2 Pembangunan Noss Descum Sept 2021 Laman Web PDF

6/9/2021
KURSUS
PEMBANGUNAN
NOSS (DESCUM) KEMENTERIAN
SUMBER MANUSIA
BAHAGIAN PEMBANGUNAN FASILITATOR

PROGRAM PPL, CIAST
1
PENGUMUMAN
Kandungan taklimat/kursus merujuk
Panduan Pembangunan NOSS tahun edisi
2020
Kaedah pembangunan masih sama.
Namun tertakluk kepada perubahan
dalam panduan terkini
Penggunaan dwi bahasa dalam Slide
pembelajaran. Sesi pembelajaran akan
disampaikan dalam Bahasa Malaysia
Berkongsi sama jika ada maklumat
terkini (latest update)
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NOSS DEVELOPMENT
(DESCUM)
3
Senarai NOSS boleh disemak dalam Daftar

Standard
Daftar Standard merupakan satu dokumen
penyenaraian NOSS yang telah diluluskan oleh
Majlis Pembangunan Kemahiran Kebangsaan
(MPKK) mengikut bidang dan tahap pekerjaan bagi
kegunaan industri dan latihan.
Daftar Standard terkini boleh dirujuk di :

www.dsd.gov.my > perkhidmatan > NOSS
Petunjuk:
A011-001-2:2018
Kod Pekerjaan
Tahap Tahun NOSS diluluskan
Kod NOSS berasaskan Malaysia Standard Industrial Classification (MSIC) bermula NOSS Disember 2016
(08-10-2018) = Tarikh NOSS diluluskan oleh MPKK
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Contoh semak keyword:
1. Kod dan tajuk NOSS perlu

dikenalpasti terlebih dahulu
dalam Daftar Standard. Terus
ke sistem MySPIKE bagi
membaca maklumat asas
berkenaan NOSS tersebut.
2. Senarai nama Competency

Unit dan Job Description bagi
setiap CU NOSS boleh diakses
secara percuma melalui
MySPIKE.
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Sebelum login, klik pada

Platform Industri pada muka
1 depan sistem
Masukkan kod NOSS yang

3 ingin dicari dan klik pada
CPC
2 Contoh : AC-050-3:2012
Klik pada “Senarai NOSS”
Senarai nama Competency Unit dan Job

Description bagi setiap CU N O S S boleh diakses
secara percuma melalui MySPIKE
STRUKTUR DOKUMEN NOSS

(PAKEJ NOSS)
1
Standard Practice (SP)
S
2 T
Competency Profile A
Chart (CPC) N
Standard D
Content A
(SC) R
Competency Profile D
(CP)
3 K
U
Curriculum of Competency Unit R
(CoCU) I
K
U
L
U
M
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NOSS DEVELOPMENT
PREPARATION
Stages of NOSS Development

Stage Planning and Preparation
One NOSS Development Session
Stage Conducting NOSS

Two Development Session
StageOfof
Stage
NOSS
NOSS
Development
Development
Stage Compilation and
Three Validation Findings
Validated by other practitioners

Stage (Panel Penilaian, JTS & expert)
Four Editing and Compilation
Submit for Approval (MPKK)
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Click to
add Text
NOSS Planning and Preparation

Development NOSS Development Session
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1. Workshop Session Requirement
Literature review
- Occupational area, industrial size, regulatory
authority/industrial standard, etc
Funding
Facilitators – Submit for JPK Approval.
Recorder
Panel of expert workers – Submit for JPK Approval
Proof Reader
Facilities
Program Schedule
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2. NOSS Facilitation Requirements
Certified DESCUM facilitator - Occupational
Excellent in facilitation skills
Language proficiency in English and

Bahasa Melayu (speaking and writing)
Cont…
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3. Strategies for finding participants
Contacting stakeholders/regulatory body

Industrial association /ILB
Contacting professional agencies /association.
Daftar Pakar Industri Negara (DPIN)

Former Students
Business directories and database
Utilizing institutional contacts and networks

OA development panels
Cont… 14
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4. Session Logistics and Preparations

4.1 Human Resource Planning
Identification of DESCUM facilitation team
Identification of Primary contact Coordinator
Confirmation of Participant
- Represent the industry sector
- Consent and approval from employer
Travel and Accommodation Arrangements
Team Preparation
Cont…
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4. Session Logistics and Preparations

4.2 Facilities and Supplies
Location and Room Arrangements
Meal Arrangements and Refreshments
Supplies
Supporting documents
Equipment / Materials
Cont…
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Click to
add Text
NOSS Conducting NOSS Development Session

Development
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Orientation
Introduction
Overview of session
Clarify team roles (i.Facilitator, panels, proof reader,

recorder, etc ii.Review agenda, facilities and logistics)
Clarify DESCUM methodology
Review steps associated in the development
Provide sample(s) of NOSS documents
Group consensus
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NOSS DEVELOPMENT DEVELOPING PROCESS

Process Product
Start Occupational
Framework (OF)
Occupational
Activity A: Occupational Analysis (OA) Structure (OS)
Occupational Area Analysis Occupational Area

Activity B: Structure (OAS)
(OAA)
Job Analysis (JA) + Competency Profile

Activity C: Competency Analysis Chart (CPC)
Competency Profile Analysis Competency Profile

Activity D: (CP)
(CPA)
Standard Practice
Activity E: SP Development (SP)
Activity F:
Jawatankuasa Teknikal Penilaian Standard
Proofread and Validation
(JTPS)
Activity G: CoCU Development CoCU
Jawatankuasa Teknikal Penilaian Standard

Activity H: Proofread and Validation
(JTPS) & Jawatankuasa Teknikal Standard
(JTS) Cont…
Activity I: MPKK Approval
End
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JPK/DSD
NOSS
Development
Workshop Session
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Occupational Analysis (OA) is an identifying the industry

sector/Section, subsector/Group, Job Area/Area, Job Titles and
Level of an occupation based on information gathered from
needs analysis or industries input. The product of this process
is an Occupational Framework (OF) which contained
Occupational Structure (OS) and Occupational Definition.
Its purpose is to analyze skilled human resource competency

requirement for labour industry. Occupational Analysis
development is a preliminary process in developing a
National Occupational Skills Standard – NOSS and it is
developed together with industry experts in their related fields.
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Occupational Structure is a table shows career pathway for particular occupation derived from
Occupational Analysis (OA) process. This table describes the Industry Sector, Sub-sector, Job
Area, Job Title and Level of an occupation based on information gathered from needs analysis
or industries input.
OS Table Format
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Section
(H) Transportation and Storage
Group
(502) Inland Water
(522) Support activities for transportation
Transport
Area
Deck Domestic Deck Near Coastal Deck Near Coastal Deck Near Coastal Deck Unlimited
<500GT <500GT 500GT to 3000GT >3000GT >500GT
Level 5 Not available Not available Chief Officer Near Coastal 2ndOfficer Unlimited
Level 4 Master Domestic Master Near Coastal Watchkeeping Officer Near Coastal (WKO) 3rd Officer Unlimited
Level 3 Mate Domestic Bosun / Able Bodied Seaman
Level 2 Bosun / Able Bodied

Seaman
Ordinary Seaman
Level 1 No Level
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SECTOR HOSPITALITY AND TOURISM

SUB
FRONT OFFICE
SECTOR
JOB FRONT
GUEST TELEPHONE
AREA OFFICE CONCIERGE RESERVATION
LEVEL SERVICE OPERATION
SERVICE
LEVEL 5 FRONT OFFICE MANAGER (FOM)
ASSISTANT FRONT OFFICE MANAGER CONCIERGE RESERVATION

LEVEL 4 (AFOM) MANAGER MANAGER
GUEST FRONT
TELEPHONIST BELL RESERVATION
LEVEL 3 SERVICE
SUPERVISOR
OFFICE
SUPERVISOR OFFICER
OFFICER SUPERVISOR
GUEST FRONT
BELL RESERVATION
LEVEL 2 SERVICE TELEPHONIST OFFICE
CAPTAIN CLERK
ASSISTANT ASSISTANT
LEVEL 1 NO LEVEL NO LEVEL NO LEVEL DOORMAN NO LEVEL
Table 1 : Example OS for Front office

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Occupational Structure is a table shows career pathway for particular occupation derived from
Occupational Analysis (OA) process. This table describes the Industry Sector, Sub-sector, Job
Area, Job Title and Level of an occupation based on information gathered from needs analysis
or industries input.
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NOSS : Aerospace Sheet Metal Structure Repair Operation And Inspection

Level : Three (3)
• Seksyen
dilabelkan
menurut abjad
kod MSIC
• Kumpulan
dilabelkan
menurut tiga
digit pertama
kod MSIC
Jika tiada pekerjaan pada tahap

terbabit, dinyatakan “Tiada Tajuk Kerja”
/ “No Job Title” bagi Standard
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OAA is a process of reviewing the Occupational Area from the OS to

produce Occupational Area Structure (OAS). 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. This eventually results to 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.
Is the phase conducted for an occupational area survey and review

the scope of works of a particular profession. The content of the
survey ultimately enhance the development and determination of the
elements of competency, outcomes and the significant functions and
tasks that make up the competency related to sub-sector/job area.
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1
1. Current industry needs
2 2. Regulatory/ statutory body
3 3. Industry recognition
4. Relevancy between job area

4
5 5. Employability opportunity
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Aims of OAA is to...

Identify
Job Title Identify
1 2
Sector/
Section
6
OAA 3 Identify
Sub
Identify Sector/
Occupational Group
structure
4
Identify
Job
Identify 5 Area/Area
Job Level
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SECTION
GROUP
AREA
OAS Table Format
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Section (H) Transportation and Storage

Group (502) Inland Water
(522) Support activities for transportation
Transport
Area Deck Domestic Deck Near Coastal Deck Near Coastal Deck Near Coastal Deck Unlimited
<500GT <500GT 500GT to 3000GT >3000GT >500GT
Ship Command
Navigational and
Navigational and Navigational and Shipboard Operation Near
Level 5 Not available Shipboard Operation -
Shipboard Operation Coastal
Unlimited
Near Coastal
Ship Command
Navigational
Navigational and
Watchkeeping and
Level 4 Shipboard Navigational Watchkeeping and Cargo Operation Near Coastal
Cargo Operation
Operation
Unlimited
Domestic
Navigational Watch
and Deck Support
Level 3 Navigational Watch and Deck Support Operation
Operation
Domestic
Navigational Watch
Level 2 Support Operation Navigational Watch Support Operation
Domestic
Level 1 No Level
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SECTOR HOSPITALITY AND TOURISM
SUB SECTOR FRONT OFFICE
JOB
GUEST TELEPHONE FRONT OFFICE
AREA CONCIERGE RESERVATION
SERVICE OPERATION SERVICE
LEVEL
LEVEL 5 GUEST SERVICES MANAGEMENT
LEVEL 4 GUEST SERVICES ADMINISTRATION
LEVEL 3 GUEST SERVICES OPERATION
LEVEL 2 EMBEDDED TO L3
LEVEL 1 NIL
Table 2 : Example OAS for Front office
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NOSS : Aerospace Sheet Metal Structure Repair Operation And Inspection

Level : Three (3)
• Seksyen
dilabelkan
menurut abjad
kod MSIC
• Kumpulan
dilabelkan
menurut tiga
digit pertama
kod MSIC
Jika suatu Tajuk NOSS berlaku penggabungan pada tahap

tertinggi, maka tahap lebih rendah, hendaklah dinyatakan
“Terangkum di Tahap ‘X’” / “Embedded to Level ‘X’”
Level 1 :
‘Competent in performing a range of varied work activities,
most of which are routine and predictable’
Level 2 :
‘Competent in performing a significant range of varied work
activities, performed in a variety of context. Some of the activity are
non-routine and required individual responsibility and autonomy’
Level 3 :
‘Competent in performing a broad range of varied work
activities, performed in a variety of context, most of which are
complex and non-routine. There is considerable responsibility and
autonomy and control or guidance of others is often required’
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Level 4 :
‘Competent in performing a broad range of complex technical
or professional work activities performed in a wide variety of
context and with a substantial degree of personnel responsibility and
autonomy. Responsibility for the work of others and allocation of
resources is often present’
Level 5 :
‘Competent in applying a significant range of fundamental
principles and complex techniques across a wide and often
unpredictable variety of context. Very substantial personal autonomy
and often significant responsibility for the work of others and for the
allocation of substantial resources feature strongly, as do personal
accountabilities for analysis and diagnosis, design, planning,
execution and evaluation’
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Level 6 :
‘Competent in this level reflects the ability to refine and use relevant
understanding, methods and skills to address complex problems that have
limited definition. It includes taking responsibility for planning and developing
courses of action that are able to underpin substantial change or
development, as well as exercising broad autonomy and judgment. It also
reflects an understanding of different perspectives, approaches of schools of
thought and the theories that underpin them’
Level 7 :
‘Competent in this level reflects the ability to reformulate and use
relevant understanding, methodologies and approaches to address
problematic situations that involve many interacting factors. It includes
taking responsibility for planning and developing courses of action that
initiate or underpin substantial change or development, as well as exercising
broad autonomy and judgment. It also reflects an understanding of theoretical
and relevant methodological perspectives, and how they affect their area
of study or work’
At this point, these levels are not govern by

NASDA 2006, Act 652 38
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Level 8 :
‘Competent in this level reflects the ability to develop original
understanding and extend an area of knowledge or professional
practice. It reflects the ability to address problematic situations that
involve many complexes, interacting factors through initiating,
designing and undertaking research, development or strategic
activities. It involves the exercise of broad autonomy, judgement
and leadership in sharing responsibility for the development of a
field of work or knowledge, or for creating substantial professional
or organizational change. It also reflects a critical understanding of
relevant theoretical and methodological perspectives and how they
affect the field of knowledge or work’
At this point, these levels are not govern by

NASDA 2006, Act 652 39
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Job Analysis (JA) is a process of identifying the duties, tasks, job

functions and responsibilities of an occupation. 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.
Then related tasks identified in JA are then being selected 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).
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Questionnaires/surveys
Face to face - interview
Observation
Log book
Brainstorming session
➢DACUM, DESCUM, CUDBAS
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Session Process
Orientation of panel / committee
Session Process
Confirm the job area, job title
and Job Level from OAA Leveling of competency unit
Lists the competency area Identification of Core

and encapsulate the area of Competency
job functions
Identification of Elective
Clustering & Mapping of job Competency
activities to competency unit
43
CPC consist of core and

elective competency units
Core Competency unit is classified

CORE as generic and essential competencies
. required for a particular occupation
Elective Competency unit is classified as

ELECTIVE related additional competencies and relevant to
the particular occupation.
“ Upon completing the list, the CU’s are then categorised into core
and elective competency based on industrial needs ”
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o Reflect core functions for a particular

CORE job area
COMPETENCY
UNIT o To meet full Certification requirements
(SKM/DKM/DLKM)
o Reflect complementary/elective
ELECTIVE functions for a particular job area
COMPETENCY
UNIT o To meet competency Certification
requirements
45
o Reflect job functions

o Written in the form of Qualifier + Object
o Must be independent ( Stand Alone )
o Considering the Holistic Aspect
COMPETENCY
UNIT o Reflect meaningful unit of work, which
contains several activities in complete a
work cycle objectively
o Certification requirements
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Use DACUM card for visualization the job functions
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Title
48
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Examples : Task identified for a beautician to

perform tasks in the area of Beauty and
Aesthetics
• CARRY OUT HAND AND NAIL ANALYSIS

• CARRY OUT WATER MANICURE
STAGES • CARRY OUT HOT OIL MANICURE
• CARRY OUT FINGER NAILS VARNISHING
List all duties, • VERIFY MANICURE WORKS
tasks, job • CARRY OUT FOOT AND NAIL ANALYSIS
functions and • CARRY OUT WATER PEDICURE
responsibilities of • CARRY OUT HOT OIL PEDICURE
an occupation. • CARRY OUT TOE NAILS VARNISHING
• VERIFY PEDICURE WORKS
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Examples : Identify tasks, levelling and

segregate the task according to level
CARRY OUT CARRY

CARRY OUT CARRY OUT VERIFY
FOOT AND OUT HOT
WATER TOE NAILS PEDICURE
NAIL OIL
PEDICURE VARNISHING WORKS
STAGES ANALYSIS PEDICURE
Cluster list duties, tasks, job
functions and responsibilities CARRY OUT CARRY
of an occupation by similarity CARRY OUT CARRY OUT
HAND AND OUT HOT VERIFY
in process flow, complete WATER FINGER NAILS
NAIL OIL MANICURE
work cycle, procedures, tools MANICURE VARNISHING
ANALYSIS MANICURE WORKS
and equipment etc, according
to level of complexity and
responsibility as shown.
Identified related tasks
Legend :
Not related tasks
Description of
the contents
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Examples : Tasks clustering and

naming CU title
CARRY OUT CARRY OUT CARRY CARRY CARRY OUT

CARRY OUT
HAND AND FINGER OUT FOOT OUT TOE NAILS
WATER
NAIL NAILS AND NAIL WATER VARNISHIN
MANICURE
STAGES ANALYSIS VARNISHING ANALYSIS PEDICURE G
Sequencing of the L1 L1 L1 L1 L1 L1
clustered duties,
tasks, job functions
and responsibilities
of an occupation is
shown.
MANICURE & PEDICURE
CU title: SERVICES
HT-050-4:2011-C01
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Examples : Sequencing the CU’s from

top left to bottom right in the CPC
STAGES
Determine the CU
title. Naming of CU
title should reflect
the overall clustered
duties, tasks, job
functions and
responsibilities within
the competency unit.
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Title
53
Synonym Synonym with TASK

with DUTY
MONITOR VERIFY DESIGN VERIFY HEALTH VERIFY
EXAMPLE :
SPECIFICATION CODE SAFETY & ACCEPTANCE
STATUTORY ENVIRONMENT & REJECTION
REGULATION (HSE) CRITERIA
COMPLIANCE
Competency
MANAGE DEVELOP VERIFY QC AUDIT WORK VALIDATE VERIFY
QUALITY INSPECTION & TOOLS & PROCEDURES PROJECT NON- PRODUCT profiles chart
CONTROL TEST PLAN EQUIPMENT CONFORMANCE FINISHING
PROCESS approach
MANAGE STAFF ADMINISTER EVALUATE ASSIGN VERIFY VENDOR
development
& VENDOR TECHNICAL SUBORDINATE SUBORDINATE PERFORMANCE
PERFORMANCE TRAINING PERFORMANCE WORK AREA
STAGE 1
PERFORM TROUBLESHOOT CONDUCT DEVELOP R&D VERIFY
RESEARCH TECHNICAL & TECHNICAL DOCUMENT PRODUCT
DEVELOPMENT NON-TECHNICAL RESEARCH ANALYSIS
ACTIVITIES PROBLEM
Mapping Grouping
ADMINISTER DEVELOP VERIFY REVISE MONITOR the work Identifying
and
POLICIES & ADMINISTRATION WORK PRODUCT STANDARD
PROCEDURES STANDARD STANDARD SPECIFICATION OPERATING activities clustering work
OPERATING PROCEDURE PROCEDURE to the job the work activities
PROCEDURE (SOP) functions activities
(SOP) IMPLEMENTATION
PLAN ALLOCATE ADMINISTER ESTIMATE ESTIMATE

DEPARTMENTAL DEPARTMENT DEPARTMENT PROJECT RESOURCES
EXPENDITURES BUDGET PROCUREMENT COSTING COSTING
MANAGE VERIFY PLAN ORGANISE

FACILITIES & FACILITIES & EQUIPMENT FACILITY &
EQUIPMENT EQUIPMENT MAINTENANCE EQUIPMENT
REQUIREMENT LICENSING
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with DUTY
EXAMPLE :
COMPLIANCE
L4 L4 L4 Competency
MANAGE DEVELOP VERIFY QC AUDIT WORK VALIDATE VERIFY
QUALITY INSPECTION & TOOLS & PROCEDURES PROJECT NON- PRODUCT profiles chart
PROCESS approach
L4 L4 L5 L5 L4
development
L5 L5 L5 L5 STAGE 2
ACTIVITIES PROBLEM
L4 L5 L5 L5 Leveling the work

ADMINISTER DEVELOP VERIFY REVISE MONITOR activities &
POLICIES & ADMINISTRATION WORK PRODUCT STANDARD determine level of
PROCEDURES STANDARD STANDARD SPECIFICATION OPERATING
OPERATING PROCEDURE PROCEDURE
competency
PROCEDURE (SOP)
L5 L4 L5 L4
L5 L5 L5 L5

L4 L4 L5
55

with DUTY
EXAMPLE :
COMPLIANCE
L4 L4 L4 Competency
MANAGE
QUALITY
DEVELOP
INSPECTION &
VERIFY QC
TOOLS &
AUDIT WORK
PROCEDURES
VALIDATE
PROJECT NON-
VERIFY
PRODUCT profiles chart
PROCESS approach
L4 L4 L5 L5 L4
development
L5 L5 L5 L5 STAGE 3
ACTIVITIES PROBLEM
L4 L5 L5 L5 R&R and
ADMINISTER DEVELOP VERIFY REVISE MONITOR
Clustering work
POLICIES & ADMINISTRATION WORK PRODUCT STANDARD activity to develop
PROCEDURES STANDARD STANDARD SPECIFICATION OPERATING Competency Unit
OPERATING PROCEDURE PROCEDURE
PROCEDURE (SOP) (CU)
L5 L4 L5 L4
L5 L5 L5 L5

L4 L4 L5
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EXAMPLE OF R&R AND CLUSTERING

WORK ACTIVITY TO DEVELOP CU
POLICIES & DEVELOPE REVISE AUDIT WORK
PROCEDURES ADMINISTRATON PRODUCT PROCEDURES
ADMINISTRATION STANDARD SPECIFICATION
OPERATING
PROCEDURE
(SOP)
MANUFACTURING VERIFY PRODUCT VERIFY

SPECIFICATION FINISHING ACCEPTANCE &
VALIDATION REJECTION
CRITERIA
CU Work Work
Title Activity Activity
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Title
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POLICIES & MANUFACTURING MANUFACTURING MANUFACTURING STAFF & VENDOR MANUFACTURING

PROCEDURES SPECIFICATION MARKETING COSTING PERFORMANCE RESEARCH &
ADMINISTRATION VALIDATION DEVELOPMENT ADMINISTRATION MANAGEMENT DEVELOPMENT
DEVELOPE VALIDATE PROJECT ORGANISE ALLOCATE EVALUATE CONDUCT

ADMINISTRATON NON- FACILITY & DEPARTMENT SUBORDINATE TECHNOLOGY
STANDARD PERFORMANCE EQUIPMENT BUDGET PERFORMANCE RESEARCH
OPERATING LICENSING
PROCEDURE (SOP) VALIDATE ADMINISTER
VERIFY VENDOR PERFORM
CONDUCT DEPARTMENT
ACCEPTANCE & PERFORMANCE PRODUCT
REVISE MARKET SURVEY PROCUREMENT
REJECTION DEVELOPMENT
PPRODUCT CRITERIA ADMINISTER
SPECIFICATION MANAGE PROJECT ESTIMATE TECHNICAL VERIFY PRODUCT
DELIVERY PROJECT COSTING TRAINING ANALYSIS
AUDIT WORK
PROCEDURES ESTIMATE
RESOURCES ASSIGN
COSTING SUBORDINATE
WORK AREA
The example of clustering/mapping the competency unit to determine the

desired level of competency units – Pressurized Equipment Manufacturing Level 5
Group list Approach – Use this approach to show groups and sub-groups of information, or related area or sub area
of job functions in a Main Function, encapsulate the process, workflow, corresponds to vertical job area where emphasizing
hierarchical & multiple list of information
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Title
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Example of Job Analysis

– The process to
determine or Identify
ADMINISTER
DEPARTMENT
Competency Unit –
PROCUREMENT Pressurized Equipment
Manufacturing Level 5
EVALUATE
MANUFACTURING SUBORDINATE
ESTIMATE ALLOCATE
COSTING PERFORMANCE
PROJECT DEPARTMENT
COSTING ADMININSTRATION BUDGET
ESTIMATE
RESOURCES
COSTING VERIFY ADMINISTER
VENDOR STAFF & VENDOR
TECHNICAL
PERFORMANCE PERFORMANCE MANAGEMENT TRAINING
The example of clustering/mapping the

competency unit to determine the
desired level of competency units -
Pressurized Equipment Manufacturing
Level 5 ASSIGN
SUBORDINATE
WORK AREA
Redial Venn Approach – Use this approach to
show overlapping relationships and relationship to a
central idea in a cycle, Encapsulate process,
workflow & corresponds to central job area where
work well for emphasizing Main Job Area function 61
Section
Group
Area
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Ciri–ciri CU
- Holistik
- Penulisan ayat bermula dengan kata
kerja (Action verb), objek(object),
pelengkap (qualifier)
- Disusun mengikut turutan
- Bilangan CU yang ideal
- Merangkumi aktiviti kerja
tidak kurang daripada tiga(3) 63
Kegunaan
dalam CoCU
Ciri–ciri CU
- Dirujuk guna
sepertimana dari
CPC- Standard
- Penulisan ayat ditukar
dengan action Verb
diganti Verbal Noun
@ ikut kesesuaian
bagi tujuan persijilan
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POLICIES & MANUFACTURING MANUFACTURING MANUFACTURING STAFF & VENDOR MANUFACTURING

PROCEDURES SPECIFICATION MARKETING RESEARCH & PERFORMANCE COSTING
ADMINISTRATIO VALIDATION DEVELOPMENT DEVELOPMENT MANAGEMENT ADMINISTRATION
N
Develope Validate Project Organise Facility & Conduct Evaluate Allocate
Administraton Non-Performance Equipment Technology Subordinate Department
Standard Licensing Research Performance Budget
Operating Perform Product Verify Vendor Administer
Procedure (Sop) Validate Conduct Market
Revise Pproduct Acceptance & Survey Development Performance Department
Specification Rejection Criteria Procurement
Manage Project Verify Product Administer Estimate Project
Audit Work Delivery Analysis Technical Training Costing
Procedures
Assign Estimate
Subordinate Resources Costing
(D) ANALISA KERJA (JOB ANALYSIS(JA)) Work Area
1 Pastikan Step aktiviti kerja (konsensus oleh panel JPS)

mencakupi kerja CU berkaitan dan samada bentuk proses kerja
atau fungsi;
2 Penulisan berbentuk Verb, Object & Qualifier;
3 Bilangan CU yang ideal dan holistik;
4 Merangkumi aktiviti kerja tidak kurang daripada tiga(3);
5 Disusun mengikut turutan; dan
6 Semak OS/OAS samada mempunyai perjawatan lebih rendah
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The competency profile process to

analysis is a
determine the Work Activities and Performance
Criteria involved in each Competency Unit. The
scope, coverage and the delimitations of the competency will
be summarized by the CU descriptor. This analysis will
be compiled into a Competency Profile.
67
SECTION
GROUP
AREA
68
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4W 1H
✓PC hendaklah jelas

✓Prestasi yang boleh
diukur/ dilihat
✓Piawai kualiti perlu
dicapai
Verb+Object+Qualifier
69
Abstract from Occupational

Area Analysis
Abstract from
Competency
Profile Chart
Abstraction
outcome from
each CU WA.
The outcome of
this PC can be
elaborated by
Abstract from brainstorming Service or
process. This activity should be Product or
stand alone and independent. Decision 70
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Work Activities
Should fulfil the following criteria:-
➢ Represents a complete cycle of work activities to
produce an outcome with its starting point and
ending point. The outcome maybe a service or
product or decision.
➢ Each work activity is observable and measurable
which can be determined by the performance criteria’s.
➢ Work activities should follow work process
sequence. In certain isolated cases, functional
activities may be applied.
➢ Work activity statement consists of Verb, Object
and Qualifier.
Cont…
71
Step a: Tasks
By Function clustered and
arrange in
form of work
CARRY OUT
HAND AND
CARRY OUT
CARRY OUT
FINGER
CARRY OUT
FOOT AND
CARRY OUT CARRY OUT activity
WATER WATER TOE NAILS
NAIL NAILS NAIL
MANICURE PEDICURE VARNISHING
ANALYSIS VARNISHING ANALYSIS
START By Process END

POINT POINT
7. CHECK
1. ANALYSE 2. PREPARE
MANICUR 8. RECORD
CLIENT MANICURE 3. EXECUTE 4. EXECUTE 5. PERFORM 6. PERFORM E AND
NAIL & TOE AND CLIENT
MANICURE PEDICURE FINGER-NAIL TOE NAIL PEDICURE SERVICE
NAIL PEDICURE PROCEDURE PROCEDURE VARNISH VARNISH
ADVERSE CARD
CONDITION WORK AREA
REACTION
Step b: 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
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Performance Criteria
Performance Criteria describes: “how do

we know (ensure) 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.
73
CU Descriptor
It describes synopsis of the

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.
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75
Ciri–ciri CU
- Dirujuk guna
sepertimana dari
CPC- Standard
- Penulisan ayat ditukar
dengan Verbal Noun
bagi tujuan persijilan
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77
CoCU is part of NOSS document which describe the

curriculum details and how the competencies
must be delivered and assessed. The development
of the CoCU is a further breakdown of Competency
Profiles. The CoCU shall be prepared in the standard
format and layout specified.
Cont…
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An assessment criterion
is a list of critical
elements to be in order
A related topic The steps are to ensure expected
and information required to competencies achieved
needed in order complete the including psychomotor,
to perform the
Work Activities
work process
activities
Cont… cognitive and effective
79
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81
82
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83
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, Related 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
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Related Skills refer to the abilities of workers which

are required to complete the Work activities (what
skills (competency) do you need to perform the
Work Activities?)
Related Knowledge refer to the information that is

needed to perform the Work Activities (what skill do
you need to know in order to perform the Work
activities?). Each related Knowledge; there may be
more than one related skill.
85
EXAMPLE: Identifying related skills and

related knowledge
Related
Related Skill
Knowledge
Determine work
sequence/process
flow
CU Work Activity:
Prepare Manicure Arrangement of Position tools,
products tools, and equipment and
and Pedicure material for pedicure material for easy
Work Area and manicure accessibility
Keep tools,
equipment and
material hygienically
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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.
Related Related Attitude/ Safety/ Identifying

Skill Knowledge Environmental
attitude,
Assure client comfort safety and
and modesty during
analysis. environment
example
CU Work Identify Avoid conducting
Activity: hand, foot services on client
Prepare and nail and advise clients to
Hand, foot
analysis consult from doctor
Manicure and nail
tools and upon detection of
and analysis tools
material (e.g: infectious diseases.
Pedicure and material
magnifier,
Work Area magnifying
lamp, etc).
Ensure implements
are sterilised before
and after use.
87
Attitude involves how people react to certain situation and

how they behave in general
EXAMPLE : - Concern on environmental friendly

issues
- Keep the documents neat and tidy
- Ensure components specification is
according to required specification
- Meticulous in preparing inverter installation
planning
- Wear appropriate PPE
- Handle equipment with care
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Safety includes behaviour and safety precautions to be

complied with when performing the CU
EXAMPLE :
- Prevent from electrical shock during testing
- Avoid wrong selection of tools and
equipment to carry out mounting and
cabling activities
- Handle hazardous materials with caution
89
❖ Describes; 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.
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3 – TEMPOH LATIHAN : PROGRAM MENGIKUT TAHAP (MT)

Rujukan: 1.3.3 … must be based on 1 credit  40 notional hours, COPTPA 2.
TAHAP PERSIJILAN TEMPOH LATIHAN (jam)

SKM TAHAP 1 600
SKM TAHAP 2 600
1,200
SKM TAHAP 3
(termasuk 3 bln Latihan Industri (LI))
SKM TAHAP 2
1,200
(BAGI NOSS BERMULA TAHAP 2)
SKM TAHAP 3 2,400
(BAGI NOSS BERMULA TAHAP 3) (termasuk 3 bln LI)
1,200
DKM
(termasuk 4 bln LI)
DKM 3,600
1,600
DLKM
(termasuk 4 bln LI)
DLKM 5,200
1. PB boleh menetapkan tempoh latihan dalam bulan, tetapi perlu memastikan tempoh jam latihan dipenuhi.
2. Bagi NOSS tidak bermula tahap 1/2/3 dan seterusnya, tempoh latihan tahap rendah perlu diambilkira untuk program tersebut.
91
3 – TEMPOH LATIHAN : PERSIJILAN TAHAP TUNGGAL (TT)

TAHAP KUMPULAN PROGRAM / KOMBINASI TAHAP TEMPOH LATIHAN (dalam
PERSIJILAN PERSIJILAN jam)
SIJIL KEMAHIRAN
TAHAP TUNGGAL (TT) 1
MALAYSIA
Kombinasi SKM Tahap 1 & SKM Tahap 2
1,200
(SKM) TAHAP 2

2,400
Kombinasi SKM Tahap 1, SKM Tahap 2 & SKM Tahap 3 (Termasuk 3 bulan Latihan
SIJIL KEMAHIRAN Industri (LI))
MALAYSIA
(SKM) TAHAP 3 TAHAP TUNGGAL (TT) 3
2,400
(Bagi NOSS bermula Tahap 2) (Termasuk 3 bulan LI)

Kombinasi SKM Tahap 1, SKM Tahap 2, SKM Tahap 3 & SKM Tahap
3,600 (Termasuk Projek Akhir
4 & 4 bulan LI)

DIPLOMA Kombinasi SKM Tahap 2, SKM Tahap 3 & SKM Tahap 4
KEMAHIRAN (Bagi NOSS bermula Tahap 2) & 4 bulan LI)
MALAYSIA
(DKM) TAHAP 4 TAHAP TUNGGAL (TT) 6
2,400 (Termasuk Projek Akhir)
(Bagi NOSS mempunyai Tahap 1 atau 2) & 4 bu lan LI)

(Bagi NOSS bermula Tahap 3) &4 bulan LI
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Penjajaran Tempoh Latihan Minimum Kemahiran

Mengikut COPTPA Bagi Pelaksanaan Program
Latihan Mengikut Tahap
Masa (Jam)
Tahap Tempoh Modul Wajib (Q) Modul Projek Latihan
Latihan Core Modul Teras Akhir (S) Industri
Minimum Ability Penyedia (NOSS) (T)
Kemahira TVET (R)
n
(P)
1 600 40 40 520 0 0
2 600 40 40 520 0 0
3 1200 80 80 800 0 240
4 1200 80 40 600 160 320
5 1600 80 240 800 160 320
Dengan mengambil kira;
Level 1-3 is 30%(T) and 70%(P) 1 Credit = 40 Notional hours
Level 4-5 is 40% (T) and 60% (P).
Penjajaran Tempoh Latihan Minimum Kemahiran

Mengikut COPTPA Bagi Pelaksanaan Program
Latihan Mengikut Tahap Tunggal
Masa (Jam)
Tahap Tempoh Modul Wajib (Q) Modul Projek Latihan
Latihan Core Modul Teras Akhir Industri (T)
Minimum Ability Penyed (NOSS) (S)
Kemahira ia TVET (R)
n
(P)
1 - - - - - -
2 1200 80 80 1040 0 0
3 2400 160 160 1840 0 240
4 3600 240 440 2440 160 320
5 - - - - - -
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All the related knowledge, applied skills, attitude, safety

and environmental requirements of the expectation
should be assessed;
List of critical elements/range to be assessed to achieve
work activities
Measure the outcome of the learning process into three (3)
learning domains defined by Bloom’s Taxonomy; The
assessment criterion facilitates, the curriculum delivery strategies and
assessment procedures
The statement should comprise of object outcome and

criteria. In case of the criteria is not clear enough, the
condition must be spell out.
Object + Qualifier + Past tense verb (an action, an event, or
condition)
• Can use preposition – is, are, of
95
The selected mode to deliver training;
Related knowledge such as :-

Lecture, discussion, shop talk, question &
answer, seminar and case study
Related skills such as :-

Demonstration, observation, simulation, role play
and project
Lists detail of training delivery modes; refer to

NOSS DEVELOPMENT GUIDELINE (NDG) - Index 1
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1 Lecture In-person lecture to a large group of learners (>10pax) on a particular topic with limited
interaction and practice.
2 Group Instructor introduces a topic for discussion to a small group of learners. Learner
discussion participates by exchanging views on the topic and report individually or as a group to
instructor.
3 E-learning, self- Training delivered electronically (e.g., computer-based via the Internet or with CD-
paced ROMs) in which learner sets own learning pace.
4 E-learning, Instruction delivered electronically with an instructor or facilitator who sets the pace
facilitated and/or offers interaction (e.g., webcasts or scheduled Internet instruction).
5 Case study or A specific problem is specified by the course instructor. Students work individually or in
Problem based teams independent of instructor by over a period of time to develop solutions to the
learning (PBL) problem in form of a report.
6 Self-paced Learner follows a course of study, setting own learning pace (e.g., with printed materials
learning, non- such as books or manuals, not via the Internet).
electronic
7 One-on-one Instructor provides individual lecture in form of instruction to one learner on a particular
tutorial 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.
97
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 The instructor creates a real life environment with specific scenario for the learners to
training (SBT) 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 Employee training at the place of work while he or she is doing the actual job. Usually a
(OJT) 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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Common abilities that trainees must possess to be

prepared for the working environment
Obtain core abilities profile from NCS Core Abilities
State the required core abilities to perform each CoCU
and remain the existing code numbers.
EXAMPLE :
01.01 Identify and gather information
02.01 Interpret and follow manuals, instructions and SOP’s
03.05 Demonstrate safety skills
Level 1 ~ Level 5
Lists detail of Core Ability; refer to

NATONAL COMPETENCY STANDARD (NCS-CA): Latest edition
99
Any skills facilitating interaction and communication with

others
Obtain social skills profile from DSD and determine the

required social rules and relations are created,
communicated, and changed in verbal and nonverbal
ways
EXAMPLE
Ex: :
Communication skills
Interpersonal skills
Teamwork
Lists detail of Social Skills; refer to
NATONAL DUAL TRAINING SYSTEM (NDTS): Latest edition
100
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List of major and compulsory tools, equipments and

materials required to complete a particular
CU successfully
NOT reflect to any brand/vendor in particular
State the required ratio (Items : Trainees)
EXAMPLE :
Computer 1:1
Printer 1:25
101
Determined during CoCU development.

Identified and selected based on credibility of the source
to be used later in training.
No Reference criteria Guide
1 Prominent reference for related 1. Renown source of reference among industry
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
Cont…
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List of references are such as:-

i. Books
ii. Manuals
iii. Journal
iv. Standard Operating Procedures
v. Web site
vi. Audio Visual Materials
vii. Acts and Statutory Regulations
Cont…
103
Writing hardcopy references:

Use American Psychological Association (APA)
Format:
Author’s last name, first initial, (Publication date
/year), Book title, Edition Number (Publish
Number). City of Publication and Publishing
Company.
EXAMPLE :
Martin A. Green, Springer ( December 21, 2005 ), Third
Generation. Photovoltaics: Advanced Solar Energy
Convention ( Springer Series in Photonics ) 3 (3),
ISBN: 13-978-3540265627 Cont…
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Writing electronic references:

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].
Internet:
EXAMPLE :
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].
Cont…
105
Journal:
EXAMPLE :
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].
106
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107
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 main content list of SP content are as follows:
(A) Introduction
(B) Occupational Structure (OS)
(C) Occupational Area Structure (OAS)
(D) Definition of Competency Stage
(E) Certificate of Appreciation
(F) Occupational Competencies
(G) Working Conditions
(H) Employment Prospect
(I) Skill Improvement Opportunity
(J) Organization Reference for Sources of Additional Information
(K) Standard Assessment Technical Committee
(L) Standard Development Committee
References: PANDUAN PEMBANGUNAN NOSS EDISI 2020 Cont…

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Click to
add Text
NOSS Compilation Validation Presentation

Validation
109
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❖ Ensure formatting of the NOSS documents

compilation procedure followed
❖ Check service agreement or contract of
NOSS development to ensure terms and
condition adhered
❖ Use proper resources and appropriately
compiled all documents
❖ Apply facilitation skills
111
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❖ Ensure contents of NOSS document

proofread and get consent of the
Committee Members
❖ Ensure all element, amendment and
contents recorded
113
Proofreading process:
- check use of verbs
- check spelling
- check duplication of verbs
- check consistency of terminology
- check proper nouns (ex: Standard Operating Procedure)
- any terminology not understood or commonly used
- tasks statements that are too global in nature or too specific
- tasks statements which do not start with measurable,
transitive verbs
- new tasks that were missed in the original session
- consistency of font type, style and size according to format
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❖ Circular the proofread copy to industry to

get acknowledgement
❖ Compile all necessary acknowledgement
or comments from the industry
❖ Use proper dissemination medium to get
external validation and acknowledgement
115
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6/9/2021
❖ Ensure service agreement or engagement

of Panel members for presentation provided
❖ Prepare all relevant presentation resources
❖ Use the required presentation kit
❖ Endorsement procedures followed
117
Click to
add Text
NOSS Practitioners MPKK Documentation

Approval
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119
Jawatankuasa Standard
Mekanisma pembangunan Standard
Jawatankuasa
Jawatankuasa Pelantikan Jawatankuasa Jawatankuasa
Kelulusan Tajuk Fasilitator dan Pembangunan Teknikal
peraku tajuk Panel (JPFP) Standard (JPS) Standard (JTS)
Standard bagi peraku lantikan bangun deraf peraku
pembangunan JPS dan fasi Standard. Standard.
Daftar
Standard
KPPK KPPK Jawatankuasa Majlis

lulus bangun lulus ahli JPS Teknikal Pembangunan
Standard Penilaian Kemahiran
Standard (JTPS) Kebangsaan
sahkan (MPKK)
Standard. lulus Standard.
Tambahan tatacara baru bagi pengosongan keanggotaan mana-mana Jawatankuasa
Standard akibat pelbagai sebab seperti mati, fraud, letak jawatan, tidak hadir, dll.
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Standard Committee
The committee is represented by related industrial experts throughout the
country. On the other preference, validation can be extended by circulating
the aforesaid NOSS
i) tersebut to related
sebagaimana industry
susunatur ditunjukkan nationwide
dalam rajah 1. for feedback
1 Pengerusi JTPS
Projektor
2 Wakil Jabatan
3 Anggota JTPS
4 Urusetia
5 Fasilitator Standard
6 Wakil JPS
121
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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.
123
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GARIS PANDUAN KURIKULUM DAN

STANDARD KEMAHIRAN
1. Jawatankuasa Standard;
2. Spesifikasi Umum Standard; dan
3. Spesifikasi Teknikal Standard.
Tertakluk kepada pindaan Panduan yang dikeluarkan oleh Bahagian

NOSS terkini 125
Hak cipta © JPK 201X
Jabatan Pembangunan Kemahiran (JPK)

Pusat Pentadbiran Kerajaan Persekutuan
B
62530 PUTRAJAYA, MALAYSIA
STANDARD KOMPETENSI KEBANGSAAN
<TAJUK NCS>
<NCS TITLE>
A Hak cipta terpelihara.

Tiada bahagian daripada terbitan ini boleh dihasilkan, disimpan di dalam
pangkalan data, sistem carian, atau dalam apa-apa bentuk dengan
sebarang cara, elektronik, mekanikal, fotokopi, rakaman atau sebaliknya
tanpa mendapat kebenaran bertulis terlebih dahulu daripada Jabatan
Pembangunan Kemahiran (JPK).
126
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Standard on NOSS writing (HARDCOVER)

Font : Times New Roman (Capital
letter)
Size : 16
Colour : Silver
Standard on NOSS writing (CONTENT)

Font : Times New Roman
Size : 12
Cover page for draf NOSS
Cover page for MPKK Cover page for Final Document

127
128
64

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6/9/2021

BAHAGIAN PEMBANGUNAN FASILITATOR

Senarai NOSS boleh disemak dalam Daftar

Daftar Standard terkini boleh dirujuk di :

(08-10-2018) = Tarikh NOSS diluluskan oleh MPKK

Contoh semak keyword:

1. Kod dan tajuk NOSS perlu

2. Senarai nama Competency

Sebelum login, klik pada

Masukkan kod NOSS yang

Klik pada “Senarai NOSS”

Senarai nama Competency Unit dan Job

STRUKTUR DOKUMEN NOSS

Stages of NOSS Development

Stage Conducting NOSS

Validated by other practitioners

NOSS Planning and Preparation

1. Workshop Session Requirement

2. NOSS Facilitation Requirements

Certified DESCUM facilitator - Occupational

Excellent in facilitation skills

Language proficiency in English and

3. Strategies for finding participants

Contacting stakeholders/regulatory body

Daftar Pakar Industri Negara (DPIN)

Utilizing institutional contacts and networks

4. Session Logistics and Preparations

Identification of Primary contact Coordinator

Travel and Accommodation Arrangements

4. Session Logistics and Preparations

Meal Arrangements and Refreshments

NOSS Conducting NOSS Development Session

Clarify team roles (i.Facilitator, panels, proof reader,

Clarify DESCUM methodology

Review steps associated in the development

Provide sample(s) of NOSS documents

NOSS DEVELOPMENT DEVELOPING PROCESS

Occupational Area Analysis Occupational Area

Job Analysis (JA) + Competency Profile

Competency Profile Analysis Competency Profile

Activity G: CoCU Development CoCU

Jawatankuasa Teknikal Penilaian Standard

Occupational Analysis (OA) is an identifying the industry

Its purpose is to analyze skilled human resource competency

Level 3 Mate Domestic Bosun / Able Bodied Seaman

Level 2 Bosun / Able Bodied

SECTOR HOSPITALITY AND TOURISM

LEVEL 5 FRONT OFFICE MANAGER (FOM)

ASSISTANT FRONT OFFICE MANAGER CONCIERGE RESERVATION

Table 1 : Example OS for Front office

NOSS : Aerospace Sheet Metal Structure Repair Operation And Inspection

Jika tiada pekerjaan pada tahap

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

The outcome of the OAA is the merging of areas (horizontally) and

Is the phase conducted for an occupational area survey and review

2 2. Regulatory/ statutory body

4. Relevancy between job area

Aims of OAA is to...

OAS Table Format

Section (H) Transportation and Storage

SECTOR HOSPITALITY AND TOURISM

SUB SECTOR FRONT OFFICE

LEVEL 5 GUEST SERVICES MANAGEMENT