Noss Core Abilities

CORE ABILITIES CORE ABILITIES
A Supplement to
National Occupation Skill Standards
Table of Content
CORE ABILITIES 2
The Concept of Workplace Competencies 3
Development of CORE ABILITIES 3
Characteristics of CORE ABILITIES
CORE ABILITIES in CBTE
The !erformance"#ase$ %o$el
Conte&t'al Learnin( )
The Application of CORE ABILITIES in the Development
of Learnin( !acka(es )
CORE ABILITIES an$ the Development of *OSS +
,iel$ Testin( of CORE ABILITIES +
Transfera#ilit- of Competencies +
Other Aspects for the Application of CORE ABILITIES +
!anel %em#ers for CORE ABILITIES .DAC/%0 Workshop 1
!anel %em#ers for CORE ABILITIES A#ilit- Anal-sis Workshop 2
CORE ABILITIES !rofile 3Chart4 56
CORE ABILITIES !rofile 3list format4 5
Si7il 8emahiran %ala-sia "S8% "
Classification of %ala-sian *ational Occ'pational Skill Stan$ar$s
Level 5 9 ) 51
:o; to Rea$ the CORE ABILITIES Doc'ment 52
CORE ABILITIES !erformance In$icators 5<
Appen$i& +2
Application of Academic and Related Skills Performance Indicators
6
A
S'pplement
to
National Occupational Skill Standards
(NOSS)
5
CORE ABILITIES
CORE ABILITIES
CORE ABILITIES
Recent $isc'ssion concernin( Technical E$'cation an$ Skills Trainin( in %ala-sia= the
$evelopment of *ational Occ'pational Skill Stan$ar$s 3*OSS4= an$ the (ro;in( acceptance
of Competenc-"#ase$
Trainin( an$ E$'cation
3CBTE4 in %ala-sia>s
trainin( instit'tions
have res'lte$ in the
$ecision to i$entif-
skills or a#ilities that are
(eneric to man- 7o#s
an$ professions ;ithin
all areas of in$'str-?
In %ala-sia= the ;or$
.skill0 is often
misinterprete$ in
vocational e$'cation=
an$ is 's'all- $efine$
as ph-sical
3ps-chomotor4 skills?
Therefore= the terms
CORE ABILITIES ;ill
#e 'se$ to replace the
.(eneric skill0?
5
These .(eneric skills0 have #e i$entifie$ as the learnin( tools or ena#lin( re@'irements= ;hich
can assist the trainee in the ac@'irin( an$ appl-in( s'#7ect or 7o# specific kno;le$(e skills an$
comprehension to his ;ork? Incorporatin( Core A#ilities into trainin( provi$es realistic o'tcomes
that can make learnin( more relevant an$ a$$ to the trainee>s sense of achievement?
The $evelopment of CORE ABILITIES in %ala-sia conforms to the (lo#al tren$ to;ar$s
Competenc-"#ase$ Trainin( ;ith the similar $evelopments in the follo;in( co'ntriesA
e! Competencies 3A'stralia4
Emplo!abilit! Skills 3Cana$a4
Core Skills 3Breat Britain4
e! "ualifications# $ro%ect and Transfer Oriented Trainin& 3Berman-4
Essential Skills 3*e; Cealan$4
'orkplace no()*o( + SCANS Competencies 3/SA4
The CORE ABILITIES in this $oc'ment are to #e seen as a S'pplement to *OSS
1
The word skill used in this document is conceived as a composite of three completely interdependent
components:
conitive! effective and psychomotor "ehaviour
or in traditional terms: the com"ination of knowlede! skills and attitude
2
T,e Concept of 'orkplace Competencies
The concept of DCompetenc-> foc'ses on ;hat is e&pecte$ of an emplo-ee in the
;orkplace= rather than on the learnin( processE an$ it facilitates the a#ilit- to transfer an$
appl- skills an$ kno;le$(e to ne; sit'ations an$ environments?
Competenc- is a #roa$ concept that incl'$es all aspects of ;ork performance an$ not 7'st
narro; task skills?
Competenc- incl'$es the re@'irement toA
perform in$ivi$'al tasks 3task skills4
mana(e a n'm#er of $ifferent tasks ;ithin the 7o# 3task mana(ement skills4
respon$ to irre('larities an$ #reak$o;ns in ro'tine 3contin(enc- mana(ement skills4
$eal ;ith the responsi#ilities an$ e&pectations of the ;ork environment= incl'$in(
;orkin( ;ith others 37o#Frole environment skills4
Competenc- Base$ Trainin( an$ E$'cation 3CBTE4 has #een intro$'ce$ into %ala-sia>s
vocational e$'cation an$ trainin( ;ith the follo;in( o#7ectivesA
to increase the efficienc- of %ala-sia>s ;orkforce= an$
to foc's on ;hat people can $o as a res'lt of trainin(?
The $ecision to $evelop CORE ABILITIES ;as also aime$ at makin( vocational e$'cation
an$ trainin( more effective an$ more $irectl- relate$ to in$'str- nee$s as CORE
ABILITIES enhance the transfer an$ application of skills an$ kno;le$(e to ne; sit'ations
an$ ;orkin( environments?
-e.elopment of CORE ABILITIES
The set of CORE ABILITIES $escri#e$ in this $oc'ment ;as $evelope$ 'sin( the DAC/%
Go# Anal-sis an$ Task Anal-sis process as applie$ #- *HTC for the $evelopment of
%ala-sian *ational Occ'pational Skill Stan$ar$s 3*OSS4?
Information from overseas so'rces 3A'stralia= Cana$a= Berman-= /8 an$ /SA4 ;as 'se$
for s'pplementar- reference an$ verification p'rposes?
C,aracteristics of CORE ABILITIES
CORE ABILITIES are consi$ere$ essential for effective participation in the emer(in(
patterns of ;ork an$ ;ork or(aniIation?
The- foc's on capacit- to appl- kno;le$(e an$ skills in an inte(rate$ ;a- in ;ork
sit'ations? CORE ABILITIES are (eneric in that the- appl- to ;ork (enerall- rather than
#ein( specific to ;ork in partic'lar occ'pations= 7o#s an$ in$'stries?
This characteristics means that the CORE ABILITIES are not onl- essential for effective
participation in ;ork #'t are also for effective participation in f'rther e$'cation an$ life"lon(
learnin(?
3
CORE ABILITIES
#ssential and eneric to the world of work:
The set of CORE ABILITIES sho'l$ #e confine$ to those capa#ilities that are essential
for -o'n( people enterin( an- sector of ;ork= as ;ell as for people alrea$- emplo-e$=
facin( challen(es of a chan(in( 7o# environment?
$f value to all people:
The set of CORE ABILITIES has val'e for all people re(ar$less of the path the- follo;
in the ;orl$ of ;ork?
%ross circular:
The set of CORE ABILITIES $oes not constit'te a c'rric'l'm or set of s'#7ects= nor $o
in$ivi$'al CORE ABILITIES relate onl- to partic'lar s'#7ect areas? Rather= the CORE
ABILITIES can #e $evelope$ an$ applie$ across the ran(e of areas of learnin(
comprisin( the c'rric'la of school an$ trainin( pro(rams?
A"le to "e developed in a wide rane of settins:
The set of CORE ABILITIES can #e learne$ thro'(h variet- of e$'cational an$ trainin(
settin(s an$ pro(rams?
&ocus on outcomes:
The CORE ABILITIES $escri#e o'tcomes of learnin( rather than processes #- ;hich
these o'tcomes ma- #e achieve$?
&ocus on application:
Central to the concept of competence is the application of kno;le$(e= skills an$
'n$erstan$in( in an inte(rate$ ;a-E competencies $o not constit'te #o$ies of
kno;le$(e as s'ch?
Interated in practice:
The inte(rate$ nat're of the CORE ABILITIES an$ the ;a-s in ;hich the- are applie$
to ;ork activities means that= in practice= the- overlap ;ith each other to some e&tent?
Re'uired a foundation of knowlede! skills and understandin:
The CORE ABILITIES re@'ire a #asis of kno;le$(e= skills an$ 'n$erstan$in( ;hich
nee$ to #e inte(rate$ an$ applie$ to achieve a p'rpose or complete a task?
CORE ABILITIES in CBTE
T,e $erformance)based /odel
!erformance"#ase$ instr'ction helps make the link #et;een ;hat is ta'(ht an$ ;hat the
skills learners ;ill act'all- appl- in their 7o#s or life roles?
To plan strate(icall- for instr'ction= e$'cators nee$ toA
I$entif- '*O the learners are?
Set (oals for '*AT the learners nee$?
Esta#lish criteria for $eterminin( '*EN learners have achieve$ their (oals?
!lan strate(ies for *O' the- are (oin( to (et there?

Conte0tual Learnin&
Theor-= process kno;le$(e an$ practice are elements of learnin(= ;hich nee$ to #e
inte(rate$ an$ p't into conte&t ;hen $esi(nin( trainin( c'rric'l'm?
The separation of learnin( into .theor-0 an$ .practical0
classes sho'l$ #e avoi$e$ in the c'rric'l'm $esi(n for
technical an$ trainin(?
The !erformance"#ase$ %o$el at ri(ht is sho;n as a
$isk= ;hich contains the critical elements of
performance"#ase$ instr'ctional $esi(n?
In performance"#ase$ instr'ctional $esi(n= co'rse
$evelopers #'il$ from the centre o't? B- $esi(nin(
o't;ar$s the- ;ill $etermine W:AT the learner has to
accomplish #efore $eci$in( :OW to accomplish it?
The *ational Occ'pational Skill Stan$ar$ 3*OSS4 $escri#es the Tasks an$ the
performance stan$ar$s for a specific 7o# an$ 7o# level= ;hich ;ill serve as the ('i$eline for
the i$entification of W:AT?
T,e Application of CORE ABILITIES in t,e -e.elopment of Learnin& $acka&es
The W:AT of a co'rse mo$'le incl'$es a set of core a#ilities= (eneric an$ specific tasks
an$ competencies to(ether ;ith their correspon$in( performance stan$ar$s= an$ learnin(
o#7ectives?
CORE ABILITIES are ena#lin(
re@'irements nee$e$ for the
$evelopment of specific competencies
an$ the- a$$ress skills that can #e
transferre$ #e-on$ the conte&t of a
specific learnin( e&perience?
CORE ABILITIES are an important
factor in performin( TAS8 effectivel-
an$ efficientl-? *OSS !erformance
Stan$ar$s provi$e the o#serva#le an$
meas'ra#le criteria ;hich are
essential for performance assessment?
CORE ABILITIES are incorporate$
into the learnin( activit-= ;hich
$escri#es :OW the learners ;ill learn
specific competencies?
The performance assessment activities tell learners ho; the- ;ill $emonstrate W:E* the-
have mastere$ specific tasksFcompetencies? The performance in$icators provi$e$ are 'se$
as a ('i$eline?
)
*O'
'*EN
'*AT
'*O
1ob
Specifi
c
Tasks
1ob
Specifi
c
Tasks
1ob
Specifi
c
Tasks
Beneric Tasks for
Specific In$'str- or
Occ'pational Area
CORE
ABILITIES
applica#le to
man-
in$'stries or
Occ'pations
Specific Go#
in an
Occ'pational
Area or
In$'str-
CORE
ABILITIES
TASS
2eneric
In Competenc-"#ase$ Trainin( the co'rse $eveloper $oes not .think 'p0 test @'estions=
instea$ a performance assessment task is $esi(ne$ ;hich is #ase$ on the specific
competenc- or a *OSS !erformance Stan$ar$?
CORE ABILITIES and t,e -e.elopment of NOSS
The list of CORE ABILITIES ma- #e 'tiliIe$ $'rin( the $evelopment of ne; an$ the
revision of e&istin( *OSS?
As s'ch= the provi$e$ list sho'l$ #e $isc'sse$ #- the GOB Anal-sis panel to i$entif- the
respective CORE ABILITIES for the Go#?
In this case= the propose$ listin( of the CORE ABILITIES to S8% levels ma- #e overr'le$
$'e to specific Go# re@'irements an$ in$'strial settin(s?
3ield Testin& of CORE ABILITIES
Co'rse $evelopers an$ en$"'sers= as ;ell as in$'str- #ase$ trainers= are enco'ra(e$ to
fiel$ test the set of CORE ABILITIES $escri#e$ in this $oc'ment an$ to provi$e critical
fee$#ack for the improvement an$ f'rther $evelopment of CORE ABILITIES?
Transferabilit! of Competencies
CORE ABILITIES an$ 7o# specific competencies are $efine$ so that the- are transfera#le
to ne; sit'ations?
There is evi$ence= ho;ever that an- skill transfer ma- #e limite$ 'nless the application of
the skill is ta'(ht in m'ltiple conte&ts an$ sit'ations over an e&ten$e$ perio$ of time? It is
therefore important to teach learners to appl- ;hat the- have learne$ to ne; an$ $ifferent
sit'ations an$ to 'tiliIe ;hat earlier e&perience has ta'(ht them? This applies to #oth off"
the"7o# an$ on"the"7o# trainin( scenarios?
Ot,er Aspects for t,e Applications of CORE ABILITIES
CORE ABILITIES re@'ire a fo'n$ation of kno;le$(e= skills an$ comprehension? Since
CORE ABILITIES are connecte$ to S8% levels 5 to )= some a$$itional performance
in$icators for the application of aca$emic an$ relate$ skills are provi$e$ in the appen$i& for
fiel$ testin(?
Applie$ %athematics
Locatin( Information
Rea$in( for Information
Applie$ Technolo(-
Listenin(FSpeakin(
Writin(
Team;ork
!ro#lem Solvin(
+
$anel /ember for CORE ABILITIES 4 5-AC6/7 'orks,op
/s *elen 'on& 8uet 8u
Allie$ Link E&press S$n Bh$= !etalin( Ga-a
/r Ric,ard Lim
Association of ,or;ar$in( A(ents !ort 8lan(= !ort 8lan(
/r T,irukesan $atmanat,an
Binarian( S$n Bh$= !etalin( Ga-a
/r Ben%amin en& iat Ben&
Do-an Oceanic S$n Bh$= !ort 8lan(
/r Tan ok Tien
B'olene !ackin( In$'stries Berha$= Shah Alam
/r *enr! Lim A, C,!e
In$'strial ,or;ar$in( J Shippin( S$n Bh$= !ort 8lan(
-r Tan en& Son&
Instit't Bank"Bank %ala-sia= 8'ala L'mp'r
/s Susan Lee
/s 8ap Sie( En&
/r Lee See C,ee
%otorola %ala-sia= !etalin( Ga-a
En9 /o,d Salle, Ot,man
Telekom %ala-sia Bh$ Telekom Trainin( Colle(e= 8'ala L'mp'r
-r 1osep, C9L9 3on&
/nite$ Hehicle In$'stries S$n Bh$= 8lan(
3acilitator
/r9 Rei,anrd Sac,s
*ational Hocational Trainin( Co'ncil= 8'ala L'mp'r
1
$anel /ember for CORE ABILITIES Anal!sis 'orks,op
/r /ic,ael N&
Accor$ Container Line 3%4 S$n Bh$= !ort 8lan(
/r Ric,ard Lim
Association of ,or;ar$in( A(ents !ort 8lan(= !ort 8lan(
/s 'oo it /ooi
Ba-ers 3%ala-sia4 S$n Bh$= 8lan(
/s 1anice Lim Siok Eia,
Chen( :'a En(ineerin( Works S$n Bh$= 8lan(
/r Ben%amin en& iat Ben&
Do-an Oceanic S$n Bh$= !ort 8lan(
/r Tan ok Tien
B'olene !ackin( In$'stries Berha$= Shah Alam
/r *enr! Lim A, C,!e
In$'strial ,or;ar$in( J Shippin( S$n Bh$= !ort 8lan(
En9 A(aldin bin /o,d9 Arif
In$'strial Testin( J En(ineerin( Inspection S$n Bh$= S'#an( Ga-a
-r Tan en& Son&
/s Susan Lee
/s 8ap Sie( En&
En9 *alim A:,ar bin *%9 /o,d9 8atim
Instit't 8emahiran Tin((i Belia *e(ara Sepan( 3I8TB*4= Sepan(
/s Audra C,in (ai Lai
%ala-sian Te&tile %an'fact'rers Association= 8'ala L'mp'r
En9 *a:i:ul bin ;amrud
%elaka In$'strial Skills Development Centre= %elaka
/r Ant,on! o, Boon Len&
%otorala %ala-sia S$n Bh$= !etalin( Ga-a
/r 9 <ela!ut,am
!erak Entreprene'r J Skills Development Centre= !'sin(
2
/r T,ilainat,an
!erak Entreprene'r J Skills Development Centre= !'sin(
En9 /o,d9 Saffian bin Abdul /a%id
!ort 8lan( A'thorit-= !ort 8lan(
/r Tan 8e( ',at
Siemens Components 3A$vance$ Technolo(-4= %elaka
/r Rick! Lim C,ee Ben&
Siemens Components 3A$vance$ Technolo(-4= %elaka
-r 1osep, C9L9 3on&
/nite$ Hehicle In$'stries S$n Bh$= 8lan(
3acilitator
/r9 Rei,anrd Sac,s
*ational Hocational Trainin( Co'ncil= 8'ala L'mp'r
<
CORE ABILIT8 $rofile

2RO6$ ABILITIES
Locate and $rocess
Information
I$entif- an$ (ather
information
Doc'ment information=
proce$'res or processes
/tiliIe #asic IT
applications
=> 65?65 L5 65?62 L5 65?63 L5
Anal-se information /tiliIe the Internet to
locate an$ (ather
information
/tiliIe ;or$ processor to
process information
65?6 L2 65?6) L2 65?6+ L2
/tiliIe $ata#ase
applications to locate
an$ process information
/tiliIe sprea$sheets
applications to locate
an$ process information
/tiliIe #'siness (raphic
application to process
information
65?61 L3 65?62 L3 65?6< L3
Appl- a variet- of
mathematical techni@'es
Appl- thinkin( skills an$
creativit-
65?56 L3 65?55 L3
E0c,an&e+Communicate
Information
Interpret an$ follo;
man'als= instr'ctions
an$ SO!>s
,ollo; telephoneF
telecomm'nication
proce$'res
Comm'nicate clearl-
=? 62?65 L5 62?62 L5 62?63 L5
!repare #rief reports an$
checklists 'sin(
stan$ar$ forms
Rea$Finterpret flo;charts
an$ pictorial information
Write memos an$ letters
62?6 L5 62?6) L5 62?6+ L2
56

2RO6$ ABILITIES
/tiliIe Local Area
*et;ork 3LA*4FIntranet
to e&chan(e information
!repare pictorial an$
(raphic information
!repare flo;charts
62?61 L2 62?62 L2 62?6< L3
!repare reports an$
instr'ctions
Conve- information an$
i$eas to people
62?56 L3 62?55 L3
'ork and Interact (it,
$eople
Appl- c'lt'ral
re@'irements to the
;orkplace
Demonstrate inte(rit-
an$ appl- ethical
practices
Accept responsi#ilit- for
o;n ;ork an$ ;ork area
=@ 63?65 L5 63?62 L5 63?63 L5
Seek an$ act
constr'ctivel- 'pon
fee$#ack a#o't
performance
Demonstrate safet- skills Respon$ appropriatel- to
people an$ sit'ations
63?6 L5 63?6) L5 63?6+ L5
Resolve interpersonal
conflicts
Develop an$ maintain a
cooperation ;ithin ;ork
(ro'p
%ana(e an$ improve
performance of
in$ivi$'als
63?61 L5 63?62 L2 63?6< L3
!rovi$e cons'ltation an$
co'nsellin(
%onitor an$ eval'ate
performance of h'man
reso'rces
!rovi$e coachin(F
on"the 7o# trainin(
63?56 L3 63?55 L3 63?52 L3
55

2RO6$ ABILITIES
Develop an$ maintain
team harmon- an$
resolve conflicts
,acilitate an$ coor$inate
teams an$ i$eas
Liase to achieve
i$entifie$ o'tcomes
63?53 L3 63?5 L3 63?5) L3
I$entif- an$ assess
clientFc'stomer nee$s
I$entif- staff trainin(
nee$s an$ facilitate
access to trainin(
63?5+ L3 63?51 L3
$lan and Or&ani:e 'ork
Acti.ities
Or(aniIe o;n ;ork
activities
Set an$ revise o;n
o#7ectives an$ (oals
Or(aniIe an$ maintain
o;n ;orkplace
=A 6?65 L2 6?62 L2 6?63 L2
Appl- pro#lem solvin(
strate(ies
Demonstrate initiative
an$ fle&i#ilit-
Allocate ;ork
6?6 L2 6?6) L2 6?6+ L3
*e(otiate acceptance
an$ s'pport for
o#7ectives an$ strate(ies
Develop an$ ne(otiate
staffin( plans
!repare pro7ectF;ork
plans
6?61 L3 6?62 L 6?6< L
/tiliIe science an$
technolo(- to achieve
(oals
6?56 L
52

2RO6$ ABILITIES
/ana&e Resources Implement pro7ectF;ork
plans
Inspect an$ monitor
;ork $one an$For in
pro(ress
Allocate an$ recor$
'sa(e of financial an$
ph-sical reso'rces
=B 6)?65 L3 6)?62 L3 6)?63 L
Dele(ate responsi#ilities
an$For a'thorit-
Coor$inate contract an$
ten$er activities
6)?6 L 6)?6) L
'ork (it,in and (it,
S!stems
/n$erstan$ s-stems Compl- ;ith an$ follo;
chain of comman$
I$entif- an$ hi(hli(ht
pro#lems
=C 6+?65 L5 6+?62 L5 6+?63 L5
A$apt competencies to
ne; sit'ationsFs-stems
Anal-se technical
s-stems
%onitor an$ correct
performance of s-stems
6+?6 L5 6+?6) L2 6+?6+ L2
Develop an$ maintain
net;orks
I$entif- an$ anal-se
effect of technolo(- on
the environment
6+?61 L3 6+?62 L
(ote: The levels )*+ indicated in this %$R# A,I*IT- Profile are considered eneral uidelines! and are
connected to the respective S./ *evels and eneral 0o" functions1 2owever! different settins
may apply dependin on the work environment and industry3specific re'uirements1
53
=> Locate and $rocess Information
65?65 I$entif- an$ (ather information 5
65?62 Doc'ment information= proce$'res or processes 5
65?63 /tiliIe #asic IT applications 5
65?6 Anal-se information 2
65?6) /tiliIe the Internet to locate an$ (ather information 2
65?6+ /tiliIe ;or$ processor to process information 2
65?61 /tiliIe $ata#ase applications to locate an$ process information 3
65?62 /tiliIe sprea$sheets applications to locate an$ process information 3
65?6< /tiliIe #'siness (raphic application to process information 3
65?56 Appl- a variet- of mathematical techni@'es 3
65?55 Appl- thinkin( skills an$ creativit- 3
=? E0c,an&e+Communicate Information
62?65 Interpret an$ follo; man'als= instr'ctions an$ SO!>s 5
62?62 ,ollo; telephoneF telecomm'nication proce$'res 5
62?63 Comm'nicate clearl- 5
62?6 !repare #rief reports an$ checklists 'sin( stan$ar$ forms 5
62?6) Rea$Finterpret flo;charts an$ pictorial information 5
62?6+ Write memos an$ letters 2
62?61 /tiliIe Local Area *et;ork 3LA*4FIntranet to e&chan(e information 2
62?62 !repare pictorial an$ (raphic information 2
62?6< !repare flo;charts 3
62?56 !repare reports an$ instr'ctions 3
62?55 Conve- information an$ i$eas to people 3
=@ 'ork and Interact (it, $eople
63?65 Appl- c'lt'ral re@'irements to the ;orkplace 5
63?62 Demonstrate inte(rit- an$ appl- ethical practices 5
63?63 Accept responsi#ilit- for o;n ;ork an$ ;ork area 5
63?6 Seek an$ act constr'ctivel- 'pon fee$#ack a#o't performance 5
63?6) Demonstrate safet- skills 5
63?6+ Respon$ appropriatel- to people an$ sit'ations 5
5
63?61 Resolve interpersonal conflicts 5
63?62 Develop an$ maintain a cooperation ;ithin ;ork (ro'p 2
63?6< %ana(e an$ improve performance of in$ivi$'als 3
63?56 !rovi$e cons'ltation an$ co'nsellin( 3
63?55 %onitor an$ eval'ate performance of h'man reso'rces 3
63?52 !rovi$e coachin(Fon"the 7o# trainin( 3
63?53 Develop an$ maintain team harmon- an$ resolve conflicts 3
63?5 ,acilitate an$ coor$inate teams an$ i$eas 3
63?5) Liase to achieve i$entifie$ o'tcomes 3
63?5+ I$entif- an$ assess clientFc'stomer nee$s 3
63?51 I$entif- staff trainin( nee$s an$ facilitate access to trainin( 3
=A $lan and Or&ani:e 'ork Acti.ities
6?65 Or(aniIe o;n ;ork activities 2
6?62 Set an$ revise o;n o#7ectives an$ (oals 2
6?63 Or(aniIe an$ maintain o;n ;orkplace 2
6?6 Appl- pro#lem solvin( strate(ies 2
6?6) Demonstrate initiative an$ fle&i#ilit- 2
6?6+ Allocate ;ork 3
6?61 *e(otiate acceptance an$ s'pport for o#7ectives an$ strate(ies 3
6?62 Develop an$ ne(otiate staffin( plans
6?6< !repare pro7ectF;ork plans
6?56 /tiliIe science an$ technolo(- to achieve (oals
=B /ana&e Resources
6)?65 Implement pro7ectF;ork plans 3
6)?62 Inspect an$ monitor ;ork $one an$For in pro(ress 3
6)?63 Allocate an$ recor$ 'sa(e of financial an$ ph-sical reso'rces
6)?6 Dele(ate responsi#ilities an$For a'thorit-
6)?6) Coor$inate contract an$ ten$er activities
=C 'ork (it,in and (it, S!stems
6+?65 /n$erstan$ s-stems 5
6+?62 Compl- ;ith an$ follo; chain of comman$ 5
6+?63 I$entif- an$ hi(hli(ht pro#lems 5
6+?6 A$apt competencies to ne; sit'ationsFs-stems 5
6+?6) Anal-se technical s-stems 2
6+?6+ %onitor an$ correct performance of s-stems 2
5)
6+?61 Develop an$ maintain net;orks 3
6+?62 I$entif- an$ anal-se effect of technolo(- on the environment
(ote: The levels )*+ indicated in this %$R# A,I*IT- Profile are considered eneral uidelines! and are
connected to the respective S./ *evels and eneral 0o" functions1 2owever! different settins
may apply dependin on the work environment and industry3specific re'uirements1
5+
Si%il ema,iran /ala!sia (S/)
Classification of %ala-sian
*ational Occ'pation Skill Stan$ar$s Levels 5 9 )
NOSS
-E3INITION
A *OSS is $efine$ as a specification of t,e competencies
e&pecte$ of a skille$ ;orkerFprofessional ;ho is (ainf'll-
emplo-e$ in %ala-sia for an occ'pation area an$ level as
re@'ire$ #- in$'stries?
Level of
E$'cation
Go# ,'nction E&ample
Go# Title
S8%
Level
Si%il ema,iran /ala!sia (S/)
%ala-sian Skill Certificate
Definition of Levels 5 9 )
,achelor of
Technoloy
Advanced
4iploma
/anaement
Stae
/anaer!
#nineer
Level )
Competent in appl-in( a si(nificant ran(e of
f'n$amental principles an$ comple& techni@'es
across a ;i$e an$ often 'npre$icta#le variet- of
conte&ts? Her- s'#stantial personal a'tonom-
an$ often si(nificant responsi#ilit- for the ;ork
of others an$ of the allocation of s'#stantial
reso'rces feat're stron(l-= as $o personal
acco'nta#ilities for anal-sis an$ $ia(nosis=
$esi(n= plannin(= e&ec'tion an$ eval'ation?
4iploma
Supervisin
Stae
#5ecutive!
Assistant
#nineer
Level
Competent in performin( a #roa$ ran(e of
comple& technical or professional ;ork
activities= performe$ in a ;i$e variet- of
conte&ts ;ith a s'#stantial $e(ree of personal
responsi#ilit- an$ a'tonom-? Responsi#ilit- for
the ;ork of others an$ the allocation of
reso'rces is often re@'ire$?
Advanced
%ertificate
Supervisor
Technician
Level 3
Competent in performin( a #roa$ ran(e of
varie$ ;ork activities= performe$ in a variet- of
conte&ts= most of ;hich are comple& an$ non"
ro'tine? There is consi$era#le responsi#ilit- an$
a'tonom- an$ control or ('i$ance of others is
often re@'ire$?
%ertificate
$perations 6
Production
Stae
Assistant
Technician
Level 2
Competent in performin( a si(nificant ran(e of
varie$ ;ork activities= performe$ in a variet- of
conte&ts? Some of the activities are non"ro'tine
an$ re@'ire in$ivi$'al responsi#ilit- an$
a'tonom-?
%ertificate $perator Level 5
Competent in performin( a ran(e of varie$ ;ork
activities= most of ;hich are ro'tine an$
pre$icta#le?
51
S*F C"65?65"5
CORE ABILITIES 7roupA Locate and $rocess Information
65?65
A"ilityA Identif! and &at,er information
*evelA >
Performance IndicatorsA
The nee$ for information is esta#lishe$
The kin$ of information nee$e$ is i$entifie$
A variet- of information so'rces is i$entifie$ an$ 'se$ as reference 3e?(? o#servation=
people= te&t= $ra;in(s= charts= pict'res= $ata#ase= electronic an$ non"electronic li#raries
an$ net;orks4
Information is locate$ an$ its appropriateness is $etermine$
Information is (athere$ an$ screene$ for acc'rac- an$ relia#ilit-
Information is compile$ an$ recor$e$ in an appropriate format
Released for field testin: Auust 1888 9ersion: 1a:first edition 1888
52
Date of Release Version
Performance
Indicators
provide
evidence in the
achievement of
CORE
ABILITIES
Level of
application
according to
S! levels
" # $
CORE ABILIT%
CORE ABILIT% &o'
(ro)p of
CORE ABILITIES &o'
CORE ABILITIES
CORE ABILITIES
$erformance
Indicators
5<
S*F C"65?65"5
65?65
A"ilityA Identif! and &at,er information
*evelA >
The nee$ for information is esta#lishe$
The kin$ of information nee$e$ is i$entifie$
A variet- of information so'rces is i$entifie$ an$ 'se$ as reference 3e?(? o#servation=
people= te&t= $ra;in(s= charts= pict'res= $ata#ase= electronic an$ non"electronic li#raries an$
net;orks4
Information is locate$ an$ its appropriateness is $etermine$
Information is (athere$ an$ screene$ for acc'rac- an$ relia#ilit-
Information is compile$ an$ recor$e$ in an appropriate format
S*F C"65?62"5
65?62
A"ilityA -ocument information# procedures or
processes
*evelA >
The p'rpose is esta#lishe$
Information= proce$'res or processes are e&amine$ an$ screene$ for relevance an$
importance
The t-pical format to recor$ F$oc'ment is i$entifie$ an$ applie$ accor$in( to p'rpose an$
tar(et (ro'p
Ethical principal are a$here$ to 3e?(? confi$entialit- etc?4
So'rces an$ cre$its of the information etc= are ackno;le$(e$ an$ recor$e$
Doc'ments are file$ an$ store$ accor$in( to esta#lishe$ proce$'res 3e?(? filin( s-stem=
access ri(hts= etc?4
26
S*F C"65?63"5
65?63
A"ilityA 6tili:e basic IT applications
*evelA >
The p'rpose for the IT application is esta#lishe$
The operation of comp'ters in a stan$" alone 3 or in a net;ork 4 environment is
$emonstrate$
Basic comman$s of operatin( s-stem soft;are are applie$
,iles an$ $isks are mana(e$
S'ita#le soft;are= e@'ipment an$ tools for the task are selecte$
!ro#lems an$ errors ;ith e@'ipment an$ soft;are are han$le$ in a meas're are s-stematic
manner
Comp'ter"vir's pro#lems are taken into consi$eration an$ co'nter meas'res are applie$?
The transfer of concepts= kno;le$(e an$ skills from one technolo(- to another is carrie$ o't
3e?(? paper information to IT" format etc?4 accor$in( to esta#lishe$ formats an$ @'alit-
stan$ar$s
Ethical #ehavio'r in comp'ter 'se is $emonstrate$
25
S*F C"65?6"2
65?6
A"ilityA Anal!se information
*evelA ?
The information is o#serve$ in s-stematic manner 3e?(? note"takin(= skimmin(= concept
maps= etc?4
The relevance= importance an$ relia#ilit- is esta#lishe$
!atterns= interrelationships an$ tren$s are i$entifie$
,acts an$ iss'es are clarifie$ an$ esta#lishe$
Relevant professional= technical an$ in$'str- stan$ar$s are met in research metho$olo(-
'se$ to e&amine evi$ence
Concl'sions are ma$e an$ are s'pporte$ #- facts
,in$in(s are recor$e$ an$ share$ ;ith people involve$= if necessar-
S*F C"65?6)"2
CORE ABILITIES 7roupA Locate and $rocess information
65?6)
A"ilityA 6tili:e t,e Internet to locate and &at,er
information
*evelA ?
The operation of comp'ter har$;are an$ internet application soft;are is $emonstrate$
The information re@'irements are esta#lishe$
Appropriate search en(ines are i$entifie$ an$ 'tiliIe$
Information is filtere$ an$ selecte$ accor$in( to re@'irements
Safet- preca'tions an$ vir's"protection 3e?(? fire;all= vir's scannin( etc? 4 are a$here$ to
Do;nloa$e$ information is store$ in a$e@'ate format
Ethical an$ le(al principles in Internet 'se are $emonstrate$?
22
S*F C"65?6+"2
65?6+
A"ilityA 6tili:e (ord processor to process information
*evelA ?
Operation of comp'ter in a stan$"alone an$ a net;ork environment is $emonstrate$
S'ita#le ;or$ processin( soft;are= e@'ipment an$ tools for the task are selecte$
The format a#o't t-pe of the information is $etermine$
3e?(? paper information to IT"format= scannin(FOCR technolo(-= etc?4 accor$in( to
esta#lishe$ formats an$ @'alit- stan$ar$s
The $oc'ment is compose$= e$ite$ an$ formatte$ accor$in( to the re@'irements an$ the
soft;are feat'res 3e?(? spell"checkin( etc?4
The inte(ration of other soft;are feat'res is $emonstrate$ 3e?(? $ata#ase= sprea$sheet=
(raphics4
The $oc'ment is printe$ 'sin( har$;are an$ soft;are feat'res
Information is file$Fstore$= retrieve$ an$ #ack"'ps are ma$e accor$in( to esta#lishe$
formats an$ proce$'res
!ro#lems an$ errors ;ith e@'ipment an$ soft;are are han$les in a lo(ical an$ s-stematic
manner
Comp'ter"vir's pro#lems are taken into consi$eration= an$ co'nter meas'res are applie$?
Ethical stan$ar$s of comp'ter 'sa(e are a$here$ to
23
S*F C"65?61"3
65?61
A"ilityA 6tili:e database applications to locate and
process information
*evelA @
Operation of comp'ters in a stan$"alone an$ net;ork environment is $emonstrate$
S'ita#le $ata#ase applications= e@'ipment an$ tools for the task are selecte$
The format an$ t-pe of the information is $etermine$
3e?(? paper information to IT"format= scannin(FOCR technolo(-= etc?4 accor$in( to
The information is compose$= e$ite$ an$ formatte$ accor$in( to the re@'irements an$ the
soft;are feat'res 3e?(? filterin(= sortin(= etc4
The inte(ration of other soft;are feat'res is $emonstrate$ 3e?(? reports= importFe&port=
spereasheet= (raphics4
The reportF$ata#ase is printe$ 'sin( har$;are an$ soft;are feat'res
!ro#lems an$ errors ;ith e@'ipment an$ soft;are are han$les in lo(ical an$ s-stematic
manner
Comp'ter"vir's pro#lems are taken into consi$eration= an$ co'nter meas'res are applie$
2
S*F C"65?62"3
65?62
A"ilityA 6tili:e spreads,eet applications to process
information
*evelA @
Operation of comp'ters in a stan$"alone net;ork environment is $emonstrate$
S'ita#le sprea$sheet applications= e@'ipment an$ tools for the task are selecte$
The format an$ t-pe of the information is $etermine$
3e?(? import of $ata#ase information= scannin(FOCR technolo(-= etc?4 accor$in( to
Sprea$sheets are compose$ 'sin( mathematical concepts= etc?
Sprea$sheet are teste$= e$ite$ an$ formatte$ accor$in( to the re@'irements= an$ the
soft;are feat'res 3e?(? filterin(= sortin(= calc'lations= etc?4
The inte(ration of other soft;are feat'res is $emonstrate$ 3e?(? report= importFe&port=
$ata#ase= (raphics4
The sprea$sheet is printe$ 'sin( har$;are an$ soft;are feat'res
Information is file$Fstore$= retrieve$= an$ #ack"'ps are ma$e accor$in( to esta#lishe$
!ro#lems an$ errors ;ith e@'ipment an$ soft;are are han$le$ in a lo(ical an$ s-stematic
manner
Comp'ter"vir's pro#lems are taken into consi$eration= an$ meas'res are applie$
2)
S*F C"65?6<"3
65?6<
A"ilityA 6tili:e business &rap,ic application to process
information
*evelA @
Operation of comp'ters in a stan$"alone an$ a net;ork environment is $emonstrate$
S'ita#le comp'ter (raphics applications= e@'ipment an$ tools for the task are selecte$
The format an$ t-pe of the (raphic information is $etermine$
3 e?(? import of (raphics= scannin( technolo(-= etc?4 accor$in( esta#lishe$ formats an$
@'alit- stan$ar$s
Braphics are compose$= e$ite$ an$ formatte$ accor$in( the re@'irements an$ the soft;are
feat'res
The inte(ration of other soft;are feat'res is $emonstrate$ 3e?(? importFe&port= mer(in( ;ith
;or$ processor= $esktop p'#lishin( etc?4
The (raphics are printe$ 'sin( har$;are an$ soft;are feat'res
!ro#lems an$ errors ;ith e@'ipment an$ soft;are are han$le$ in a lo(ical an$ s-stematic
manner
Comp'ter"vir's pro#lems are taken into consi$eration= an$ co'nter meas'res are applie$
Ethical #ehavio'r in comp'ter 'se is $emonstrate$
2+
S*F C"65?56"3
65?56
A"ilityA Appl! a .ariet! of mat,ematical tec,niDues
*evelA @
The sit'ation that re@'ires mathematics is i$entifie$
!otential mathematical strate(ies are assesse$ 3incl'$in(= (eometric representations of
form'las= elementar- al(e#raic e@'ations= $escriptive statistical metho$s= an$ mathematical
reasonin(4 for s'ita#ilit- an$ effectiveness?
The $e(ree of acc'rac- for the ans;ers is esta#lishe$
Estimations to ans;ers are ma$e
%athematical operations to implement selecte$ strate(ies are e&ec'te$
Appropriate technolo(- an$ tools are 'tiliIe$ 3e?(? calc'lator= comp'ters= sprea$sheets= etc4
*'merical ans;ers are checke$ for errors an$ the appropriate fir #et;een pro#lem an$
ans;ers
The transfer of mathematical strate(ies from one sit'ation to another is $emonstrate$?
21
S*F C"65?55"3
65?55
A"ilityA Appl! t,inkin& skills and creati.it!
*evelA @
The s'#7ect 'n$er $isc'ssions is clearl- i$entifie$
Distinctions #et;een facts an$ opinion are esta#lishe$
Inferences an$ relations to other so'rces of information are reco(niIe$
A variet- of so'rces is 'tiliIe$ to s-nthesiIe information
R'les or principles 'n$erl-in( relationships #et;een o#7ects are i$entifie$ an$ applie$ to
pro#lem solvin(
Alternative sol'tions= processes or $ecisions are form'late$ an$ its potential conse@'ences
are i$entifie$
Hie;pointsFar('ments are s'pporte$ ;ith reasons an$ evi$ence an$ fee$#ack form others
is consi$ere$
The transfer of thinkin( strate(ies from one sit'ation to another is $emonstrate$
Behavio'r is consistent ;ith the ethical stan$ar$s ;ithin a$ occ'pation or profession
22
S*F C"62?65"5
CORE ABILITIES 7roupA E0c,an&e Communicate Information
62?65
A"ilityA Interpret and follo( manuals# instructions# and
Standard Operation $rocedures (SO$)
*evelA >
The p'rpose of information is i$entifie$
The so'rce is i$entifie$ an$ re@'ire$ information is o#taine$ 3e?(? people= te&t= $ra;in(s=
charts= maps= pict'res= $ata#ase= electronic an$ non"electronic li#raries an$ net;orks=
vi$eos= etc?4
Strate(ic for rea$in(= listenin( o#servin( effectivel- are $emonstrate$ 3note takin(= askin(
for clarification= lookin( 'p 'nfamiliar terms= etc?4
/n$erstan$in( of the instr'ctions is $emonstrate$ thro'(h appropriate actions or
applications?
S*F C"62?62"5
62?62
A"ilityA 3ollo( telep,one + telecommunication
procedures
*evelA >
The p'rpose of the telecomm'nications is esta#lishe$
The appropriate me$i'm of telecomm'nication is selecte$ 3e?(?telephone= fa&= e"mail= voice"
mail4
The contact partic'lar are i$entifie$ 3e?(? name= compan-= telephone Ffa& etc 4 an$ 'p$ate$
Skills in the operation of telecomm'nication e@'ipment is $emonstrate$ 3e?(? special
feat'res= call for;ar$in(= fa& pollin(= etc?4
Calls are receive$ an$ screene$ F for;ar$e$
Esta#lishe$ telephone eti@'ette is a$here$ to
Effective listenin( an$ speakin( skills are $emonstrate$ 'sin( accepta#le lan('a(e
Information e&chan(e$ is clear an$ acc'rate ;ith necessar- $etails an$ clarification
%essa(e are recor$e$ an$ for;ar$e$ accor$in( to esta#lishe$ proce$'re
2<
S*F C"62?63"5
62?63
A"ilityA Communicate clearl!
*evelA >
Tho'(hts an$ information are e&presse$ clearl- an$ concisel-
The choice of ;or$s F7ar(on is a$7'ste$ to meet the nee$s of others
Effective listenin( skills an$ fee$ #ack is $emonstrate$
The impact of non"vertical comm'nication an$ c'lt'ral $iversit- is taken into acco'nt 3e?(?
#o$- lan('a(e4
Options to overcome lan('a(e $ifference or $iffic'lties are 'tiliIe$ 3e?(? 'sin( of si(ns=
sketchin(= etc?4
Appropriate recor$in( metho$s are 'tiliIe$ 3note takin(= recor$in( $evices4
S*F C"62?6"5
CORE ABILITIES 7roupA E0c,an&e + Communicate Information
62?6
A"ilityA $repare brief reports and c,ecklist usin&
standard forms
*evelA >
The appropriate format F stan$ar$ from is selecte$ accor$in( to esta#lishe$ proce$'res
The necessar- information F $ata is i$entifie$= verifie$ an$ assem#le$
Appropriate lan('a(e F 7ar(on is 'se$
The information is checke$ #efore s'#mission
Esta#lishe$ $ea$lines for s'#mission are met
36
S*F C"62?6)"5
62?6)
A"ilityA Read + Interpret flo(c,arts and pictorial
information
*evelA >
The p'rpose of the (raphic information is esta#lishe$
The meanin( of s-m#ols an$ si(ns is 'n$erstoo$ an$ clarifie$ 3e?(? makin( in@'iries= 'sin(
$ictionaries= le(en$s= etc?4
Strate(ies to rea$ an$ o#serve effectivel- are $emonstrate$ 3note"takin(= askin( for
clarification= lookin( 'p 'nfamiliar terms F s-m#ols= etc?4
/n$erstan$in( of the (raphic instr'ctions is $emonstrate$ thro'(h appropriate actions an$
fee$ #ack?
35
S*F C"62?6+"2
62?6+
A"ilityA 'rite memos and letters
*evelA ?
The p'rpose of comm'nication is esta#lishe$
Information so'rces are i$entifie$ 3e?(? notes= $ata= etc 4
A$$ressee is i$entifie$
I$eas an$ information are (athere$= or(aniIe$ an$ compile$
,ormat is esta#lishe$ 3han$;ritten= t-pe$= ;or$ processin(4
Appropriate ;ritin( tools are 'tiliIe$? 3e?(? ;or$ processor4
A clear an$ concise lan('a(e an$ tone is 'se$
Stan$ar$ r'les of lan('a(e an$ str'ct're 37ar(on= (rammar= spellin(= p'nct'ation4 are
applie$?
The information is checke$ #efore s'#mission
,ile copies are pro$'ce$ an$ file$
Esta#lishe$ $ea$lines for s'#missions are met?
32
S*F C"62?61"2
62?61
A"ilityA 6tili:e Local Area Net(ork (LAN) + Intranet to
e0c,an&e information
*evelA ?
The so'rce operation of comp'ter har$;are an$ LA*F Intranet application soft;are is
$emonstrate$
The information re@'irements are esta#lishe$
Access is esta#lishe$ accor$in( to esta#lishe$ proce$'res 3a$$ressee ID= pass;or$= ID=
access ri(hts4
Information is transmitte$ an$ receive$
Date safel- preca'tions an$ vir's"protection 3e?(? fire;all= etc4 are a$here$ to
Information is store$ in an a$e@'ate format
Ethical principles in LA* 'se are $emonstrate$
33
S*F C"62?62"2
62?62
A"ilityA $repare pictorial and &rap,ic information
*evelA ?
Information so'rces are i$entifie$ 3e?(? notes= $ate= o#servation= etc?4
Ori(inal i$eas an$ information are (athere$= or(anise$= compile$ an$ verifie$
Appropriate (raphic format is selecte$ accor$in( to the p'rpose an$ s'ita#ilit- for the rea$er
3comple&it-= familiarit-4
Appropriate tools an$ technolo(- are 'tiliIe$ 3e?(? comp'ter (raphics applications soft;are=
etc?4
Stan$ar$ r'les of (raphic lan('a(e an$ str'ct're 3s-m#ols= icons= etc?4 are applie$
The (raphic information is checke$ for consistenc- of meanin( ;ith the ori(inal #efore
s'#mission
Esta#lishe$ $ea$lines for s'#mission are met?
3
S*F C"62?6<"3
62?6<
A"ilityA $repare flo(c,arts
*evelA @
Information so'rces are i$entifie$ 3e?(? process $ata= o#servations= etc?4
Ori(inal i$eas an$ information are (athere$= or(aniIe$= compile$ an$ verifie$
Appropriate flo;chart format is selecte$ accor$in( to the p'rpose an$ s'ita#le to the rea$er
3comple&it-= familiarit-4
Appropriate tools an$ technolo(- are 'tiliIe$ 3e?(? comp'ter flo;chart applications soft;are
etc?4
Stan$ar$ r'les of flo;chart lan('a(e an$ str'ct're 3s-m#ols= icons= etc?4 are applie$?
The flo;chart information is checke$ for consistenc- of meanin( ;ith the ori(inal i$ea
#efore s'#mission
Esta#lishe$ $ea$lines for s'#mission are met?
3)
S*F C"62?56"3
62?56
A"ilityA $repare reports and instructions
*evelA @
Information so'rces are i$entifie$ 3e?(? notes= technical $ata= a#servations= etc?4
Ori(inal i$eas an$ information are (athere$= or(aniIe$= compile$ an$ verifie$?
Appropriate lan('a(e an$ format is selecte$ accor$in( to the p'rpose an$ s'ita#ilit- for the
rea$er 3comple&it-= familiarit-4
Appropriate tools an$ technolo(- are 'tiliIe$ 3e?(? comp'ter ;or$ processor= (raphics
applications soft;are= scanners= etc?4
A clear an$ concise lan('a(e an$ tone is 'se$
Stan$ar$ r'les of lan('a(e an$ str'ct're 37ar(on= (rammer= spellin(= p'nct'ation4 are
applie$
Comple& str'ct'res are re"frame$ 'sin( vis'al= n'merical an$ s-m#olic representations
3maps= $ra;in(s pict'res= charts= etc?4
The information is checke$ for consistenc- of meanin( ;ith the ori(inal #efore s'#mission
Esta#lishe$ $ea$lines for s'#mission are met
3+
S*F C"62?55"3
62?55
A"ilityA Can.e! information and ideas to people
*evelA @
In$ivi$'al an$ c'lt'ral $ifferences are reco(niIe$ an$ taken into acco'nt
Information an$ i$eas are presente$ in a concise= or(aniIe$ ;a-= ;ith clearl- state$
o#7ectives an$ concl'sions
Information an$ i$eas are presente$ in a ;a- ;hich meets the nee$s of other an$ is
e&presse$ in terms s'ite$ to them
%essa(es are easil- 'n$erstoo$ thro'(h 'se of plain= clear lan('a(e s'ite$ to the receiver
Comple& concepts or ar('ments are presente$ effectivel- thro'(h or(aniIation of material
3e?(? vis'als4 an$ choice of lan('a(e s'ite$ to the receiver
!eople are (iven the opport'nit- to seek clarification thoro'(h @'estions an$ ans;ers
Receivers are enco'ra(e$ to provi$e fee$#ack?
S*F C"63?65"5
CORE ABILITIES 7roupA 'ork and Interact (it, $eople
63?65
A"ilityA Appl! cultural reDuirement to t,e (orkplace
*evelA >
The #eliefs an$ c'stoms of vario's ethnic (ro'ps are reco(niIe$
An 'n$erstan$in( an$ respect for the sensitivities in vario's c'lt'ral (ro'ps is maintaine$
Effect of c'lt'ral $ifferences ;ithin teams is consi$ere$
C'lt'ral= ethnic an$ (en$er sensitivit- is $emonstrate$
Behavio'r that re$'ce tension= social isolation an$ pre7'$ice are e&hi#ite$
31
S*F C"63?62"5
63?62
A"ilityA -emonstrate inte&rit! and appl! et,ical
practices
*evelA >
An 'n$erstan$in( of the concept of honest an$ inte(rit- is $emonstrate$
Commitments to an$ personal 'n$ertakin(s ;ith clients an$ collea('es are consistentl-
hono're$
Official information is 'se$ in a ;a- ;hich maintains confi$entialit-
!rivac- principles are a$opte$ an$ complie$ ;ith
Esta#lishe$ stan$ar$s an$ co$es of practise are a$here$ to
S*F C"63?63"5
63?63
A"ilityA Accept responsibilit! for o(n (ork and (ork
area
*evelA >
The ;ork area is kept clean an$ safe accor$in( to set stan$ar$s an$ policies
Tasks are complete$ to the stan$ar$ e&pecte$ in the ;orkplace
Work is self monitore$ accor$in( to re@'irements for 7o# @'alit-= timelines= reso'rces 'se
an$ protection of environment
Appropriate ;ork site locations= facilities an$ e@'ipment are 'se$ to complete assi(ne$
tasks
32
S*F C"63?6"5
63?6
A"ilityA Seek and act constructi.el! upon feedback
about (ork performance
*evelA >
Work performance is $isc'sse$ on a re('lar #ass ;ith s'pervisor F team mem#ers
Constr'ctive criticism is accepte$
Strate(ies for improvement= a(ree$ at fee$#ack meetin(s ;ith s'pervisors an$ others= are
implemente$ ;ithin a $etermine$ time frame
S'((estions for areas of self $evelopment are so'(ht from s'pervisors= staff mem#ers an$
clients
S*F C"63?6)"5
63?6)
A"ilityA -emonstrate safet! skills
*evelA >
Work is performe$ in accor$ ;ith Occ'pational :ealth an$ Safet- policies an$ r'les
:aIar$o's chemicals an$ (oo$s are 'se$= move$= store$ an$ $ispose$ of in accor$ ;ith
O: J S policiesF r'les
Apparent haIar$s are reporte$ to s'pervisor an$For safet- officer in a timel- an$ appropriate
;a-
Emer(enc- an$ evac'ation proce$'res are kno;n an$ ;orkplace can #e evac'ate$ ;ith
$'e re(ar$ to safet- of people an$ environment
3<
S*F C"63?6+"5
63?6+
A"ilityA Respond appropriatel! to people and situations
*evelA >
In$ivi$'al an$ c'lt'ral $ifferences are reco(niIe$ an$ taken into acco'nt
Responses are a$7'ste$ to meet the nee$s of others
Iss'es an$ i$eas are raise$ an$ a$$resse$ assertivel- ;hen interactin( ;ith others #oth
in$ivi$'all- an$ in a (ro'p
In@'iries are referre$ to other so'rces ;hen it is appropriate
S*F C"63?61"5
CORE ABILITIES 7roupA 'ork and interact (it, people
63?61
A"ilityA Resol.e interpersonal conflicts
*evelA >
The nat're of the conflict an$ parties involve$ are i$entifie$
An attempt is ma$e to maintain comm'nication
!ro#lems are clarifie$
!ossi#le sol'tion are e&amine$= $isc'sse$ or propose$
Reasona#le compromises are offere$ F reache$
A ;in";in sit'ation is so'(ht to resolve $isp'tes
The impact of assertive= a((ressive an$ passive #ehavio'r is i$entifie$ n the prevention an$
$e"f'sin( of conflicts
A me$iator is involve$ to interact in $ea$lock sit'ations ;hen necessar-

6
S*F C"63?62"2
63?62
A"ilityA -e.elop and maintain a cooperation (it,in
(ork &roup
*evelA ?
An 'n$erstan$in( of the contri#'tions of others to the ;ork (ro'p is $emonstrate$
Assistance is offere$ to others in the ;ork (ro'p ;hen appropriate
Assistance is accepte$ ;hen offere$ #- other team mem#ers
An 'n$erstan$in( of in$ivi$'al an$ c'lt'ral $ifferences ;hen ;orkin( ;ith others in the ;ork
(ro'p is $ispla-e$
Constr'ctive s'((estions are ma$e in meetin(s of the ;ork (ro'p
Iss'es are raise$ an$ p'rs'e$ assertivel- ;ithin the ;ork (ro'p
The re@'irements an$ vie;s of others in the ;ork (ro'p are consi$ere$ ;hen solvin(
pro#lems
An 'n$erstan$in( of ho; ;ork (ro'p $ecisions are ma$e is $emonstrate$
Others are informe$ of $evelopments affectin( their ;ork f'nctions
S*F C"63?6<"3
63?6<
A"ilityA /ana&e and impro.e performance of
indi.iduals
*evelA @
Re('lar= constr'ctive fee$#ack on each staff mem#er>s performance is (iven thro'(h #oth
formal #oth formal an$ informal processes= #ase$ on m't'all- a(ree$ performance
e&pectations?
!erformance pro#lems are a$$resse$ in a fair= constr'ctive an$ timel- manner in
accor$ance ;ith relevant ('i$elines an$ proce$'res
Strate(ies for the improvement of performance are $isc'sse$ an$ implemente$ 3e?(?
trainin( activities4
5
S*F C"63?56"3
63?56
A"ilityA $ro.ide consultations and counsellin&
*evelA @
!ersonal an$ c'lt'ral $ifferences are taken into acco'nt ;hen $ealin( ;ith staff
Da-"to"$a- s'pervision an$ ('i$ance of staff is 'n$ertaken in accor$ance ;ith principles of
e@'it- an$ non"$iscrimination 'sin( co'nsellin( practices
Co'nsellin( skills are 'se$ in formal an$ informal co'nsellin( sessions in accor$ance ;ith
or(aniIational policies
Stan$ar$ of professional an$ ethical #ehavio'r for emplo-ees are set #- the e&ample of
their s'periors
Work contri#'tions or s'((estions from staff are contin'all- so'(ht an$ enco'ra(e$?
S*F C"63?55"3
63?55
A"ilityA /onitor and e.aluate performance of ,uman
resources
*evelA @
!erformance stan$ar$s an$ e&pectations are esta#lishe$ an$ e&plaine$ to staff
Re('lar= constr'ctive fee$#ack on each staff mem#er>s performance is (iven thro'(h #oth
formal an$ informal processes= #ase$ on m't'all- a(ree$ performance e&pectations
Constr'ctive fee$#ack on (ro'p F team performance is (iven thro'(h #oth formal an$
informal processes
!erformance pro#lems are a$$resse$ in a fair= constr'ctive an$ timel- manner in
accor$ance ;ith relevant ('i$elines an$ proce$'res
Recor$s of performance eval'ation F performance appraisal are 'p$ate$ accor$in( to
esta#lishe$ proce$'res
!roposal to 'p(ra$e performance are $isc'sse$ ;ith can$i$ates or team
2
S*F C"63?52"3
63?52
A"ilityA $ro.ide coac,in& + on)t,e)%ob trainin&
*evelA @
Trainin( nee$s of the staff in the area are i$entifie$= assesse$ an$ recor$e$
On"the"7o# trainin( is provi$e$ to the re@'irement stan$ar$
The application of information concernin( the 7o# an$ it>s relevance to task is e&plaine$ an$
conve-e$ to relevant parties
Learnin( opport'nities are provi$e$ to allo; staff to $evelop relevant skills
Staff are enco'ra(e$ to atten$ trainin( co'rses an$ to take 'p other $evelopment
opport'nities
Work (ro'p (oals are met #- the provision of technical s'pervision or ('i$ance
Trainin( is 'se$ as a means of resolvin( pro#lems in the ;ork area
3
S*F C"63?53"3
63?53
A"ilityA -e.elop and maintain team ,armon! and
resol.e conflicts
*evelA @
Team (oals are esta#lishe$ accor$in( to compan- policies an$ proce$'res
:ierarch- an$ operatin( proce$'res are esta#lishe$ an$ 'n$erstoo$ #- team mem#ers
Co"operation in the ;orkplace is activel- fostere$ thro'(h appropriate ;ork allocation
The appreciation of all achievement is $emonstrate$
Team mem#ers are enco'ra(e$ to share information= i$eas an$ opinions
Conflict is i$entifie$ 3e?(? assertive= a((ressive or passive #ehavio'r4 an$ resolve$ ;ith
minim'm $isr'ption to ;ork (ro'p f'nction
C'lt'ral $ifferences are taken into acco'nt ;hen $ealin( ;ith conflicts in a cross c'lt'ral
settin(
Active participation of team mem#ers in team #'il$in( an$ pro#lem solvin( activities is
fostere$?
S*F C"63?5"3
63?5
A"ilityA 3acilitate and coordinate teams and ideas
*evelA @
Boals an$ politics are esta#lishe$ an$ e&plaine$ to team
!ositions an$ areas of responsi#ilit- are esta#lishe$ an$ lo(icall- 7'stifie$
Cre$i#ilit- an$ lea$ership is esta#lishe$ thro'(h competence an$ inte(rit-
Work contri#'tions or s'((estions from staff are so'(ht an$ enco'ra(e$
S'((estions are accepte$= or re7ecte$ in a constr'ctive manner
Work flo; an$ practices are esta#lishe$= 'tiliIin( the skills of the team mem#ers
Staff are provi$e$ ;ith s'pport ('i$ance an$ s'pervision necessar- to perform ;ork safel-
an$ s'ccessf'll-
Conflict #et;een staff mem#ers is a$$resse$ in accor$ance to personnel practices?
S*F C"63?5)"3
63?5)
A"ilityA Liase to ac,ie.e identified outcomes
*evelA @
Contact 3peers= #osses= s'#or$inates= clients perio$ contractors= an$For s'ppliers4 are
i$entifie$ for formal an$ informal liase in relation to the ;ork
Informal comm'nication channels ;ithin an$ o'tsi$e the or(aniIation are $evelope$ an$
maintaine$
Spoken an$ ;ritten messa(e are easil- 'n$erstoo$ thro'(h 'se of plain= clear lan('a(e
s'ite$ to the receiver
Comple& concepts or ar('ments are presente$ affectivel- thro'(h the or(aniIation of
material an$ choice of lan('a(e ;hich is s'ite$ to the receiver
Iss'es are ne(otiate$ ;ith ke- parties in a ;a- ;hich ;orks to;ar$s an esta#lishe$
o'tcome
O'tcomes are recor$e$

S*F C"63?5+"3
63?5+
A"ilityA Identif! and assess client+customer needs
*evelA @
Client nee$s an$ e&pectations are $efine$ an$ checke$ ;ith the client to ens're the- are
acc'rate
Client nee$s are assesse$ a(ainst pro$'ct or service provi$er>s capacit- to meet them
,ee$#ack from client is so'(ht in re(ar$ to his level of satisfaction ;ith servicesFpro$'cts
provi$e$
!ro#lems are resolve$ ;itho't $isr'ption to ;ork an$For #ro'(ht to the client>s attention
;here necessar-
Clients are a$vise$ of actions to #e taken to facilities the completion of ;ork
)
S*F C"63?51"3
63?51
A"ilityA Identif! staff trainin& needs and facilitate
access to trainin&
*evelA @
Go# profiles are esta#lishe$ an$ $isc'sse$ ;ith staff
Competenc- $evelopment re@'irements are assesse$ in accor$ance ;ith esta#lishe$ staff
$evelopment plans
Trainin( nee$s of staff are i$entifie$ an$ $isc'sse$ ;ith relevant staff mem#ers
Trainin( strate(ies are $evelope$ an$ $isc'sse$ ;ith parties concerne$
Trainin( nee$s are referre$ to trainin( provi$ers 3on"the"7o# an$ off"the"7o# trainin(4
On"the"7o# trainin( provi$e$ to the re@'ire$ stan$ar$
Staff are enco'ra(e$ to atten$ trainin( co'rses an$ to take a$vanta(e of other $evelopment
opport'nities
Trainin( is recommen$e$Fcoor$inate$ in accor$ance ;ith i$entifie$ nee$s= or(aniIational
polic- an$ ;ork flo; re@'irements
Application of ne; skills an$ kno;le$(e in the ;orkplace is enco'ra(e$ an$ s'pporte$
The effectiveness of trainin( meas'res is monitore$ an$ recor$e$

+
S*F C"6?65"2
CORE ABILITIES 7roupA $lan and or&ani:e 'ork Acti.ities
6?65
A"ilityA Or&ani:e o(n (ork acti.ities
*evelA ?
The nat're of ;ork is assesse$
The $esire$ o'tcome an$ constraints are $etermine$
The appropriate technolo(- or metho$ is i$entifie$
!riorities are set #efore the ;ork commences in cons'ltation ;ith others
Effective time mana(ement techni@'es are 'se$ to meet priorities on time
Work $ea$lines are esta#lishe$ an$ ;ork is complete$ ;ithin a specifie$ time
!rioritiesF$ea$lines are revie;e$ re('larl- an$ ;ork altere$ accor$in( to revie;
Responsi#ilit- for 7'$(ments an$ $ecisions is e&ercise$ in accor$ance ;ith the esta#lishe$
level of acco'nta#ilit- 3Ka$vance$ levels onl-4
!rofessional an$ technical stan$ar$s of e&cellence are a$here$ to
S*F C"6?62"2
6?62
A"ilityA Set and re.ise o(n ob%ecti.es and &oals
*evelA ?
Reasona#leFrealistic ;ork res'lt or client nee$s are i$entifie$
O#7ectivesFaction plans are state$ as meas'ra#le tar(ets ;ith clear time frames
The efficient 'sa(e of reso'rces 3e?(? mone-= space= technolo(-= time4 is esta#lishe$
The ;ork performance an$ 'sa(e of reso'rces is $etermine$
Areas for improvement are i$entifie$
!ersonal trainin( nee$s to achieve (oals are $isc'sse$ ;ith s'pervisors
Action is taken to revise (oals an$ o#7ectives
1
S*F C"6?63"2
6?63
A"ilityA Or&ani:e and maintain o(n (orkplace
*evelA ?
Work place an$ e@'ipment are a$7'ste$ to s'it the er(onomic re@'irement of the ;ork
environment?
E@'ipment is 'se$ safel- in accor$ance ;ith occ'pational health an$ safet- stan$ar$s an$
operatin( ('i$elines
,a'lt-F$efective e@'ipment an$For tools are i$entifie$ an$ reporte$ to iss'in(
officerFs'pervisor
Boo$ ho'se"keepin( stan$ar$s are esta#lishe$
%aintenance is carrie$ o't in accor$ance ;ith stan$ar$ ;orkplace operatin( proce$'res
an$For in accor$ance ;ith man'fact'rers specifications
S*F C"6?6"2
6?6
A"ilityA Appl! problem sol.in& strate&ies
*evelA ?
!ro#lems as s'ch are i$entifie$ 3i?e? i$entif-in( a $iscrepanc- #et;een ;hat is an$ ;hat
sho'l$ #e 4
!ossi#le reasons for the pro#lem are i$entifie$
In$'ctive or $e$'ctive reasonin( is applie$ to i$entif- the ca'se of an$ possi#le sol'tions to
pro#lems
Alternatives an$ their conse@'ences in relation to the pro#lem are i$entifie$
!ossi#le sol'tions to the pro#lem are e&plore$ 'sin( a variet- of reso'rces
A$vanta(es an$ $isa$vanta(es of each sol'tion are $etermine$
Appropriate action is $etermine$ an$ $isc'sse$
Appropriate action is implemente$ an$ its res'lts are eval'ate$ an$ share$ ;ith relevant
parties
2
S*F C"6?6)"2
6?6)
A"ilityA -emonstrate initiati.e and fle0ibilit!
*evelA ?
The task is i$entifie$
!ro#lems or challen(es re@'irin( chan(es in proce$'res or processes are i$entifie$
Alternative ;ork metho$s are i$entifie$ an$ s'((este$
Willin(ness to take on ne; tasks is $emonstrate$
Work practices are mo$ifie$ to a$apt to chan(e
!ossi#le options are taken into acco'nt ;hen follo;in( instr'ctions
S'((estions for improvin( ;ork practices are comm'nicate$ to others
!ro#lems in carr-in( o't instr'ctions or completin( ;ork are i$entifie$ an$ comm'nicate$ to
others
S*F C"6?6+"3
6?6+
A"ilityA Allocate (ork
*evelA @
In$ivi$'al ;ork assi(nments are i$entifie$
Work is allocate$ so that it can #e complete$ ;ithin a specifie$ time an$ #'$(et
The re@'irements to achieve specifie$ @'alit- stan$ar$s are $etermine$ 3e?(? ISO <6664
Instr'ctions are comm'nicate$ takin( into acco'nt the in$ivi$'al $ifferences an$ skills of
staff
,ee$#ack an$ a$vices is provi$e$ to staff a#o't tasks= ;ork metho$s an$ performance
stan$ar$s 3time an$ @'alit-4
<
S*F C"6?61"3
6?61
A"ilityA Ne&otiate acceptance and support for
ob%ecti.es and strate&ies
*evelA @
O#7ectives an$ strate(ies are $rafte$
!arties concerne$ are i$entifie$
Tasks= roles= an$ responsi#ilit- of the parties involve$ are $rafte$
!arties are informe$ an$ invite$Finvolve$ in the plannin( an$ implementation processes
!lans are presente$ in a format appropriate to the a'$ience an$ in a ;a- ;hich (ains their
s'pport 3create ;in";in sit'ations4
Reasona#le compromises are ne(otiate$
The res'lts F $ecisions are incorporate$ into the plannin( F implementation process
S*F C"6?62"
6?62
A"ilityA -e.elop and ne&otiate staffin& plans
*evelA A
)6
The nat're an$ comple&it- of the ;ork is i$entifie$
!artic'lar competenc- re@'irements for staff mem#ers are i$entifie$
Emplo-ees> skills kno;le$(e an$ e&perience are all consi$ere$ ;hen matchin( staff
mem#ers to tasks
Staff trainin( an$ $evelopment are consi$ere$
The availa#ilit- of staff is $isc'sse$ ;ith the parties involve$ 3e?(? staff= s'pervisors= :R
$epartment= etc?4
Go# profiles for a$$itional staff are i$entifie$ an$ $isc'sse$ ;ith respective parties
Occ'pational :ealth an$ Safet- matters an$ haIar$s that ma- arise on the 7o# are taken
into acco'nt
Staffin( plans are (enerate$ an$ for;ar$e$ to parties involve$
S*F C"6?6<"
6?6<
A"ilityA $repare pro%ect + (ork plans
*evelA A
!lans are $evelope$ ;hich are consistent ;ith an$ linke$ to the compan->s o#7ectives
A time line for ;ork to pro(ress is esta#lishe$ ;hich i$entifie$ the metho$s to #e emplo-e$
an$ milestones a(ainst ;hich pro(ress can later #e checke$
Relevant personnel= incl'$in( other s'pervisors an$ staff= are cons'lte$ as part of the
plannin( process
!lans are $evelope$ in accor$ance ;ith accepte$ or(aniIation practice an$ proce$'res
3e?(? 'se technolo(-= comp'ters an$ soft;are= $ata#ase s-stems4
%aterials= services an$ e@'ipment are i$entifie$
!lans reflect an optim'm 'se of availa#le reso'rces over a $esi(nate$ time frame
!lans an$ eval'ations are comm'nicate$ to others ;ithin the or(aniIation as necessar-
!lans are prepare$ in accor$ance ;ith relevant le(islation= stan$ar$s an$ ('i$elines
Occ'pational :ealth an$ Safet- matters an$ an- special haIar$s 3e?(? environmental
impact= etc?4 are i$entifie$
)5
S*F C"6?56"
6?56
A"ilityA 6tili:e science and tec,nolo&! to ac,ie.e &oals
*evelA A
Scientific principles in pro#lem"solvin( an$ $ecision"makin( are i$entifie$ an$ applie$
Appropriate application of mathematics to the collection= anal-sis an$ 'se of information is
$emonstrate$
Technolo(- an$ e@'ipment 'se$ to anal-se= sim'late= an$ solve pro#lems are 'tiliIe$ 3e?(?
comp'ters= e&perts s-stems= $ata#ase s-stems etc?4
Appropriate application of technolo(- to provi$e services etc? is $emonstrate$
S*F C"6)?65"3
CORE ABILITIES 7roupA /ana&e Resources
6)?65
A"ilityA Implement pro%ect + (ork plans
*evelA @
Details of ;ork plans are comm'nicate$ to others ;ithin or(aniIation ;hen re@'ire$
Reso'rces are ac@'ire$= allocate$ an$ 'se$ to meet a(ree$ pro7ect o#7ectives= accor$in( to
plan
Work metho$s are $esi(ne$ an$ or(aniIe$ to meet 7o#= client an$ staff re@'irements
%aterials an$ e@'ipment are provi$e$ promptl- to emplo-ees
Risk factors are i$entifie$ an$ contin(enc- plans for allocation of reso'rces are $evelope$
an$ maintaine$
Safet- e@'ipment etc? re@'ire$ for ;ork is ac@'ire$ an$ provi$e$ to emplo-ees
Work plans are monitore$ accor$in( to re('lations
Work conforms to prior estimates an$ an- variations have #een coaste$
%onitorin( res'lt an$ eval'ations are comm'nicate$ to others ;ithin the or(aniIation as
re@'ire$
)2
)3
S*F C"6)?62"3
6)?62
A"ilityA Inspect and monitor (ork done and + or in
pro&ress
*evelA @
Work specifications are esta#lishe$
Work is inspecte$ in accor$ance ;ith esta#lishe$ stan$ar$s in compliance ;ith @'alit-=
safet-= an$ timeF#'$(et re@'irements?
Work"in"pro(ress an$For complete$ is checke$ an$ recor$e$ acc'ratel- for consistenc- ;ith
ori(inal 7o# re@'irements an$ an- s'#se@'ent variations
Work is certifie$ in accor$ance ;ith esta#lishe$ stan$ar$s
!ro#lems an$ variations to ;ork are i$entifie$ an$ promptl- comm'nicate$ to emplo-ees
an$ other s in the or(aniIation
Effective sol'tions are selecte$ an$ $evelope$ to overcome pro#lems= so that reme$ial
action is taken ;hen necessar-
Her#al an$For ;ritten reports on the pro(ress of the ;ork are provi$e$ to clients an$ other
;hen re@'ire$
)
S*F C"6)?63"
6)?63
A"ilityA Allocate and record usa&e of financial and
p,!sical resources
*evelA A
Reso'rces an$ #'$(et are i$entifie$ an$ verifie$
Reso'rces are ac@'ire$ an$ $eplo-e$ promptl- in accor$ance ;ith relevant ('i$elines
Work plans reflect an optim'm 'se of availa#le reso'rces over a $esi(nate$ time frame
Recor$s of reso'rces allocation an$ 'sa(e an$ c'rrent an$ are complete$ accor$in( to
relevant ('i$elines an$ proce$'res
S-stems ;hich ena#le timel- collection= mana(ement an$ processin( of information are
'tiliIe$ an$ maintaine$
!otential for overspen$in( is i$entifie$ an$ reme$ial action taken ;hen re@'ire$
E&pen$it're is ma$e ;ithin approve$ #'$(et
Esta#lishe$ prices are reflecte$ on invoicesF#ills
Costs associate$ ;ith ;ork are reporte$ in accor$ance ;ith or(aniIation practices an$
proce$'res
Esta#lishe$ prices pai$ for servicesFpro$'ct are at or #elo; the (enerall- accepte$ market
price
Esta#lishe$ prices are in line ;ith perio$ contracts or in$ivi$'all- ne(otiate$ prices
))
S*F C"6)?6"
6)?6
A"ilityA -ele&ate responsibilities and+or aut,orit!
*evelA A
:ierarch- an$ a'thorit- is esta#lishe$
Areas of responsi#ilit- an$ a'thorit- for the respective parties are i$entifie$
E&istence of in$ivi$'al an$ c'lt'ral $ifferences are reco(niIe$ an$ taken into acco'nt
Tasks to #e $ele(ate$ are $efine$ an$ are ;ithin the competence of staff
Trainin( re@'irements are i$entifie$ an$ access to trainin( is provi$e$ in a timel- manner
Dele(ation of responsi#ilities is s'pporte$ #- appropriate a'thorit-
!arties concerne$ ;ith the $ele(ation of responsi#ilitiesF a'thorit- are informe$
A monitorin(Freport s-stem is esta#lishe$
S*F C"6)?6)"
6)?6)
A"ilityA Coordinate contract and tender acti.ities
*evelA A
Contracts or ten$er are calle$ for an$ approve$ in accor$ance ;ith esta#lishe$ ('i$elines
an$ stan$ar$s
Ten$er specifications an$ $oc'ments are prepare$ in accor$ance ;ith esta#lishe$
('i$elines
Bi$s are receive$ in accor$ance ;ith contract an$ ten$er ('i$elines
Bi$s are processe$ ;ithin specifie$ time an$ #'$(et constraints
Applications are eval'ate$ a(ainst a(ree$ specifications
Accepte$ ten$er is monitore$ an$ assesse$ a(ainst $oc'ment specifications an$ permitte$
variations are incorporate$
Contract or ten$er is complete$ ;ithin accepte$ ten$er cost an$ time constraints to the
or(aniIation>s or client>s satisfaction
)+
S*F C"6+?65"5
CORE ABILITIES 7roupA 'ork (it,in and (it, S!stems
6+?65
A"ilityA 6nderstand s!stems
*evelA >
Social= or(aniIational an$ technolo(ical s-stems in the ;orkplace are esta#lishe$
The relationships #et;een s-stem str'ct'res an$ (oals is reco(niIe$
Deman$s from the s-stemsFor(aniIation are reco(niIe$ an$ respon$e$ to
The nee$ to operate effectivel- ;ithin social= or(aniIational an$ technolo(ical s-stems is
accepte$ an$ $emonstrate$
The acceptance of formal an$ informal co$es of social F or(aniIational s-stems Is
$emonstrate$
S*F C"6+?62"5
6+?62
A"ilityA Compl! (it, and follo( c,ain of command
*evelA >
An 'n$erstan$in( of hierarch- an$ a'thorit- is $emonstrate$
The roles an$ the contri#'tions of others to the ;ork process is i$entifie$
An 'n$erstan$in( of the o;n role an$ responsi#ilities is $emonstrate$
B'i$ance is so'(ht ;hen it is re@'ire$
The acceptance of a'thorit- is $emonstrate$
Information on ;here to fin$ thin(s F people to (et 7o# $one is share$ ;ith the ;ork team
)1
S*F C"6+?63"5
6+?63
A"ilityA Identif! and ,i&,li&,t problems
*evelA >
An 'n$erstan$in( of esta#lishe$ proce$'res an$ @'alit- stan$ar$s is $emonstrate$
A monitorin( s-stem is esta#lishe$
!roce$'res an$ s-stem performance are monitore$
Discrepancies #et;een realit- an$ e&pectations are reco(niIe$
Attempts are ma$e to i$entif- the root of the pro#lem an$ to correct pro#lems ;ithin
esta#lishe$ ('i$elines
Appropriate personnel is informe$ a#o't sit'ations an$ pro#lems
S*F C"6+?6"5
6+?6
A"ilityA Adapt competencies to ne( situations+
s!stems
*evelA >
C'rrent skills an$ kno;le$(e or set of competencies are assesse$
Sit'ations are reco(niIe$ ;hich re@'ire a$aptation of skills or competencies
Competencies re@'ire$ for ne; sit'ation or s-stems are i$entifie$ an$ plans are ma$e to
ac@'ire them
Boals are esta#lishe$ for #roa$enin( the scope of competencies for personal an$
emplo-ment p'rpose
Assistance is so'(ht to transfer competencies to ne; sit'ations if necessar-
)2
S*F C"6+?6)"2
6+?6)
A"ilityA Anal!se tec,nical s!stems
*evelA ?
The s-stem is i$entifie$ an$ investi(ate$
The f'nction of $ifferent parts of machines or s-stems is i$entifie$
Inter$epen$encies an$ interactions ;ith other machines= technolo(ies or s-stems are
investi(ate$
A variet- of techni@'es an$ so'rces are emplo-e$ to collect an$ or(aniIe information 3e?(?
comp'ters= o#servations= man'als= charts= SO!= e&perts= etc?4
Ca'se an$ effect of technical s-stems is anal-se$
Concl'sions are $isc'sse$ an$ recor$e$ in an appropriate format 3e?(? chart= $ra;in(s=
reports4
Her#al an$For ;ritten reports are provi$e$ to clients an$ others as nee$e$
)<
S*F C"6+?6+"2
6+?6+
A"ilityA /onitor and correct performance of s!stems
*evelA ?
The technical s-stem is i$entifie$ an$ performance criteria are esta#lishe$
!erformance criteria is interprete$ an$ verifie$
!erformance information is collecte$ 'sin( appropriate metho$s an technolo(- 3e?(?
o#servation= instr'mentation= comp'ters= etc4
Information is converte$ into an appropriate format for comparison 3e?(? charts= (raphs=
ta#les= etc4
*'merical an$For lo(ical concepts are applie$ to interpret $ata an$ information
3mathematics= statistics= etc4
Tren$s in the performance of s-stems are esta#lishe$
Concl'sions are $isc'sse$ an$ recor$e$
Effective sol'tions are selecte$ or $evelope$ to overcome pro#lems= an$ reme$ial action is
taken ;here necessar-
Her#al an$For ;ritten reports are provi$e$ to clients an$ others as nee$e$
+6
S*F C"6+?61"3
CORE ABILITIES 7roupA 'ork (it,in and (it, s!stems
6+?61
A"ilityA -e.elop and maintain net(orks
*evelA @
The nee$ an$ p'rpose for net;orks 3personal contacts4 is i$entifie$
%'t'al interests or nee$s are i$entifie$
Contacts 3peers= #osses= s'#or$inates= clients= perio$ contractors= an$For s'ppliers4 are
i$entifie$ for formal an$ informal liaison in relation to ;ork
Informal comm'nication channels ;ithin an$ o'tsi$e the or(aniIation are $evelope$ an$
maintaine$
Opport'nities to meet an$ e&chan(e information an$ i$eas are create$ or 'tiliIe$ 3formal
an$ informal settin(s= events= Internet= etc4
+5
S*F C"6+?62"
CORE ABILITIES 7roupA 'ork (it,in and (it, s!stems
6+?62
A"ilityA Identif! and anal!se effect of tec,nolo&! on
t,e en.ironment
*evelA A
The technolo(- to #e applie$ is i$entifie$ an$ investi(ate$
Environmental protection la;s an$ re('lations are i$entifie$
Restrictions for the 'se of specific technolo(ies or processes are $etermine$
The effects of technolo(- on the nat'ral an$ social environment are consi$ere$
A variet- of techni@'es an$ so'rces are emplo-e$ to collect an$ or(aniIe information on the
effects 3e?(? comp'ters= o#servations= man'als= charts= SO!= e&perts= sim'lations= etc4
Ca'se an$ effect of technolo(- on nat'ral environment is anal-se$
Ca'se an$ effect of technolo(- on social environment is anal-se$
An- ne(ative impact of technolo(- or s-stem on the environment is i$entifie$
Alternative technolo(ies are investi(ate$ to minimiIe the environmental impact
Concl'sions are $isc'sse$ an$ recor$e$ in an appropriate format 3e?(? chart= $ra;in(s=
reports4
Her#al an$For ;ritten reports are provi$e$ to respective parties as nee$e$ or re@'ire$ #-
la;?
+2
Appendix
Application of Academic and Related Skills
$erformance Indicators
CORE ABILITIES re@'ire a fo'n$ation of kno;le$(e= skills an$ 'n$erstan$in(?
Since CORE ABILITIES are connecte$ to all S8% levels= some performance in$icators for the
application of aca$emic an$ relate$ skills are provi$e$ for fiel$ testin(?
Applie$ %athematics
Locatin( Information
Rea$in( for Information
Applie$ Technolo(-
Listenin(FSpeakin(
Writin(
Team;ork
!ro#lem Solvin(
So'rcesA
The .*evels of ;ork .eys0 $escri#e$ in this $oc'ment are #ase$ on American %ollee
Testin )AT%+ ;ork .eys Score Interpretation 7uide= mo$ifie$ an$ a$apte$ to the
%ala-sian Skill Certification S-stem S8% Levels 5 9 )?
+3
The $efinition for .Pro"lem Solvin0 are a$apte$ from 2ay 7roup! 2ay 7uide chart for
evaluatin Pro"lem Solvin?
Applied /at,ematics
Applie$ %athematics meas'res skill in appl-in( mathematical reasonin( to ;ork"relate$
pro#lems? There are five levels of comple&it-= 3 thro'(h 1= ;ith Level 3 #ein( the least
comple& an$ Level 1 the most comple&?
'ork e! Le.el @ applicable to SKM Level 1
!erform #asic mathematical operations 3a$$ition= s'#traction= m'ltiplication an$
$ivision4 an$ conversions from one form to another= 'sin( ;hole n'm#ers= fractions=
$ecimals or percenta(es?
Translate simple ver#al pro#lems into mathematical e@'ations?
Directl- appl- lo(ical information provi$e$ to solve pro#lems= incl'$in( those ;ith
meas'rements an$ Rin((it an$ Sen?
'ork e! Le.el A applicable to SKM Level 2
!erform one or t;o mathematical operations 3s'ch as a$$ition= s'#traction or
m'ltiplication4 on several positive or ne(ative n'm#ers?
A$$ commonl- kno; fractions= $ecimals or percenta(es 3e?(? L= 6?1)= 2)M4 or a$$
three fractions that share a common $enominator?
Calc'late avera(es= simple ratios= proportion an$ rates= 'sin( ;hole n'm#ers an$
$ecimals?
Reor$er ver#al information #efore performin( calc'lations?
Rea$ simple charts or (raphs to o#tain information nee$e$ to solve a pro#lem?
'ork e! Le.el B applicable to SKM Level 3
Look 'p an$ calc'late sin(le"step conversions ;ithin En(lish or non"En(lish
meas'rement s-stems 3e?(? convertin( o'nces to po'n$s or centimetres to metres4 or
#et;een meas'rement s-stems 3e?(? convertin( inches to centimetres4?
%ake calc'lations 'sin( mi&e$ 'nits 3e?(? ho'rs an$ min'tes4?
Determine ;hat information= calc'lations an$ 'nit conversions are nee$e$ to fin$ a
sol'tion?
'ork e! Le.el C applicable to SKM Level 4
Calc'late 'sin( ne(ative n'm#ers= fractions= ratios= percenta(es= mi&e$ n'm#ers an$
form'las?
I$entif- an$ correct errors in calc'lations?
Translate comple& ver#al pro#lem into mathematical e&pressions= 'sin( consi$era#le
set"'p an$ m'ltiple"step calc'lations or conversions?
+
'ork e! Le.el E applicable to SKM Level 5
Solve pro#lems re@'irin( m'ltiple steps of lo(ic an$ calc'lation?
Solve pro#lems involvin( more than one 'nkno;n= non"linear f'nctions 3e?(? rate of
chan(e4 an$ applications of #asic statistical concepts 3e?(? error of meas'rement4?
Solve pro#lem ;ith 'n's'al content or format or ;ith incomplete or implicit information?
Locatin& Information
*ocatin Information meas'res skill in 'sin( information taken from ;orkplace (raphics
s'ch as $ia(rams= #l'eprints= floor plans= ta#les= forms= (raphs= charts an$ instr'ment
(a'(es?
There are fo'r levels of comple&it-= 3 thro'(h += ;ith Level 3 #ein( the least comple& an$
Level + the most comple&? The levels #'il$ on each other= each incorporatin( the skills of
the prece$in( levels?
,in$ one or t;o pieces of information in elementar- ;orkplace (raphics= s'ch as
simple or$er forms= #ar (raphs= ta#les= flo;charts an$ floor plans?
,ill in one or t;o pieces of information that are missin( from elementar- ;orkplace
(raphics?
,in$ several pieces of information in strai(htfor;ar$ ;orkplace (raphics= s'ch as #asic
or$er forms= line (raphs= ta#les= instr'ment (a'(es= maps= flo;charts an$ $ia(rams?
S'mmariIe an$For compare information an$ tren$s in a sin(le strai(htfor;ar$ (raphic?
S'mmariIe an$For compare information an$ tren$s amon( more than one
strai(htfor;ar$ ;orkplace (raphics= s'ch as a #ar chart an$ a $ata ta#le sho;in(
relate$ information?
S'mmariIe an$For compare information an$ tren$s in sin(le complicate$ ;orkplace
(raphics= s'ch as $etaile$ forms= ta#les= (raphs= maps= instr'ment (a'(es an$
$ia(rams?
S'mmariIe an$For compare information an$ tren$s amon( more than one complicate$
;orkplace (raphics= s'ch as a #ar chart an$ a $ata ta#le sho;in( relate$ information?
'ork e! Le.el C applicable to SKM Level 4 to 5
%ake $ecisions= $ra; concl'sions= an$For appl- information to ne; sit'ations 'sin(
several relate$ an$ comple& ;orkplace (raphics that contain a (reat amo'nt of
+)
information or have challen(in( presentations 3e?(? ver- $etaile$ (raphs= charts= ta#les=
forms= maps= #l'eprints= $ia(rams4?
Readin& for Information
Rea$in( for Information meas'res skill in rea$in( an$ 'n$erstan$in( ;ork"relate$ rea$in(
materials? There are five levels of comple&it-= 3 thro'(h 1= ;ith Level 3 #ein( the least
comple& an$ Level 1 the most comple&?
Altho'(h Level 3 is the least comple&= it still represents a level of rea$in( skill ;ell a#ove
.no skill at all0? The levels #'il$ on each other= each incorporatin( the skills of the prece$in(
levels?
I$entif- 'ncomplicate$ ke- concepts an$ simple $etails?
Reco(niIe the proper placement of a step in a se@'ence of events= or the proper time
to perform a task?
I$entif- the meanin( of ;or$s that are $efine$ ;ithin a passa(e?
I$entif- the meanin( of simple ;or$s that are not $efine$ ;ithin a passa(e?
Reco(niIe the application of instr'ctions from a passa(e to sit'ations that are
$escri#e$ in the passa(e?
I$entif- $etails that are more s'#tle than those in Level 3?
Reco(niIe the application of more comple& instr'ctions= some of ;hich involve several
steps= to $escri#e sit'ations?
Reco(niIe ca'se"effect relationships?
I$entif- the paraphrase$ $efinition of 7ar(on or technical terms that are $efine$ in a
passa(e an$ reco(niIe the application of 7ar(on or technical terms to state$ sit'ations?
Reco(niIe the $efinition of acron-ms that are $efine$ in a passa(e? I$entif- the
appropriate $efinition of ;or$s ;ith m'ltiple meanin(s? Reco(niIe the application of
instr'ctions from a passa(e to ne; sit'ations that are similar to the sit'ations
$escri#e$ in rea$in( materials?
Reco(niIe the applications of more comple& instr'ctions to $escri#e$ sit'ations
incl'$in( con$itional an$ proce$'res ;ith m'ltiple steps?
Reco(niIe the application of 7ar(on or technical terms to ne; sit'ations?
Reco(niIe the application of comple& instr'ctions to ne; sit'ations? Reco(niIe the less
common meanin( of a ;or$ ;ith m'ltiple meanin(s from conte&t?
++
BeneraliIe from a passa(e to sit'ations not $escri#e$ in the passa(e? I$entif- implie$
$etails?
E&plain the rationale #ehin$ a proce$'re= polic- or comm'nication?
BeneraliIe from a passa(e to a some;hat similar sit'ation?
'ork e! Le.el E applicable to SKM Level 4 to 5
Reco(niIe the $efinitions of $iffic'lt= 'ncommon 7ar(on or technical terms from conte&t?
BeneraliIe from a passa(e to sit'ations neither $escri#e$ in nor completel- similar to
those in a passa(e?
Applied Tec,nolo&!
Applied Technoloy meas're skills in solvin( pro#lems of a technolo(ical nat're= involvin(
the #asic principles of mechanics= electricit-= fl'i$ $-namics an$ thermo$-namics as the-
appl- to machines an$ e@'ipment fo'n$ in the ;orkplace? There are fo'r levels of
comple&it-= 3 thro'(h += ;ith Level 3 #ein( the least comple& an$ Level + the most
comple&?
Altho'(h Level 3 is the least comple&= it still represents a level of applie$ technolo(- skill
;ell a#ove .no skill at all0? The levels #'il$ on each other= each incorporatin( the skills of
the prece$in( levels?
Appl- the elementar- ph-sical principles 'n$erl-in( the operation of 'ncomplicate$
s-stems or tools?
Reco(niIe an$ i$entif- relevant aspects of simple pro#lems that involve one
'ncomplicate$ s-stem or tool?
Select appropriate metho$s or materials nee$e$ to solve pro#lems?
Reco(niIe= i$entif- an$ or$er relevant aspects of one mo$eratel- comple& s-stem or
more than one 'ncomplicate$ s-stem?
Eval'ate alternative sol'tions to $etermine the most appropriate one for the sit'ation
presente$?
Solve pro#lems #ase$ on one comple& s-stem= or one or more 'ncomplicate$ tools or
s-stems?
/n$erstan$ an$ appl- mo$eratel- $iffic'lt principles of mechanics= electricit-=
thermo$-namics an$ fl'i$ $-namics= in a$$ition to 'n$erstan$in( comple& machines
an$ s-stems?
Reco(niIe= i$entif- an$ or$er relevant aspects of a pro#lem #efore reachin( an
appropriate sol'tion?
+1
Solve pro#lems that $o not contain all the information nee$e$ to solve them= an$For in
;hich the information provi$e$ ma- #e o't of lo(ical or$er?
Solve pro#lems that contain e&traneo's information?
Solve pro#lems involvin( one or more tools or s-stems havin( a ;i$e ran(e of
comple&it-?
Appl- $iffic'lt ph-sical principles?
/n$erstan$ an$ correctl- interpret the interaction of several comple& s-stems?
Listenin&+Speakin&+Oral Communications
*istenin meas'res skills in listenin( to an$ 'n$erstan$in( ;ork"relate$ messa(esE
receivin( information from c'stomers= co";orkers= or s'ppliersE an$ then ;ritin( $o;n the
information to comm'nicate it to someone else? Learners $emonstrate their a#ilit- to
$istin('ish an$ comm'nicate critical information an$ non"critical information? Critical
information consists of those $etails that the recipient of the messa(e m'st have in or$er
to 'n$erstan$ the messa(e or act 'pon it 3e?(? names= phone n'm#ers= a$$resses= times4?
Non)critical information can improve a messa(e #- provi$in( $etails that f'rther e&plain
the messa(e or its tone= #'t the a#sence of this non"critical information $oes not interfere
;ith the recipient>s a#ilit- to 'n$erstan$ an$ acc'ratel- act 'pon the messa(e? Each
*istenin level $escri#es the content and Dualit! of messa(es learners ;rite to $escri#e
an a'$io messa(e?
Listening skills apply to Speaking skills as well (Oal !o""#nications$
Le.el =
*o meanin(f'l information or totall- inacc'rate information?
Le.el >
%inimal pertinent informationE eno'(h conte&t to provi$e cl'es as to (ist of sit'ation or
so'rce of f'rther information?
'ork e! Le.el = 4 > is considered not sufficient for a (ork en.ironment
'ork e! Le.el ? applicable to SKM Level 1
Some pertinent informationE ma- have incorrect critical information= #'t sketch of the
sit'ation is correct?
All the critical information that is present is correctE ma- #e missin( a fe; pieces of
critical information?
+2
All critical information is (iven an$ is correctE ma- #e missin( s'#tle $etails or toneE
ma- have incorrect non"critical information that $oes not interfere ;ith central meanin(?
All critical information is present an$ correctE response conve-s insi(ht into sit'ation
thro'(h tone an$For s'#tle $etails?
'ritin&
;ritin meas'res skill at ;ritin( ;ork"relate$ messa(esE receivin( information from
c'stomers= co";orkers= or s'ppliersE an$ then ;ritin( $o;n the information to
comm'nicate it to someone else? Each ;ritin level rates the (ritin& mec,anics 3s'ch as
sentence str'ct're an$ (rammar4 and (ritin& st!le of messa(es learners ;rite to
$escri#e an a'$io messa(e?
Le.el =
An attempt is ma$e at the messa(e= #'t the messa(e is completel- (ar#le$ ;ith no
reco(niIa#le sentence str'ct're?
Le.el >
%essa(e conve-e$ ina$e@'atel-E overall lack of proper sentence str'ct're?
'ork e! Le.el = 4 > is considered not sufficient for a (ork en.ironment
'ork e! Le.el ? applicable to SKM Level 1
%essa(e conve-e$ ina$e@'atel-E ;eak sentence str'ct'reE lar(e n'm#er of
mechanical errors?
%essa(e conve-e$ clearl-E most sentences str'ct'reE some mechanical errors?
%essa(e conve-e$ clearl-E all sentences are completeE ma- have a fe; minor
mechanical errorsE ma- have a chopp- st-le?
+<
%essa(e conve-e$ clearl-E (oo$ sentence str'ct'reE no mechanical errorsE hi(hl-
appropriate for #'siness settin( an$ sit'ationE smooth= lo(ical st-le?
Team(ork
Teamwork meas'res skill in choosin( #ehavio'r an$For actions that sim'ltaneo'sl- s'pport
team inter"relationships an$ lea$ to;ar$s the accomplishment of ;ork tasks? There are
fo'r levels of comple&it-= 3 thro'(h += ;ith Level 3 #ein( the least comple& an$ Level + the
most comple&?
Altho'(h Level 3 is the least comple&= it still represents a level of team;ork skill ;ell a#ove
.no skill at all0? The levels #'il$ on each other= each incorporatin( the skills of the prece$in(
levels?
'ork e! Le.el @ applicable to SKM Level 1 to 2
I$entif- team (oals an$ ;a-s to ;ork ;ith other team mem#ers to accomplish those
(oals?
Choose actions that s'pport the i$eas of other team mem#ers to accomplish team
(oals?
Reco(niIe that a team is havin( pro#lem finishin( a task an$ i$entif- the ca'se of
those pro#lems?
I$entif- the or(aniIation of tasks an$ the time sche$'le that ;o'l$ help accomplish
team (oals efficientl- an$ effectivel-?
Select approaches that accept $irection from other team mem#ers in or$er to
accomplish tasks an$ to #'il$ an$ keep 'p (oo$ team relations?
I$entif- #ehavio'rs that sho; appreciation for the personal an$ professional @'alities of
other team mem#ers an$ respect for their $iversit-?
I$entif- co'rses of action that (ive $irection to other team mem#ers effectivel-?
Choose approaches that enco'ra(e an$ s'pport the efforts of other team mem#ers to
f'rther team relationships an$For task accomplishment?
Consi$er the possi#le effects of alternative #ehavio'rs on #oth team relationships an$
team accomplishments an$ select the one that ;o'l$ #est help the team meet its
(oals?
'ork e! Le.el C applicable to SKM Levels 4 and 5
16
I$entif- the foc's of team activit- an$ select a ne; foc's if that ;o'l$ help the team
meet its (oals more effectivel-?
Select approaches that sho; the ;illin(ness to (ive an$ take $irection as nee$e$ to
f'rther team (oals 3e?(? reco(niIe the or(aniIation of team mem#ers> tasks that ;o'l$
#est serve the lar(er (oals of the team4?
Choose approaches that enco'ra(e a team to act as a 'nit an$ reach a(reement ;hen
$isc'ssin( specific iss'es?
I$entif- actions that ;o'l$ help mana(e $ifferences of opinion amon( team mem#ers=
movin( the team to;ar$s its (oals ;hile val'in( an$ s'pport in$ivi$'al $iversit-?
$roblem Sol.in&
Pro"lem Solvin is the Dself startin(> thinkin( re@'ire$ #- the 7o#= ;hich is 'se$ for
anal-sin(= eval'atin(= creatin(= reasonin(= arrivin( at an$ $ra;in( concl'sions? To the
e&ten$ that thinkin( is circ'mscri#e$ #- the stan$ar$s or covere$ #- proce$'res= or
referre$ to others?
Pro"lem Solvin has t;o $imensionsA
A? The environment in ;hich thinkin( takes place
B? The challen(e presente$ #- the thinkin( to #e $one
A9 T,e en.ironment in (,ic, t,inkin& takes place
3a4 Stict o#tine% 3S./ * 14
Thinkin( ;ith $etaile$ r'les= instr'ctions an$For ri(i$ s'pervision
3#4 &o#tine% 3S./ * 14
Thinkin( ;ithin stan$ar$ instr'ctions an$For close s'pervision
3c4 Se"i'o#tine% 3S./ * 14
Thinkin( ;ithin ;ell $efine$ proce$'res an$ prece$ents= some;hat $iversifie$
an$For s'pervise$?
3$4 Standadi(ed% 3S./ * <4
Thinkin( ;ithin s'#stantiall- $iversifie$= esta#lishe$ 3compan-4 proce$'res an$
stan$ar$s= an$ (eneral s'pervision?
3e4 !lealy de)ined% 3S./ * <4
Thinkin( ;ithin clearl- $efine$ 3compan-4 policies= principles an$ specific
o#7ectives= 'n$er rea$il- availa#le $irection?
3f4 *oadly de)ined% 3S./ * =4
Thinkin( ;ithin #roa$ policies an$ o#7ectives= 'n$er (eneral $irection?
3(4 +eneally de)ined% 3S./ * 14
Thinkin( ;ith (eneral policies= principles an$ (oals 'n$er ('i$ance?
3h4 Abstactly de)inedA 3S./ * 14
Thinkin( ;ithin #'siness philosoph- an$For principles controllin( h'man affairs?
15
B9 T,e c,allen&e presented b! t,e t,inkin& to be done
54 &epetitive% 3S./ * 14
I$entical sit'ations re@'irin( sol'tions #- simple choice of thin(s learne$?
24 ,attened% 3S./ * <4
Similar sit'ations re@'irin( sol'tions #- $iscriminatin( choice of thin(s learne$?
34 -aiable% 3S./ * =4
Differin( sit'ations re@'irin( the i$entification an$ selection of sol'tions
thro'(h ac@'ire$ kno;le$(e?
4 Adaptive% 3S./ * >4
Sit'ations re@'irin( anal-tical interpretative= an$For constr'ctive thinkin( an$ a
si(nificant $e(ree of eval'ative 7'$(ment?
)4 .nc/ated% 3S./ * ?4
!athfin$in( sit'ations re@'irin( creative thinkin( an$ the $evelopment of ne;
concepts an$ approaches contri#'tin( si(nificantl- to the a$vancement of
kno;le$(e an$ tho'(ht?
12

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