MANUAL NOSS Development Guideline (1st Edition, April 2012)
MANUAL NOSS Development Guideline (1st Edition, April 2012)
MANUAL NOSS Development Guideline (1st Edition, April 2012)
GUIDELINE
FLEXIBLE, DYNAMIC & RESPONSIVE
Department of Skills Development (DSD)
MINISTRY OF HUMAN RESOURCES (MOHR)
Contents
INTRODUCTION ........................................................................................................................................1 - 3
2.
3.
4.
ii
ACKNOWLEDGEMENT
As custodians to the development of NOSS, the NOSS division would like to extend its wish to
thank the EWG Group for efforts they have exerted in working out the designs of the new NOSS
format. For without the initiation, all of this has not been possible.
This division would like to express sincere appreciation to the team of experts invited during
development of this guideline for their contribution, perseverance and support until completion.
Their experience and technical assistance has enhanced the capabilities of the guideline in hopes
of alleviating the methodology and process of NOSS development.
Great deals appreciated go to our beloved families and friends whose kindness and understanding
kept the guideline development team spirited and aspired.
Not forget, great appreciation go to the rest of DSDs staff that help, shared their experience and
concern from time to time during the guideline development. The whole program really brought
us together to appreciate the true value of friendship and respect of each other.
Above all, the authors are very much thankful to the Great God Almighty for carrying them
through all the difficulties in the completion and preparation of this guideline.
iii
LIST OF FIGURES
Figure 1: NOSS Development Process Flowchart ......................................................................................6
Figure 2: Identify tasks, levelling and segregate the task according to level ..............................................9
Figure 3: Tasks clustering and naming CU title ........................................................................................10
Figure 4: Sequencing the CUs from top left to bottom right in the CPC .................................................11
Figure 5: Tasks clustered and arrange in form of work activity ...............................................................12
Figure 6: Identifying related skills and related knowledge examples .......................................................17
Figure 7: Identifying attitude, safety and environment example...............................................................18
Figure 8: TEC Validation Session arrangement ........................................................................................23
Figure 11: NOSS Development Process Flowchart .......................................................................... 34 - 35
Figure 12: Sample of a Competency Profile Chart ...................................................................................46
iv
GLOSSARY
i)
ii)
NOSS Document
The NOSS document covers the Standard Practice (SP) and the Standard Content (SC)
a) Standard Practice (SP)
The SP provides an occupational overview for a particular profession.
b) Standard Content (SC)
The SC specifies the competencies of the occupation which consist of the Competency
Profile Chart (CPC) and Competency Profile (CP).
i. CPC consist of core and elective competency units. A Competency Unit (CU)
is an independent meaningful unit of work, which contains several activities
to complete a work cycle.
-
CU Descriptor
The CU Descriptor describes the synopsis of the competency unit on
the outcomes/ objectives; process; condition/ range; standards;
and/or regulation; and/or manual; pre-requisite; etc in order to carry
out the competency successfully.
Work Activities
Work Activities represents a complete cycle of work activities to
produce an outcome with its starting point and ending point which
result in a product; service; or decision.
Performance Criteria
Performance Criteria tells someone how well he/she must perform the
work activities with regard to process criteria and product criteria that
meet the standard quality requirement.
iii)
NOSS Package
The NOSS Package consists of the NOSS document and Curriculum of Competency Unit
(CoCU).
Curriculum of Competency Unit (CoCU)
The CoCU is the training curriculum for the competency unit for the purpose of learning
and teaching.
iv)
v)
vi)
vii)
viii)
ix)
Competency
Competency is a combination of necessary knowledge, skills, attitudes and safety which
is required for an individual in order to perform a job successfully and efficiently based
on performance criteria set in the Standard.
x)
xi)
Learning Outcomes
Learning Outcomes describe what students are able to demonstrate in term of
knowledge, skills and values upon completion of a course, a span of several courses, or
a program. Clear articulation of learning outcomes serve as the foundation to evaluate
the effectiveness of the teaching and learning process.
xii)
Related Knowledge
Related Knowledge refer to the information that is needed to perform the Work
Activities (what do you need to know in order to perform the Work Activities?).
vi
xiii)
Related Skills
Related Skills refer to the abilities of workers which are required to complete the Work
Activities (what skills do you need to perform the Work Activities?).
xiv)
Attitude / Safety
Attitude
Attitude involves how people react to certain situation and how they behave in
general. Its should include awareness on environmental issue, government
policies, etc.
Example: being able to get along with other people, being optimistic, concern on
environmental friendly issues
Safety
Safety includes behaviour and safety precautions to be complied with when
performing the CU.
Example: handle hazardous materials with caution, display safety signage during
repairing works
xv)
Assessment Criteria
Assessment criteria describe how well a student has to be able to achieve the learning
outcome.
xvi)
Training hour(s)
Training Hour(s) is the number of hours required for an average person to achieve a
complete learning outcome by guided training (such as lecture, workshop training,
laboratory training or field work), self learning (such as self reading, individual
assignment, report writing) and assessment (theory and practical module assessment).
xvii)
Credit Value(s)
The amount of credit received for completing a specific Competency Unit (CU).
Generally the number of training hours determines its worth in credit hours. It may
include theory, practical, self-learning and assessment contact hours for each CU which
stated in Curriculum of Competency Unit (CoCU). The ratio for training hours to credit
hours is 10 to 1 (10:1).
xviii)
xix)
Core Abilities
Core abilities are essential workplace skills that cut across occupational and academic
titles. They are broad, common abilities that trainees must possess to be prepared for
the working environment.
vii
ABSTRACT
In the late Eighties Malaysia experienced a rapid economic growth which was propelled by its
expanding manufacturing sector. However, the increased demand for skilled labour was not being
met by the supply side neither in the public nor the private training sector. As a result of this
increasing skill shortage, a report of the Malaysian Cabinet Committee on Training was prepared in
1991. Based on these recommendations, the Malaysian Vocational Training System began to change
dramatically in the early Nineties.
The newly restructured National Vocational Training Council (NVTC) established under the Ministry
of Human Resources was given the task to implement the necessary changes. The role and
achievements of the NVTC put forward for the development of a more flexible and industry-driven
system for vocational training and education and to the approach in the development of National
Occupational Skill Standards (NOSS).
In response to the recommendations of the Cabinet Committee, a task force was established to
revise the NOSS and to further the development of a more flexible Skill Certification System. 71
National Trade Standards (NTS) had been developed from 1971 until 1991. The old format focused
mostly on the knowledge-based approach adopted from Europe.
In 1991 the format and the procedures were changed to reflect the needs of industry and to meet
the requirements of Competency-based Training and Education (CBTE/ CBT). During that time, NVTC
studied the vocational training systems of Japan, Germany, UK, Canada, USA and Australia.
The decision was made to adopt a modular system, suitable for both the private and public training
sector, which followed the trends in the USA and Canada for Competency Based Training and
Education (CBTE). CBTE is concentrated on the end product (What people can do as a result of
training?)
By 1993, the first NOSS was published to the public. At its height of implementation, in 2006, NOSS
an occupational standard was established under Part IV of the National Skills Development Act 2006
[Act 652].
In a strategy to attract broaden industry involvement in the skills development sector and heighten
the development of NOSS, in 2007, outsourcing of NOSS development is established. At 2010 a total
1585 NOSS was published with 1291 NOSS declared active in the NOSS directory.
NVTC has adopted the DACUM, a process of Occupational and Job Analysis as the most appropriate
tool to identify Workplace Competencies. The DACUM process for occupational analysis involves
local men and women with reputations for being the "top performers" at their jobs, working on a
viii
committee assignment with a qualified DACUM facilitator. These workers / professionals are
recruited directly from business and industry and become the panel of experts who collectively and
cooperatively describe the occupation in the language of the occupation.
On contemporary, the Department of Skills Development (DSD, formerly known as NVTC) have
introduced new formatting and development process to NOSS as a bid to attract industry and
training sectors towards a flexible, dynamic and responsive skills accreditation system.
Revolutionising the NOSS philosophy and development, in 2010, the DESCUM approach was
formulated by NOSS Expert Work Group (NOSS EWG) as to complement the new NOSS formatting.
DESCUM is modified from DACUM approach to develop the NOSS and curriculum.
By 2011, the new NOSS structure was introduced and pilot tested. Starting the year 2012, the NOSS
division has taken the overall responsibility in fine-tuning the new NOSS structure in hopes of
perfecting the system of a new flexible, dynamic and responsive skills accreditation system.
ix
1.
INTRODUCTION
The National Occupational Skills Standard (NOSS) is a Standard established under Part IV of
the National Skills Development Act 2006 [Act 652]. NOSS is a performance specification
expected of competent personnel who are qualified for the profession in an occupational
area. It reflects the occupational structure for each level and the career path of the
occupation. NOSS consists of competency units identified by industrial experts and
practitioners, comprising of knowledge, skills, attitude, and employability skills required in
the related occupation. The National Occupational Skills Standard (NOSS) outlines the
minimum requirement of knowledge and ability in terms of competencies to perform roles
and functions of an expert worker according to their profession.
Role of Skill Standards
In general, skill standards are performance specifications that identify the knowledge, skills
and attitude an individual needs to succeed in the workplace. They are critical to improving
workforce skills, raising living standards, and improving the competitiveness of the
Malaysian economy. To be effective, skill standards must reflect the consensus of any skills
professional. Skill standards provide measurable benchmarks of skill and performance
achievement. They answer two critical questions:
What do workers need to know and be able to do to succeed in todays workplace?
How do we know when workers are performing well?
With Skills Standard: Employers know whom to hire or where to focus their limited training dollars;
Employees and new entrants to the workforce know what they need to do to
improve their performance;
Educators/ trainers know how to prepare students for the challenge of the
workplace.
Importance of Skill Standards
In todays workplaces, the only constant is change. Jobs that once were relatively
simple now require high performance work processes and enhanced skills.
Because skill standards reflect changing workplace realities, they are a tool that can
be used by applicants and employees to access greater career opportunities.
Updating skills and knowledge is now a lifelong endeavour, causing many employers
and employees to spend more effort, time, and money on education and training.
Skill standards provide benchmarks for making education and training decisions,
shaping curricula, and directing funds toward highest value education and training
investments.
v.
vi. Enter and re-enter the workforce with better control of their choices of high paying
2.
b.
The CUs Work Activity statement in Competency Profile (CP) and Related
Knowledge, Related Skill in The Curriculum of Competency Unit (CoCU) is
developed using the composition of Verb, Object and Qualifier. To describe
clearly, the statement must consist of a Verb, Object and Qualifier. Below is
an explanation of each element:
i.
Object
Firstly, the object is determined before the other two (2) attributes. The
object of any job is the main determinant of distinguishing one job to
the other.
ii.
Verb
The Verb is then determined based on the level of competency.
Hence, the final Work Activity statement will be as below:
Based on the nature of work, the Verbs selected can either be generic
verbs such as Execute, Carry Out or Prepare or more specific verbs by
trade such as Cook, Sew, Install and etc.
iii.
Qualifier
Based on the example above, the statement is not clear as there is no
qualifier for the object, therefore a qualifier must be added to further
clarify it.
3.
Product
Start
Occupational Analysis (OA)
Occupational Structure
(OS)
Activity B:
Occupational Area
Structure (OAS)
Activity C:
Competency Profile
Chart (CPC)
Activity D:
Competency Profile
Analysis (CPA)
SP Development
Activity A:
Activity E:
Activity F:
Activity G:
Develop CoCU
Activity H:
Activity I:
CoCU
MPKK Approval
End
SUB SECTOR
FRONT OFFICE
JOB AREA
LEVEL
GUEST
SERVICE
LEVEL 5
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
TELEPHONE
OPERATION
FRONT OFFICE
SERVICE
CONCIERGE
RESERVATION
CONCIERGE
MANAGER
RESERVATION
MANAGER
TELEPHONIST
SUPERVISOR
FRONT OFFICE
SUPERVISOR
BELL
SUPERVISOR
RESERVATION
OFFICER
TELEPHONIST
FRONT OFFICE
ASSISTANT
BELL CAPTAIN
RESERVATION
CLERK
NO LEVEL
NO LEVEL
DOORMAN
NO LEVEL
SUB SECTOR
FRONT OFFICE
JOB AREA
LEVEL
GUEST
SERVICE
TELEPHONE
OPERATION
FRONT OFFICE
SERVICE
CONCIERGE
LEVEL 5
LEVEL 4
LEVEL 3
LEVEL 2
NO LEVEL
LEVEL 1
NO LEVEL
RESERVATION
3.3
CARRY OUT
WATER
PEDICURE
CARRY OUT
WATER
MANICURE
Legend
CARRY OUT
HOT OIL
PEDICURE
CARRY OUT
HOT OIL
MANICURE
Figure 2: Identify tasks, levelling and segregate the task according to level
VERIFY
PEDICURE
WORKS
VERIFY
MANICURE
WORKS
Stage 3: Sequencing of the clustered duties, tasks, job functions and responsibilities of
an occupation is shown in Figure 3.
CARRY OUT
HAND AND
NAIL
ANALYSIS
CARRY OUT
WATER
MANICURE
L1
CARRY OUT
FINGER
NAILS
VARNISHING
L1
CU title:
CARRY OUT
FOOT AND
NAIL
ANALYSIS
L1
L1
CARRY OUT
WATER
PEDICURE
L1
CARRY OUT
TOE NAILS
VARNISHING
L1
ii.
10
In sequencing the CUs, arrange the CUs from top left to bottom right as illustrated in
Figure 4.
Figure 4: Sequencing the CUs from top left to bottom right in the CPC
Upon completing the list, the CUs are then categorised into core and elective
competency based on industrial needs. A full format of the CPC is shown in Index 9.
CPC consist of core and elective competency units. Below are the definition of Core
and Elective Competency Units:
-
11
3.4
Work Activities should fulfil the following criteria: Represents a complete cycle of work activities to produce an outcome with its
starting point and ending point. The outcome maybe a product; service; or
decision.
Each work activity is observable and measurable which can be determined by the
performance criterias.
Work activities should follow work process sequence. In certain isolated cases,
functional activities may be applied.
Work activity statement consists of Verb, Object and Qualifier.
CARRY OUT
HAND AND
NAIL ANALYSIS
CARRY OUT
WATER
MANICURE
CARRY OUT
FINGER NAILS
VARNISHING
CARRY OUT
FOOT AND NAIL
ANALYSIS
CARRY OUT
WATER
PEDICURE
CARRY OUT
TOE NAILS
VARNISHING
START
POINT
1. ANALYZE
CLIENT NAIL
& TOE NAIL
CONDITION
3. EXECUTE
MANICURE
PROCEDURE
4. EXECUTE
PEDICURE
PROCEDURE
5.
PERFOR
M
FINGERNAIL
VARNISH
6.
PERFORM
TOE NAIL
VARNISH
7. CHECK
MANICURE
AND
PEDICURE
ADVERSE
REACTION
8.
RECORD
CLIENT
SERVICE
CARD
Figure 5b: Tasks clustered is refined and reviewed with NOSS development panel experts to create sets
of work activities which are dependent to form a process with start point and end point.
12
b.
Performance Criteria
Characteristic of Performance Criteria: Are explicit parts of objectives
Should be based on specific performance targets
Should be objective (verifiable by outside sources)
Should indicate degrees of accomplishment
Should be agreed to by major actors involved in the programme managers,
supervisor, field personal
Performance Criteria explain how do we know when the work activities are performed
well? The Performance Criteria must reflect the ability of the competency being done in
a measurable or observable method. This is to ensure it can be used for work
performance evaluation.
The Performance Criteria is developed as shown in Table 3:
Table 3: Developing Performance Criteria
Work activities
1. Analyze and interpret prescription
1.1
1.2
1.3
1.4
1.5
2. Collect and interpret data
2.1
2.2
2.3
2.4
13
Performance Criteria
Customer/patient history and current
eyewear are thoroughly reviewed
The prescription is properly and
accurately evaluated relative to
current eyewear and
customer/patient history.
Prescription it reviewed for
completeness.
The prescribing doctor is contacted
to verify accuracy and irregularities as
appropriate.
The limitations defined by the
prescription are properly identified.
Patient/customer record is obtained
in a timely manner.
Third party provider is contacted and
benefits are verified where
appropriate.
Eligible benefits are determined for
vision products and services.
Ophthalmic measurements are
properly interpreted.
c.
CU Descriptor
Contents
1. CU Title (Extract
from CU title)
CU Descriptor Template
Example
2. CU
Definition
(Define
whole
work process of
competency unit)
3. Process/
work
activity (Extract
from unit works
activities)
4. Objectives/ goal/
Standards;
and/or
regulation;
and/or manual;
The
outcome
of
this
competency is to [Objectives/
goal] in accordance with
[Standards and/or regulation
and/or manual]
14
3.5
Sub titles
Introduction
Occupational
Structure
Definition
of
competency level
4
5
Malaysian
Skill
Certification
Job competencies
Work conditions
Employment
prospects
Contents
1.1 Occupation overview
1.2 Justification and rational of NOSS development
1.3 Regulatory / statutory body requirements for
employment
1.4 Training programme pre-requisite
2.1 Occupational Structure
2.2 Occupational Area Structure
2.3 NOSS Occupational Area Structure and level
justification
3.1 Competency level as defined by DSD (refer DSD to
update as necessary) (Please refer Index 3 for format
and definition)
4.1 Certification requirements award
5.1 List of core competencies
5.2 List of elective competencies
6.1 Working environment
6.2 Issues related to area of work (such as safety,
environment)
Malaysian market
7.1 Growth of sector/ sub sector/ area/ sub area in
Malaysia
7.2 Employment opportunities in Malaysia
7.3 List of industry sector employers
7.4 Codes, standards and practices in area/ sub area in
Malaysia
International market (optional)
7.5 Growth of sector/ sub sector/ area/ sub area
internationally
7.6 Employment opportunities internationally
7.7 Codes, standards and practices in area/ sub area
15
Bil
Sub titles
Training, industrial
recognition, other
qualification and
advancement
Sources
of
additional
information
Acknowledgement
10
11
12
Literature
References
List of committee
members
Contents
internationally
8.1 Industrial recognition/ professional qualification
8.2 Other prominent qualification recognised (in
Malaysia or international)
8.3 Types of occupation for career advancement
8.4 Related industries
9.1 Local organisation (excluding DSD)
9.2 International organisation
10.1 List of organisation acknowledge
10.2 List of individual acknowledge
11.1 List of books or electronic references (refer
reference section for format of write up)
12.1 List of NOSS development panel expert, program
manager, facilitator and secretariat
16
3.6
a.
Related
Knowledge
CU title:
Prepare
Manicure and
Pedicure
Work Area
Related Skill
Determine work
sequence / process
flow
Arrangement of
products tools, and
material for pedicure
and menicure
Position tools,
equipment and
material for easy
accessibility
Keep tools, equipment
and material
hygienically
17
b.
Related Skill
Related Knowledge
Atitude/ Safety/
Environmental
CU title:
Prepare
Manicure and
Pedicure
Work Area
Avoid conducting
services on client and
advise clients to
consult from doctor
upon detection of
infectious diseases.
Ensure implements
are sterilised before
and after use.
c.
The ratio of training hours varies from 30% to 50% for theory training and 70% to 50%
for practical training respectively. As a guide, the minimum total training program
hours based on level is shown below:Table 6: Minimum total training program hours based on level
d.
No
Level
Level 1
400 - 600
Level 2
400 - 600
Level 3
800 - 1200
Level 4
1000
Level 5
1800
e.
f.
g.
h.
Determine references
References determined during CoCU development are identified and selected based
on credibility of the source to be used later in training. Such credibility of reference is
based on the following criteria:Table 7: References Criteria
No
1
Reference criteria
Prominent reference for
related industry
1.
2.
3.
1.
Latest version
2.
3.
1.
20
Guide
Renown source of reference among
industry practitioners or trainers (ex:
published manufacturers operating
standard)
Established references recognized by
industry regulators or statutory bodies
(ex: publish acts)
Commendable source of reference
mandated to industry from reputable
international industry organisation (ex:
ASME IX, BS )
Available internationally or within
Malaysia market
Available in printed hardcopy or softcopy
Accessible be obtain or purchased
The newest version of the reference in
market.
e.g. Meyer, E., & Smith, L. Z. (1987). The practical tutor. New York: Oxford University
Press.
Example of writing hardcopy references :
1. Brown, R. 1988. Topology: A Geometric Account of General Topology, Homotopy
Types and the Fundamental Groupoid 3 (3). Chichester: Ellis Horwood Limited.
ISBN-13: 978-3540265627
2. Ibn Hazm, Abu Muhammad cAli ibn Ahmad ibn Sacid. 1403H/1983. Jamharat
Ansabal-carab. Beirut: Dar al-Kutub al-CIlmiyyah. ISBN-13: 978-3161484100
2(2):
9-13
21
i.
j.
:
:
:
:
Training
Hour
120
240
120
120
240
120
120
FLORAL ARRANGEMENT
120
2200
Proofreading
Objective of the proof reading session is:- To ensure technical language errors being sought through and rectified.
- To ensure language errors are rectified.
- To ensure typographical errors are rectified.
- To ensure formatting are rectified.
Tips for proofreading can be referred in Index 5.
22
3.7
Projector Screen
Legend
DSD officer
Chairman ( from DSD)
NOSS development panel expert
JPPK or appointed industry experts
Facilitator
Minute taker
Company representative (if any)
Projector
23
4.
Occupational Standard
i. Standard Practice (SP);
ii. Standard Content (SC):
Job Profile Chart (JPC);
Competency Profile (CP);
b)
c)
24
INDEX 1
TYPES OF TRAINING MODE DELIVERY
25
Simulation
Project
Scenario based
training (SBT)
On job training
(OJT)
Role play
Coaching
Observation
Mentoring
26
INDEX 2
LIST OF CORE ABILITIES
CORE ABILITY LEVEL 1
ITEM
01
ABILITIES
LOCATE AND PROCESS INFORMATION
01.01
01.02
01.03
02
EXCHANGE/COMMUNICATE INFORMATION
02.01
02.02
02.03
Communicate clearly
02.04
02.05
03
03.01
03.02
03.03
03.04
03.05
03.06
03.07
06
06.01
Understand systems
06.02
06.03
06.04
ITEM
01
ABILITIES
LOCATE AND PROCESS INFORMATION
01.04
Analyze information
01.05
01.06
02
EXCHANGE/COMMUNICATE INFORMATION
02.06
02.07
02.08
27
ITEM
03
03.08
04
ABILITIES
WORK AND INTERACT WITH PEOPLE
Develop and maintain a cooperation within work group
04.01
04.02
04.03
04.04
04.05
06
06.05
06.06
ITEM
01
ABILITIES
LOCATE AND PROCESS INFORMATION
01.07
01.08
01.09
01.10
01.11
02
EXCHANGE/COMMUNICATE INFORMATION
02.09
Prepare flowcharts
02.10
02.11
03
03.09
03.10
03.11
03.12
03.13
03.14
03.15
03.16
03.17
04
04.06
Allocate work
04.07
05
05.01
MANAGE RESORCES
Implement project/work plans
28
ITEM
05.02
06
06.07
ABILITIES
Inspect and monitor work done and/or in progress
ITEM
04
ABILITIES
PLAN AND ORGANIZE WORK ACTIVITIES
04.08
04.09
04.10
05
MANAGE RESOURCES
05.03
05.04
05.05
06
06.08
29
INDEX 3
LIST OF COMMITTEE MEMBERS PRESENTING- CRITERIA AND RESPONSIBILITIES
No
1
Presenting
committee
members
Company
representative
NOSS
development
panel expert
Facilitator
Minute taker
No. Of
person
If any, 1
person
only
Minimum
2 person
1 person
only
If any, 1
person
only
30
INDEX 4
APPRECIATING ROLE OF THE FACILITATOR
A facilitator is someone who helps a group of people understand their common objectives and
assists them to plan to achieve them without taking a particular position in the discussion.
Nevertheless, although he or she may not be a subject matter expert, appreciation of the
subject matter is essential.
During NOSS development the role of the facilitator are as follows:a. The facilitator priority is to managing and maintaining a group process. Thus the
facilitator appointed by DSD must ensure that all activities relating to NOSS
development must be in agreement with DSDs policy.
b. The facilitator is to help the group adhere to their ground rules and guidelines that
bound the process they have agreed to use to achieve some end result. In this case he
or she must ensure the contents and format of NOSS are develop according to DSDs
requirement.
c. The facilitator must assist the group in achieving a consensus on any disagreements
that pre-exist or emerge in the meeting so that it has a strong basis for future action.
This is to ensure that the NOSS develop can be widely accepted by the industry and
training centre.
d. The facilitator is to harness group cohesiveness and creativity through uses a variety of
facilitation strategies to assist the group in working their way through the decisionmaking process.
e. The facilitator is to clarify the groups mental model so that the groups perception,
stereotype, prejudice and blind spot which arises due to group thinking is feasibly
filtered and highlighted.
The appointed facilitator must at all time avoid controversial issues such as the following to
ensure proper conduct of NOSS development workshop:a.
b.
c.
d.
e.
Racism issues
Sexism issues
Nationalism issues
Classism issues
Religious issues
The list of issues are not only limited to the following but cover areas which are prone to
discrimination resulting in hindrance of group thinking.
Commonly, the facilitator appointed by DSD, will perform the following activities:a)
b)
c)
d)
31
INDEX 5
TIPS FOR PROOFREADING
The facilitator is to investigate between the NOSS panel experts whether that the competencies
which have tabled out are common or specific within their job area. Such strategies to
investigate are as follows:1. To identify core competencies, all consensuses from panel NOSS development panel
experts are needed for the CU.
2. To identify elective competencies the voting method can be employed.
Before Proofread Session
1. Be sure to revise the larger aspects of the text. Don't make corrections at the sentence and
word level if the text still needs to work on the focus, organization, and development of the
whole paper, of sections, or of paragraphs.
2. Set the text aside for a while between writing and proofing. Some distance from the text
will help see mistakes more easily.
3. Eliminate unnecessary words before looking for mistakes.
4. Know what to look for (refer Objective of the proof reading session) and make a list of
mistakes you need to watch for.
During Proofread Session
1. Work from a printout, not the computer screen. Some language mistake cannot be found
using computer only.
2. Read out loud. This is especially helpful for spotting run-on sentences. Hear other problems
that may not be detected when reading silently.
3. Use a blank sheet of paper to cover up the lines below the one you're reading. This
technique keeps you from skipping ahead of possible mistakes.
4. Use the search function of the computer (using word processor softwares) to find mistakes
which are likely to make.
5. If tendency to make many mistakes, check separately for each kind of error, moving from
the most to the least important, and following whatever technique works best to identify
the kinds of mistake.
6. But remember that a spelling checker won't catch mistakes with homonyms (e.g., "they're,"
"their," "there") or certain typos (like "he" for "the").
32
INDEX 6
LIST OF NOSS GUIDELINE DEVELOPMENT MEMBERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
33
INDEX 7
NOSS DEVELOPMENT PROCESS FLOWCHART
A
START
REVIEW OS
OCCUPATIONAL
STRUCTURE
(OS)
Activity A
OCCUPATIONAL
ANALYSIS
DEVELOP WORK
ACTIVTIES
DEVELOP
PERFORMANCE
CRITERIA
REVIEW JOB
AREA
REVIEW JOB
LEVEL
OCCUPATIONAL
AREA
STRUCTURE
(OAS)
Activity B
OCCUPATIONAL
AREA ANALYSIS
COMPETENCY
PROFILE
STANDARD
PRACTICE (SP)
IDENTIFY TASK
LEVEL
(OPTIONAL)
SEGREGATE
TASKS
ACCORDING TO
LEVEL
Activity E
STANDARD
PRACTICE
DEVELOPMENT
PROOFREADING
Activity C
JOB ANALYSIS
CLUSTER TASK
DEVELOP CU
DESCRIPTOR
DEVELOP
STANDARD
PRACTICE
COMPONENTS
IDENTIFY TASK
COMPETENCIES
JOB ANALYSIS
Activity D
COMPETENCY
PROFILE ANALYSIS
VALIDATION BY
TECHNICAL
EVALUATION
COMMITTEE
(TEC)
Activity F
STANDARD
VALIDATION
Standard Not
Accpeted
CHECK CU IN
DATABASE
CU
Available
ENDORSE
STANDARD
PICK
COMPETENCY
UNIT
CU Not
Avaliable
CREATE
COMPETENCY
UNIT (CU)
c
SEQUENCE ALL
CU
Standard
Accepted
COMPETENCY
PROFILE
CHART (CPC)
34
IDENTIFY
APPLIED SKILLS
VALIDATION BY
TECHNICAL
EVALUATION
COMMITTEE
(TEC)
IDENTIFY
RELATED
KNOWLEDGE
Curriculum
NOT endorsed
ENDORSE
CURRICULUM
DEVELOP
ATITUDE/
SAFETY/
ENVIRONMENT
Curriculum
endorsed
PRESENT NOSS
FOR MPKK
APPROVAL
IDENTIFY
TRAINING
DURATION
NOSS
APPROVAL
DETERMINE
DELIVERY MODE
END
DEVELOP
ASSESSMENT
CRITERIA
LIST SOCIAL
SKILLS
Activity H
CURRICULUM
VALIDATION
Activity G CoCU
DEVELOPMENT
SELECT
RELATED CORE
ABILITIES
IDENTIFY
TOOLS,
EQUIPMENT &
MATERIAL (TEM)
DETERMINE
REFERENCES
CURRICULUM
OF
COMPETENCY
UNIT (CoCU)
PROOFREADING
35
Activity I MPKK
APPROVAL
B
INDEX 8
SAMPLE OF STANDARD PRACTICE
STANDARD PRACTICE
NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS) FOR;
FLUX CORE ARC WELDING (FCAW) TECHNOLOGY
LEVEL 3
1. INTRODUCTION
Welding is a fabrication or sculptural process that joins materials, usually metals (such as steel, aluminium,
brass, stainless steel etc.) or thermoplastics (plastic or polymer), by causing coalescence to form a permanent
bond. The fabrication or sculptural process refers to building metal structures by cutting, bending, and
assembling. They apply heat to metal pieces, melting and fusing them. They may work in a manual mode or in
a semiautomatic mode, using machinery such as a wire feeder to help them perform tasks. In the domain of
welding, arc welding is part of the welding types.
Arc welding is a type of welding that uses a welding power supply to create an electric arc between an
electrode and the base material to melt the metals at the welding point. They can use either direct or
alternating current and consumable or non- consumable electrode. The welding region is usually protected by
some type of shielding gas, vapour, and/ or slag. Flux core arc welding (FCAW), are one of the many process
in arc welding.
Flux-cored arc welding (FCAW or FCA) is a semi-automatic or automatic arc welding process. FCAW requires
a continuously-fed consumable tubular electrode containing a flux and a constant-voltage or, less commonly, a
constant-current welding power supply. An externally supplied shielding gas is sometimes used, but often the
flux itself is relied upon to generate the necessary protection from the atmosphere. The process is widely used
in construction because of its high welding speed and portability.
A person who is competent in Flux Core Arc Welding (FCAW) Technology (Level 3) is an individual who is
trained in practising the core businesses of a welder and specializes in joining materials using FCAW process.
This NOSS document shows the structured career path of Flux Core Arc Welding (FCAW) Technology (Level
3) personnel. It provides structured set of activities that enables a person who aspires to achieve competency
in this particular occupation, ultimately enhancing him or her on a career in the welding industry.
Standard Practice and Standard Content are part of NOSS document. The job areas being develop are based
on the Occupational Area Analysis (OAA). This document covers the competency standard of Flux Core Arc
Welding (FCAW) Technology (Level 3) that is currently gaining priority in the welding industry. This is in
support of the government initiatives for a higher income workforce towards making Malaysia a develop
country
36
Pre-requisite
Based on the workshop findings, it was decided that the minimum requirement for those interested to enrol this
course are as follows:
17 years of age or older.
Good eyesight.
Medically and physically fit to meet strength, endurance and manual dexterity.
Able to read, write and calculate.
These pre-requisite is in line with minimum requirements set by Construction Industry development Board
(CIDB) and Department of Occupational Safety and Health (DOSH). With respect to the regulating bodies, the
role is as follows:
Construction Industry development Board (CIDB)
As welding is an essential aspect of within the construction industry, the Board has taken the functions related
to welding practices performed within the construction industry. Thus, functions of the Board as laid down
under subsection 4 (1) of Act 520 are as follows:
To promote and stimulate the development, improvement and expansion of construction industry;
To advise and make recommendations to the Federal Government and the State Governments on matters
affecting or connected with the construction industry;
To promote, stimulate and undertake research into any matter related to the construction industry;
To promote, stimulate and assist in the export of service related to the construction industry;
To provide consultancy and advisory services with respect to the construction industry;
To promote quality assurance in the construction industry;
To initiate and maintain the construction industry information systems;
To encourage the standardisation and improvement of construction techniques and materials;
To provide, promote, review and coordinate training programmed organized by the public and private
construction training centres for skilled construction workers and construction site supervisors;
To accredit and register contractors and to cancel, suspend or reinstate the registration of any registered
contractor; and
To accredit and certify skilled construction workers and construction site supervisors.
Department of Occupational Safety and Health (DOSH)
As a regulatory body which enforces the occupational safety and health aspects in Malaysia, the role of DOSH
is to study and review the policies and legislations of occupational safety and health. This in particular is
enforced in risky occupations such as in the welding industry. The following acts are been enforced by DOSH:
a) Occupational Safety and Health Act 1994 and its regulations.
b) Factories and Machinery Act 1967 and its regulations.
c) Part of Petroleum Act 1984 (Safety Measures) and its regulations.
d) Guidelines, codes of practice, circulars.
With regard to the respective acts, DOSH comes forward to apply the functions as to:
Conduct research and technical analysis on issues related to occupational safety and health at the
workplace.
Carry out promotional and publicity programs to employers, workers and the general public to foster and
increase the awareness of occupational safety and health.
Carry out promotional and publicity programs to employers, workers and the general public to foster and
increase the awareness of occupational safety and health.
Become a secretariat for the National Council regarding occupational safety and health
37
2. OCCUPATIONAL STRUCTURE
Flux Core Arc Welding (FCAW) Technology (Level 3) personnel comes under the sub-sector Welding
Technology and Fabrication. Fig. 1.0 and Fig. 1.1 show the structured career path and area of Flux Core Arc
Welding (FCAW) Technology (Level 3) personnel.
The panel of experts had concluded that this job area starts from tier 3 due to requirement of significant range
of varied work activities and performed in a variety of context, most of which are complex and non-routine.
There is considerable responsibility and autonomy and control or guidance of others is often required. Where
by some of the activities are non-routine and required individual responsibility and autonomy. To produce
skilled workers in this industry, the needs for structured training are essential.
SECTOR
SUB SECTOR
JOB AREA
ARC WELDING
JOB SUB
AREA
SHIELDED METAL
ARC WELDING
(SMAW)
JOB LEVEL
GAS TUNGSTEN
ARC WELDING
(GTAW)
WELDING ENGINEER
L5
L4
L3
SMAW WELDER
WELDING COORDINATOR
GMAW WELDER
GTAW WELDER
L2
N/A
L1
N/A
FCAW WELDER
Fig. 1.0 Occupational Structure for Flux Core Arc Welding (FCAW) Technology (Level 3) personnel
SECTOR
SUB SECTOR
JOB AREA
JOB SUB
AREA
JOB LEVEL
SHIELDED METAL
ARC WELDING
(SMAW)
WELDING ENGINEERING
L5
L4
L3
ARC WELDING
GAS METAL ARC
GAS TUNGSTEN
WELDING
ARC WELDING
(GMAW)
(GTAW)
WELDING COORDINATION
SMAW
TECHNOLOGY
GMAW
TECHNOLOGY
GTAW
TECHNOLOGY
L2
N/A
L1
N/A
FCAW
TECHNOLOGY
Fig. 1.1 Occupational Area Structure for Flux Core Arc Welding (FCAW) Technology (Level 3) personnel
38
39
4.
5. JOB COMPETENCIES
The Flux Core Arc Welding (FCAW) Technology (Level 3) personnel are competent in performing the following
core competencies:
Flux Core Arc Welding (FCAW)) For Fillet All Position, 1G And 2G
Flux Core Arc Welding (FCAW) For 3G And 4G
Flux Core Arc Welding (FCAW)) For 5G And 6G
Optionally, the Flux Core Arc Welding (FCAW) Technology (Level 3) personnel are competent in performing
the following elective competencies:
6. WORKING CONDITIONS
The Flux Core Arc Welding (FCAW) Technology personnelshould be able to concentrate on detailed work for
long periods and be able to bend, stoop, and weld in awkward positions. They may work outdoors, and must
wear special clothingsafety shoes, gloves, and goggles, face shields or hoods, dust maskto protect self
from the intense light created by arcs, hazardous fumes, and spark burns.
The individual must obtain Permit To Work (PTW) from employers to ensure safe working condition. In order to
be employed at work, the individual need to be qualified by the employer via Welder Qualification Test (WQT).
Good eyesight is needed for visual inspection to check welding condition.
7. EMPLOYMENT PROSPECTS
7.1 Malaysian Market
Ahead of 2011, the drive for Malaysian welding market is mainly driven by foreign investments and competition
in the manufacturing industry spearheaded by various Government Link Companys (GLCs) with support from
local welding and inspection contractors.
Thus, markets for welding market in Malaysia are poised to grow in the near future. With the Government
allowing 100 percent foreign investment, the country is set to become a manufacturing hotspot attracting a lot
of foreign capital.
As a result, increased manufacturing activities and construction-related projects are expected to bring about a
rise in demand for competent welders.
Nevertheless current practice shows appointments of competent welders within construction domain are
dominantly appointed on project basis. This resulted in most competent welders personnel within the
construction domain to practice freelancing.
Major legislative changes and the ensuing flood of competition from foreign welders bode well for the
Malaysian market. Local competent welders will need to upgrade their competencies to remain competitive,
40
while foreign companies are looking at establishing their manufacturing facilities and capabilities locally, as
Malaysia promises to be a high-growth market.
As opposed to the construction industry prospect, an increase in demand from the automotive sector which is
the biggest end-user of welding equipment will harness sustainable employment demand for the job area. This
is due to domestic car manufacturers modernize their production processes as well as increase capacity in a
bid to overcome foreign competition.
The spill over effects from other sectors benefiting from an increase in investment is also likely to boost the
demand for welding equipment and consumables, says the analyst of this research service1. In return, this
supports growth in demand for the competent welders.
The growth brought about by an increase in foreign investment is also likely to encourage developments in
welding technology as foreign companies are expected to have higher requirements for welding equipment.
As in most emerging markets, product segments involving arc welding dominate the welding equipment and
consumables markets in Malaysia, accounting for 74.0 percent of the total market revenues in 2005. This data
presents that competencies in arc welding is the common process practiced within the welding industry in
emerging markets such as Malaysia.
Virtually every manufacturing industry needs welding expertise, with related industries with respect to
employment opportunities are:
41
2Ringgit/USD
3.7800, Bank Negara Exchange Rates Historical Lookup:1-3 http://www.bnm.gov.my [30 December 2005: 20.11pm]
42
SIRIM Berhad
No. 1, Persiaran Dato' Menteri, Seksyen 2,
Peti Surat 7035, 40700 Shah Alam
Selangor Darul Ehsan
Tel: 603-55446000
Fax: 603-55108095
Email: [email protected]
Web: http://www.sirim.my
9.2. International
43
44
10.
ACKNOWLEDGEMENT
The Director General of DSD would like to extend his gratitude to the organisations and individuals who have
been involved in developing this standard.
11.
10
12
Assistant Director
JPK, Cyberjaya, Selangor
Assistant Director
JPK, Cyberjaya, Selangor
Senior Skills Development Officer
JPK, Cyberjaya, Selangor
Senior Skills Development Officer
JPK, Cyberjaya, Selangor
45
INDEX 9
COMPETENCY PROFILE CHART (CPC)
SECTOR
SUB SECTOR
HOUSEKEEPING
JOB AREA
HOUSEKEEPING MANAGEMENT
JOB LEVEL
FOUR (4)
Level of Competency
COMPETENCY
CORE
COMPETENCY UNIT
HOUSEKEEPING
STAFF
DEVELOPMENT
MANAGEMENT
HT-050-4:2011-C01
Competency Unit
Type
HOUSEKEEPING
SPECIAL PROJECT
ADMINISTRATION
HT-050-4:2011-C05
HOUSEKEEPING
INVENTORY
MANAGEMENT
HOUSEKEEPING
STAFF
PERFORMANCE
EVALUATION AND
REVIEW
HOUSEKEEPING
VENDOR
ADMINISTRATION
HT-050-4:2011-C04
HT-050-4:2011-C07
Competency Unit
HOUSEKEEPING GUEST
SERVICES
FLORAL
ARRANGEMENT
HT-050-4:2011-E01
HT-050-4:2011-C03
HT-050-4:2011-C06
ELECTIVE
HT-050-4:2011-C02
Competency Unit ID
[Sector Code-Subsector Code-Level-Year of Approval-Core/elective, CU Number]
INDEX 10
COMPETENCY PROFILE (CP)
FRONT OFFICE
Job Area
Level
Three (3)
CU Title
1. Reception activities
handling
CU Code
CU Descriptor
CU Work Activities
47
Performance Criteria
1.1 Reception activities are
handled with guest
preferences and in
accordance with company
policies.
2.1 Arrival activities prepared in
accordance with rooming list.
3.1 Guest arrival activities are
handled, Malaysian value and
culture, grooming are applied
accordance with company
policies.
4.1 Guest enquiries and needs
answered in accordance with
company policies.
5.1 Bill settlement activities are
managed as per payment
term in accordance with
company policies.
6.1 Product sales activities
explained to guest in
accordance with company
policies.
CU Title
CU Code
CU Descriptor
CU Work Activities
11. Produce
48
Performance Criteria
INDEX 11
CURRICULUM OF COMPETENCY UNIT (CoCU)
CURRICULUM of COMPETENCY UNIT (CoCU)
Sub Sector
FRONT OFFICE
Job Area
The person who is competent in this CU shall be able to provide excellent reception services to ensure guest
satisfaction guaranteed, prompt action taken. Upon completion of this competency unit, trainees will be able to: Identify reception activities handling requirement
Prepare arrival activities
Carry out guest arrival activities
Attend guest enquiries and needs
Learning Outcome
Carry out bill settlement activities
Attend reservation needs
Carry out filing arrangement
Perform telephonist function
Evaluate reception activities handling effectiveness
Produce reception activities report.
Training
Competency Unit ID
Level
3
240 Hours Credit Hours
Duration
Attitude / Safety /
Training
Delivery
Assessment
Work Activities
Related Knowledge
Related Skills
Environmental
Hours
Mode
Criteria
1 Identify
i. Definition of hospitable
4 hours
Lecture
i. Establishment/
reception
and its elements such
accommodation
activities
as:
providers
handling
products and
Grooming
requirement
services manual
Body language
interpreted
Voice intonation
ii.
Reception
ii. Establishment/accommo
activities
dation providers
workflow
products and services
determined
manual
iii. Guest
iii. Reception activities
49
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
workflow
iv. Types of guest such as:
Frequent
Independent
Travellers (FIT)
Corporate
Group Independent
Travellers (GIT)
Meeting, Incentive,
Convention and
Exhibition (MICE)
Royal/ public figures
v. Types of products and
services such as:
Business centre
F&B outlets
Accommodations
Health & Wellness
Club
Entertainment
outlets
Baby sitter
Special need
services (OKU)
vi. Types of guests
preferences
Food preference
(Vegetarian, Kosher)
Smoking/Non
Smoking floor
Ladies floor
Room views
vii. Types of room rates
Published/Rack
50
Training
Hours
Delivery
Mode
Assessment
Criteria
requirement &
preferences
determined
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
Training
Hours
Delivery
Mode
8 hours
Demonstration
&
Observation
Day use
Corporate
Government
Travel Agent
Convention
Promotional
Seasonal
i. Obtain
establishment/accomm
odation providers
products and services
manual
ii. Interpret
establishment/accomm
odation providers
products and services
manual
iii. Determine reception
activities workflow
iv. Determine guest
requirement &
preferences.
51
Attitude:
i. Meticulous in
identifying
reception
activities
handling
Assessment
Criteria
Work Activities
2
Prepare arrival
activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
i. Types of Property
Management System
(PMS) such as
Fidelio
Opera
IFCA
ii. Function, features and
usage of Property
Management System
iii. Types of room
status/code such as
Vacant Clean (VC)
Vacant Dirty (VD)
Vacant Clean
Inspection (VCI)
Occupied Clean
(OC)
Occupied Dirty (OD)
Occupied Clean
Inspection (OCI)
Out of Order (OOO)
Do Not Disturb
(DND)
Under Repair (UR)
iv. Types of room such as
Standard
Superior
Deluxe
Junior/Executive/Pre
sidential/Royal Suite
Club Floor
Studio
Cabana
One/Two/Three
52
Training
Hours
7 hours
Delivery
Mode
Lecture
Assessment
Criteria
i. Individual
password
logged in
ii. Room status
and expected
arrival against
rooming list
checked
iii. Available room
to expected
guests assigned
iv. Room rates
against
confirmed
booking
checked
v. Mode of
payment
checked
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
Training
Hours
Delivery
Mode
17 hours
Demonstration
&
Observation
Bedroom Apartment
v. Modes of payment
Cash
Credit/Debit Card
Letter of Undertaking
Local Order
Purchase Order
Letter of
Authorisation
Companys Cheque
Travellers Cheque
i. Log in individual
password
ii. Check room status and
expected arrival
against rooming list
iii. Assign available room
to expected guests
iv. Check room rates
against confirmed
booking
v. Check mode of
payment
Attitude:
i. Knowledgeable
and meticulous in
preparing arrival
activities
53
Assessment
Criteria
Work Activities
3
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
i. Establishments meet
and greet practice
ii. Guests reservation
profile verification
process
Reservation/
booking number
Checking of
passport/I.C
Travel agent
voucher
iii. Method of deposit
collection
iv. Procedure of issuing
room key/card
Training
Hours
7 hours
Delivery
Mode
Lecture
i.
ii.
iii.
iv.
i. Comply with
establishments meet
and greet practice
ii. Verify guests
reservation profile
iii. Collect cash
deposit/credit card
verification
iv. Issue room key/card
and remind guest on
standard departure time
and establishments
facilities.
v. Rooming the guest
17 hours
Attitude:
i. Hospitable in
54
Demonstration
&
Observation
Assessment
Criteria
Establishments
meet and greet
practice
complied
Guests
reservation
profile verified
Cash
deposit/credit
card verification
collected
Room key/card
and remind
guest on
standard
departure time
and
establishments
facilities issued
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
meet and greet
guest
ii. Responsible and
accountable in
receiving guest
deposit
iii. Guest information
confidentiality
Related Skills
Training
Hours
Delivery
Mode
Assessment
Criteria
7 hours
Lecture
i. Types of guest
enquiries and
needs
determined
ii. Guest enquiries
responded and
guest needs
fulfilled
iii. Guest request
followed up
17 hours
Demonstration
&
Observation
Safety:
i. Adhere to safety
requirement
Attend guest
enquiries and
needs
i.
ii.
Types of guest
enquiries and needs
such as
Direction/Location
Online facilities
Extra bed
Baby cot
Guest supplies
Special request
Techniques to
respond and fulfil
guest enquiries and
needs
i. Determine types of
guest enquiries and
needs
ii. Respond to guest
enquiries and fulfil
55
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
Training
Hours
Delivery
Mode
7 hours
Lecture
Assessment
Criteria
guest needs
iii. Coordinate with related
department on guest
needs
iv. Follow up with related
department and guest
on guest request
Attitude:
i. Responsible and
quick response in
attending guest
enquiries and
needs
ii. Diplomatic in
attending guest
enquiries and
needs
Safety:
i. Adhere to safety
requirement
5
i. Verification of guest
profile
ii. Types of guest charges
such as
Early check-in/ late
check-out
Mini bar
Laundry
Room service
Food and beverages
Internet/Phone
Business Centre
Spa
56
i. Room key/card
collected
ii. Guest profile
verified
iii. Guest folio
checked and
guest charges
confirmed
iv. Deposit receipt
requested
v. Mode of
payment
confirmed and
check out folio
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
i. Collect room key/card
ii. Verify guest profile
iii. Check guest folio and
confirm guest charges
iv. Request for deposit
receipt
v. Confirm mode of
payment and generate
check out folio
vi. Collect payment and
refund guests deposit
if any
Training
Hours
17 hours
Delivery
Assessment
Mode
Criteria
Demonstration
generated
&
vi. Payment
Observation
collected and
guests deposit
refunded if any
Attitude:
i. Meticulous and
detail in handling
bill settlement
activities
ii. Responsible and
accountable in
handling bill
settlement
activities
6
Carry out
product sales
activities
i.
Up selling techniques of
rooms category and
other products and
services such as
Communication
skills
Product knowledge
Selling techniques
Willingness to sell
7 hours
57
Lecture
i. Room availability
checked
ii. Suggestive
selling executed
iii. Related
department
coordinated on
confirmed
suggested
products or
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
i. Check room availability
ii. Up sell room category
iii. Execute suggestive
selling
iv. Coordinate with related
department on
confirmed suggested
products or services
Training
Hours
17 hours
Delivery
Mode
Demonstration
&
Observation
Assessment
Criteria
services
7 hours
Lecture
i. Guests
reservation
needs obtained
ii. Guests personal
details obtained
iii. Guests
reservation
status confirmed
Attitude:
i. Creative and
knowledgeable in
up selling rooms
and other
services
Attend
reservation
needs
i. Types of reservation
sources
Phone calls
Fax
Email
Internet booking
Walk-in
ii. Guests reservation
needs
check-in/check-out
date
room preference
number of guest
room rate
iii. Guests personal details
Guests name
58
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
Training
Hours
Contact details
Contact person
Companys name
Country of origin
Address
Nationality
Gender
iv. Confirmation of guests
reservation status
Guaranteed
reservation
Non-guaranteed
reservation
v. Types of reservation
status
Confirmed
Definite
Tentative
No show
Cancel
i. Determine reservation
sources
ii. Obtain guests
reservation needs
iii. Obtain guests personal
details
iv. Confirm guests
reservation status
17 hours
Attitude:
i. Hospitable in
meet and greet
guest
ii. Responsible and
59
Delivery
Mode
Assessment
Criteria
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
accountable in
attending
reservation needs
Related Skills
i. Filing system
Online filing
Manual filing
ii. Filing index
Training
Hours
7 hours
17 hours
Delivery
Mode
Assessment
Criteria
i. Filing system
determined
ii. Guests services
documents
collated
iii. Files stored
according to
index
Attitude:
i. Meticulous and
detail in filing
guests services
documents
Safety:
i. Adhere to safety
requirement
9
Perform
telephonist
function
i. Interpretation of callers
request such as
Enquiries
Reservation
Complain
Prank calls
Emergency
ii. Communication skills
iii. Techniques of
answering phone call
7 hours
60
i. Establishments
meet and greet
practice
complied
ii. Callers request
interpreted
iii. Internal/ external
call transferred
to respective
department/
room
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
i. Comply with
establishments meet
and greet practice
ii. Interpret callers
request
iii. Transfer internal/
external call to
respective department/
room
Training
Hours
17 hours
Delivery
Mode
Assessment
Criteria
Attitude:
i. Hospitable in
meet and greet
guest
ii. Knowledgeable
and responsible
in performing
telephonist
function
10 Evaluate
reception
activities
handling
effectiveness
7 hours
i.
Assess guest
satisfaction level on
delivered services
ii. Check numbers of
complain on guest
services handling
61
17 hours
i.
Guest
satisfaction level
on delivered
services
assessed
ii. Numbers of
complaint on
guest services
handling
checked
iii. Product sales
activities
effectiveness
assessed
iv. Numbers of sold
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
Training
Hours
Delivery
Mode
Assessment
Criteria
product checked
v. Payment
accuracy
assessed
Attitude:
i. Knowledgeable
and meticulous
in evaluating
reception
activities
handling
effectiveness
11 Produce
reception
activities report
3 hours
i. Determine procedure to
write reception
activities report
ii. Determine format of
reports
iii. Write reception
activities report
iv. Present reception
62
9 hours
i. Procedure to
write reception
activities report
determined
ii. Format of
reports
determined
iii. Reception
activities report
wrote
iv. Reception
activities report
presented to
superior
Work Activities
Related Knowledge
Attitude / Safety /
Environmental
Related Skills
Training
Hours
activities report to
superior
Attitude:
i. Knowledgeable
and meticulous in
reporting
reception
activities
Employability Skills
Core Abilities
01.01
01.02
01.03
02.01
02.02
02.03
02.04
02.05
03.01
03.02
03.03
03.04
Social Skills
63
1.
2.
3.
4.
5.
6.
7.
8.
Communication skills
Conceptual skills
Interpersonal skills
Learning skills
Leadership skills
Multitasking and prioritizing
Self-discipline
Teamwork
Delivery
Mode
Assessment
Criteria
Core Abilities
03.06
03.07
06.01
06.02
06.03
06.04
01.04
01.05
01.06
02.07
03.08
04.01
04.02
04.03
04.04
04.05
01.07
01.08
01.10
01.11
02.09
02.10
02.11
03.09
03.12
03.13
03.14
03.15
03.16
04.06
04.07
05.01
05.02
Social Skills
64
1. Reservation list
2. Rooming list
3. Room tariff list
4. Guest Profile
5. Room key/card
6. Guest request form
7. Credit card/ credit card terminal
8. Calculation tool
9. Computer
10. Printer
11. Property Management System (PMS)
12. Telephone system
13. Stationery
14. Front office SOP
1:1
1:1
1:1
1:1
1:1
1:1
1:1
1:1
1:5
1:5
1:30
1:30
1:1
1:1
REFERENCES
1.
Sudhir Andrews (2009), Hotel Front Office Training Manual, Mc Graw Hill, ISBN:978-0-07-065570-6
2.
Ahmad Ismail (2002), Front Office Operations & Management, Thomson Delmar, ISBN:0-7668-2343-1
3.
James A. Bardi (2007), Hotel Front Office Management (5th Edition), John Wiley & Sons, ISBN: 978-0-470-63752-4
4.
Denney G.Rutherford & Michael J.OFallon (2007), Hotel Management & Operations, John Wiley & Sons, ISBN: 978-0471-47065-6
5.
Sue Baker, Jeremy Huyton &Pam Bradley (2009), Principle of Hotel Front Office Operations, South Western Cengage Learning, ISBN: 978-1844480-090-2
6.
Betty A.Kildow (2001), Front Desk Security & Safety, AMACOM, ISBN: 0-8144-0826-5
65