guideline for developing competency standard of nssa...guideline for developing competency standard...

Guideline for developing competency

standard of NSSA

August 28

2014

NSSA Technical Office Yangon, Myanmar

Guideline for developing competency standard of NSSA

NSSA technical office Page 1

Draft

Guideline(Manual) for developing competency standard of NSSA

NSSA Technical Office

NSQ, or Myanmar National Skills Qualifications, is a vehicle for National Skills Recognition System(NSRS) that facilitates to develop, evaluate and recognize adult workers for their occupational competencies they need to be more employable. Based on national occupational competency standards (NOCS) developed by t various industrial sector committees of national skills standard authority (NSSA), NSQ ensures workers acquire occupational skills needed by employers within industry. With clear progression pathways, workers can also utilize NOCS to upgrade their competency skills and manage their careers. As NSSA skills assessment scheme are competency-based, not academic-based, workers have to demonstrate their respective competencies before they are certified for each occupation. Experienced workers however, can receive NSSA certification by RPL approach. NSQ is accessible to all workers, as its entry criteria are skills, knowledge and experience, not formal qualifications. The quality of NSQ is assured by NSSA, Sector committees and ACC, from the development of Occupational competency standards, accreditation of assessment providers to the award of its national certification. Secretary of NSSA

About National Skills Qualification (NSQ)



Occupational Competency Standards describe the skill, knowledge and attitudes

(behaviour set) applied to a particular occupation. Competency Standards also specify the standards

of performance of a competent worker and the various contexts in which work may take place.

Standards can also provide useful technical information to skill evaluators or assessors regarding

the skill ,knowledge and behavior set to be demonstrated by candidates or workers who are seeking

formal skills recognition either following training or through work field experience.

According to the NSSA existing initiatives and ESD legislation, Myanmar National

Skills Qualification Framework has been established with 4 levels standards and qualifications

pathway as mentioned in the following table.

This manual will serve as a guideline for developing competency Standard and

highlight in two areas. First, the procedure how to develop Competency Standards and second, the

technical items requirements of the NSSA Standard (including the common unified format).

Introduction to

National Occupational Competency Standards

Aims of the Standard developing manual



National Competency Skill Standards define, as mentioned the set of competencies

required for effective performance nationally in an occupation in line with the employers and

industry requirements. Standards focus on what is expected of a competent worker in the workplace

as an outcome, rather than on the educational training and learning process. Standards encompass

the ability to transfer and apply skill and knowledge across different work situations and

environments, the ability to do this in a range of job contexts. and are based upon outcomes and

upon the application of critical skill and knowledge. There are a number of important features of

Standards and their use.

The five competency dimensions shall be addressed:

o Task skills (skills, knowledge and attitudes (SKA) directly relevant and attributable to a work

item)

o Task management skills (SKA in relation to managing different aspects / sub-tasks of a work item

simultaneously and/or sequentially)

o Contingency management skills (SKA s required to handle non-routine and unexpected situations

that would arise with the execution of a work item)

o Role and job environment skills (SKA s required for individual to relate a work item with his / her

job role in entirety)

o Transfer skills (SKA s required for individual to execute work item in more than one work context

orsituation)

Task skill

Perform individual task

Task management skill

Manage the number of related tasks within a job

transferring skills

transfer skills /knowledge

to new situation

Contingency management skill

Respond to problems, difficulties and changes

Role and job environment skill

Deal with responsibility and expectation of work

environment (including working with others)

Features and Components of Standards



The standards thus provide a broad guide that can be used to underpin vocational training and skills

assessment that meets the real workplace’s current and future needs of industry. In addition, they

can also be utilized to form the basis for a complete and integrated human resource(HR) system.

Such as:

- compiling job descriptions and organizing work structures

- recruitment/interview/selection

- determining training needs

- developing training and training resources/materials

- structuring OJT and employment test

- conducting performance appraisals and skills managements

- establishing linkages between skills and remuneration.

- Providing specifications to assessment developers about the skill, knowledge and attitudes within

an occupation to be demonstrated by candidates.

-Providing advice to industry about job functions

-lincensing......etc

The use of competency Skill Standards



It describes the major types of competencies involved - basic, technical and industry with a

range of contexts for its application

These types of occupational competency skills included in national occupational competency

standard are as follows;

• Technical competency ( which required for specific and key competency in concerned

occupation)

• Industry competency( which commonly required for concerned occupational

cluster/industrial area)

• Basic competency ( which generally required for whole/all industrial areas and all

employments)

•

The Standards shall mention facts of actual workplace outcomes. i.e., the standards should not only

express what skills, knowledge and attitudes (SKA) required to be taught and assessed in the

classroom and workshop. It also actually describes the products/end results and services/procedures

delivered by the enterprises within an industry. The Standards must be developed based on the

outcomes of a consultation process that comprised of industry representatives , occupational experts

and any other key stakeholders identified by NSSA and sector committees during the development

process.

A range of methodologies may be used to develop Competency Standards, such as:

Interviews.

Surveys.

Group processes.

Functional analysis/ task analysis.

Referencing

Competency

Technical

competency industrial

competency

basic

competency

Types of occupational competency

Required information for Competency Skill Standards

Development methodology



The Standards may have nine format components. These are:

Standard and unit code

Unit title

Unit descriptor

Competency Elements

Performance criteria

Range statement (range and context)

Evidence guide

Underpinning skills and knowledge

Recommendations for assessment material to be used for assessment purpose may also be included

under the evidence guide.

The Competency Skill Standard unified format is illustrated in the diagram as above mentioned.

The standards have to ensure the following major components:

Skeleton format for Competency Skill Standards

Standard Format



Occupational Descriptor and Coverage

It details what industry, sector and occupational descriptions, the standard/code dealt with

and its main work coverage ( level description).

Unit title

A unit refers to a competency which should be applied in a work situation, can logically stand

alone and includes a title, expressed in outcome terms.They should be written by action verbs.

Units are statements about what particular work is done and the performance

criteria and underpinning knowledge that apply to a competent worker.

Standard and Unit Code: The Standard code shall be provided by the NSSA as the following;.

Standard code describes five components which comprised of (a) abbreviation of sector name (b)

abbreviation of occupation name(c) level (d) Total no. of units (e) version no.

The unit code shall be provided by the NSSA as the following;.

Unit code describes five components which comprised of (a) abbreviation of sector name (b)

abbreviation of occupation name(c) level (d) Sr no. of units and types of competency (e) version no.



Unit Descriptor: The descriptor elaborates the information provided by the title. It can provide

additional information relating to the Standard purpose and intent to ensure the Standard accurately

and clearly reflects this.

Competency Elements

Elements of competency are the basic fundamental parts of the Standard and continue the

description of the key purpose of the standard itself. They describe, in outcome terms, functions that

a person, who works in a particular area of work, must be able to master. Elements must be

described as actions or outcomes which are demonstrable and assessable. The elements combined,

build up the Standard. They should be written by action verbs.

Performance criteria

Performance criteria should be evaluative statements which specify what is to be assessed and the

required level of performance. Performance criteria shall also indicate the sequence of major tasks.

The performance criteria need to concentrate on how a person who is applying the competency.

Each elements of unit has a number of Performance Criteria describing in detail the skills a worker

applies when undertaking the work defined in the Unit. They set out fully what is done, how well

the work should be performed and allow for a measurable outcome.

They should be written by passive voices pattern.

Example

Competency Elements

Performance Criteria

Mount an indoor unit with installation plate 1.1 Proper equipment/tools are used in a safe

manner.

1.2 The correct types of wall plugs are firmly

fixed in places according to the work

instruction.

1.3 The indoor unit is mounted on the

installation plate in balance according to the

work instruction.

Range and context

The range and context relates to the Standard as a whole and performs a number of functions,

including:

Contextualising the competency Unit.

Providing a linkage to knowledge and work requirements.

Providing a focus and boundary for required performance.

Providing assistance in the update of Competency Standard units.



Usually any technical terms or processes identified in the Performance Criteria are expanded upon

in the range statement. It also specifies the range of context and conditions to which the

performance criteria apply. The range statement relates to the unit of competency as a whole and

Which sets the parameters for application of the competency and captures the types of

work,resources, services and so on that could apply when thecompetency was being used.

Example:

Competency element Performance criteria

1. Prepare refrigerant piping installation

works.

2. ……………………………………..

3. Equipment/tools are used in a safe manner.

4. The wall penetration work is well done.

5. The refrigerant pipe are well insulated by

using insulation materials.

6. The correct types of wall plugs are used

according to the work instruction

7. ……………………………………………

…

Range and Context

Variable Range

Equipment/tools may include

Power drilling machine

Hack saw

Screw driver

Round file

etc…………………………………………………

………..

Steels

plastic

It allows for different work environments and situations that may affect performance.

Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating

conditions that may be depending on the work situation, needs of the worker , accessibility of the

item, regulations, OSH requirement and local industry and regional contexts may also be included.

Some key words in Performance Criteria( PC) may be needed to elaborate in more details. For

example, different kinds of Equipment/tools can be used in actual work context.So, in range and

context part, we need to express about the range ( different types) of Equipment/tools such as

Power drilling machine,Hack saw,Screw driver,Round file and so on…

Evidence guide

This component covers guidance on the sort of evidence that would supportassessment to determine

if an individual held the competencies described. It may relate to the broad activities that should be

observed to reliably attest to a person being able to apply a competency in a realistic workplace



Environment.

Underpinning skills and Knowledge

That is information on the skills and essential knowledge needed to perform effectively and to

source alternative options / strategies to achieve workplace outcomes. In particular,the underpinning

knowledge and skills shall list knowledge and skills required to meet the performance criteria

specified in the Standard. The table of underpinning skill and knowledge under evidence guide

should avoid merely listing knowledge that a person should keep in their head. It should list the

underpinning knowledge and skill, that is vital part for the performance mentioned in the

performance criteria. The list of underpinning knowledge and skills for the standard, can act as a

guideline for performance assessment for workers.

Example:

EVIDENCE GUIDE

Underpinning Knowledge Underpinning Skills

Drawing/Plan/WPS interpretation

Materials and consumables (Electrodes,

Base Metal)

Welding Equipment and Tools

Basic Calculation (Multiplication,

Division, Addition and Subtraction)

Welding Codes

Identification of weld defects

Measuring skills

Communication skills

Rectifying weld defects

Applying weld techniques

Handling welding tools and equipment

Handling welding materials and

consumables

Evidence may be collected through assessment methods such as:

Observation and demonstration of the candidate’s practical performance

Oral and written questions….etc



NATIONAL OCCUPATIONAL COMPETENCY STANDARD

Industry :METAL AND ENGINEERING

Occupation Title :MANUAL METAL ARC WELDER

Competency Unit Code :ME-AW-1-01B1

Competency Unit :FOLLOW BASIC HOUSEKEEPING PROCEDURES

Unit Descriptor :

Competency Level :Level 1

Version No. :1

Date :August, 2014

Example ; cover pages for standards and units

This unit covers the knowledge, skills and attitudes

required to practice basic housekeeping procedures in

the workplace.



NATIONAL OCCUPATIONAL COMPETENCY STANDARD

Competency Unit Code: ME-AW-1-01B1

Competency Unit Title:FOLLOW BASIC HOUSEKEEPING PROCEDURES

Unit Descriptor: This unit covers the knowledge, skills and attitudesrequired to practice basic housekeeping proceduresin the workplace.

Competency Elements

This competency unit consists of the following elements:

Element 1:Sort and remove unnecessary items

Element 2:Arrange items

Element 3:Maintain work area, tools and equipment

Element 4:Follow standardized work process and procedures

Element 5: Perform work spontaneously

DESCRIPTION OF COMPETENCY ELEMENTS

Competency Elements Performance Criteria

Italicized terms are elaborated in the Range and Context

1. Sort and remove unnecessary items

1.1 Reusable, recyclable materials are sorted in accordance with company/workplace procedures

1.2Unnecessary items are removed and disposed of in accordance with company or workplace procedures

2. Arrange items 2.1 Items are arranged in accordance with company/office housekeeping procedures

2.2 Work area is arranged according to job requirements 2.3 Activities are prioritized based on instructions. 2.4 Items are provided with clear and visible identificationmarks

based on procedure 2.5 Safety equipment and evacuation passages are kept clear and

accessible based on instructions

3. Maintain work area, tools and equipment

3.1 Cleanliness and orderliness of work area is maintained in accordance with company/workplace procedures

3.2 Tools and equipment are cleaned in accordance with manufacturer’s instructions/manual

3.3 Minor repairs are performed on tools and equipment in accordance with manufacturer’s instruction/manual

3.4 Defective tools and equipment are reported to immediate supervisor



4. Follow standardized work process and procedures

4.1 Materials for common use are maintained in designated area based on procedures

4.2 Work is performed according to standard work procedures 4.3 Abnormal incidents are reported to immediate supervisor

5. Perform work spontaneously

5.1 Work is performed as per instruction 5.2 Company and workplace regulations and related matters are

followed and complied with 5.3 Work is performed in accordance with occupational health

and safety (OHS) requirements

RANGE AND CONTEXT

VARIABLE RANGE

1. Unnecessary items May include but are not limited to:

1.1 Non-recyclable materials 1.2 Unserviceable tools and equipment 1.3 Pictures, posters and other materials not related to work activity

1.4 Waste materials

2. Identification marks 2.1 Labels 2.2 Tags 2.3 Color coding

3. Regulations and related matters

3.1 Company/ workplace rules and regulations 3.2 Company/workplace uniform 3.3 Behavior

4. Minor repairs May include but not limited to:

4.1 Replacement of parts

4.2 Application of lubricants

4.3 Sharpening of tools

4.4 Tightening of nuts, bolts and screws

EVIDENCE GUIDE

Essential/ Underpinning Knowledge Underpinning Skills

Principles of 5S/work organizing

Work process and procedures

Safety signs and symbols

Reading skills required to interpret instructions

Reporting/recording accidents and potential hazards



General OHS principles and rules

Environmental requirements relative to work safety

Accident/Hazard reporting procedures

Evidence may be collected through assessment methods such as:

Observation of practical candidate performance Oral and written questions…..etc



Example for standard unit format



Occupational safety and health

Standards should make references to any Safe Working Procedures within an occupation such as

any Occupational Health and Safety Regulations and the Labor and Employment and thus ensure

that performance criteria capture the importance of working safety.

In summary

These standards are statements about what people need to be able to do in Concerned workplaces -

they are not designed to cover all the details of training process that may be needed for people to

acquire the skills or the educational instruments to assess them. The standards are written to be

general enough to apply to the full range of situations in the related industry. The standards thus

provide a broad guide that can be tailored to meet the needs of specific sectors and business

enterprises. This can be through adding more specific detail of local operations where appropriate.

The standards allow for flexible tailoring and targeting of training and assessment. When using the

standards, take advantage of all the information provided. The evidence and range statement

provide useful information in this regard. While individual Units define the skills and knowledge in

a particular area of work, it is the combination of a number of these which creates a meaningful and

quality outcome in the workplace. This also captures the need to manage different task

simultaneously and within a whole job/role environment



Identify priority occupations for standard

development depending on the

industrial/employment needs and

suggestion of sectorial related committees

Form occupational expert groups for Standard Development with participation from public/private industry by sectorial committee

Identified economic

development need according

to national agenda and labour

polcies

occupational expert group develop draft Standard by using NSSA approved format

Technical inputs and skill Information provided by employers and professional organizations

Draft Standards modified content validation and reviewed by expert groups appointed by sectorial committees

Experts group prepares and submits the standards to NSSA technical office and Sectorial committees

Relevant department of NSSA considers endorsement applications at meetings

standards not validated

by expert group and

Sector Committee

Standard development expert group make amendments as appropriate

standards approved By NSSA

Standards placed on database, printed, distributed and launched on website for using

National occupational competency standard developing process

guideline for developing competency standard of nssa...guideline for developing competency standard...

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