in accordance with accepted nautical practice

1.8 Signs of hypothermia are identified and treated in accordance with accepted survival medical practice 1.9 (Where applicable) exposure cover is deployed on

survival craft in accordance with accepted survival practice and manufacturer's instructions

1.10 Relevant first aid is administered in survival craft 1.11 Rationing of food is in accordance with accepted

survival practice

Guide:

. . Performance to measure . . Standard quality requirement

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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 competent in this competency must in prior have the following competencies:-

i. [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 company’s policy rules and regulation.

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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

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16

Bil Sub titles Contents

7.7 Codes, standards and practices in area/ sub area 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 List of committee

members

12.1 List of NOSS development panel expert, program manager, facilitator and secretariat

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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

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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

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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 range of total training program hours based on level is shown below:-

Table 6: Range of 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 Bloom’s 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 Range of 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

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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 manufacturer’s 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

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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].

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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.

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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 8 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

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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)

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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.

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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.

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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 SOP’s 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

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

02.06 Write memos and letters

02.07 Utilize Local Area Network (LAN)/Internet to exchange information 02.08 Prepare pictorial and graphic information

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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

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

02.09 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

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05.02 Inspect and monitor work done and/or in progress 06 WORK WITHIN AND WITH SYSTEM 06.07 Develop and maintain networks

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

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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 DSD’s 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

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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 DSD’s 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 DSD’s 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 group’s mental model so that the group’s 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 DSD’s content and format. c) Lead the presenting team during NOSS validation session.

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32

INDEX 5

TIPS FOR PROOFREADING

The facilitator is to investigate between the NOSS panel expert’s 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 software’s) 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").

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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

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34

INDEX 7

NOSS DEVELOPMENT PROCESS FLOWCHART

Activity F – STANDARD VALIDATION Activity E – STANDARD PRACTICE DEVELOPMENT 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