STAGE 3 - ABILITY & MAPPING

ABILITY CHECKLIST
& MAPPING

BENGKEL PEMBANGUNAN PROFIL
PENGAJAR KEMAHIRAN

OBJECTIVE

 To create Ability Checklist
 To ensure the Ability Checklist fulfill the

competency of agency’s requirement
 To identify the ability level & gap using

Ability Map

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

CUDBAS MANUAL

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CREATE ABILITY
CHECKLIST

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

Imp Ability

No orta

nce

1-1 A KNOW PRODUCT SPECIFICATION

1-2 A KNOW HOW TO JUDGE DEFECT FOR PRODUCTION

Copy `ABILITY LIST’ from 1-3 A CAN DO JUDGEMENT ON ABNORMAL CONDITION
INPUT to New Sheet
`ABILITY CHECKLIST’ 1-4 A KNOW THE PROBLEM SOLVING SKILL WHEN FACING
QUALITY ISSUE

1-5 A CAN DO PROBLEM SOLVING

1-6 A KNOW HOW TO TAKE ACTION WHEN THE PART WAS
REJECTED BY QC

1-7 A CAN DO SPECIAL ARRANGEMENT FOR TRIAL RUN

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

REVIEW ABILITY
STATEMENT

Imp ADD COLUMN
`ABILITY REVISED’
No orta Ability
Ability Revised

nce

1-1 A KNOW PRODUCT SPECIFICATION

1-2 A KNOW HOW TO JUDGE DEFECT FOR PRODUCTION

1-3 A CAN DO JUDGEMENT ON ABNORMAL CONDITION

1-4 A KNOW THE PROBLEM SOLVING SKILL WHEN FACING
QUALITY ISSUE

1-5 A CAN DO PROBLEM SOLVING

1-6 A KNOW HOW TO TAKE ACTION WHEN THE PART WAS
REJECTED BY QC

1-7 A CAN DO SPECIAL ARRANGEMENT FOR TRIAL RUN

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

REVIEW & MODIFY
ABILITY STATEMENT

Consider the following points

a) Non-sense statement → correct it
b) Not ability word / statement → delete
c) Cause different interpretations → modify it
d) Long sentence → shorten it
e) Multiple abilities are combined → Only one ability in a sentence
f) Too wide and abstract statement → make it specific and concrete
g) Difficult for evaluation → change it for easy evaluation
h) Delete the wordings such as “Properly”, “Correctly” and

“Appropriately”
i) Delete license and qualification statement

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

EXAMPLE REVIEW
STATEMENT

Examples Review & Modify of Ability Statement

Imp Ability Points to Check Statement Ability Revised

No orta

nce

1-2 A KNOW HOW TO JUDGE DEFECT FOR (f) Too big & abstract statement -> KNOW HOW TO JUDGE PRODUCT
PRODUCTION make it specific & concrete DEFECT ACCORDING TO S.O.P
(g) Difficult for evaluation -> change it CAN DO JUDGEMENT ON
1-3 A CAN DO JUDGEMENT ON ABNORMAL easy for evaluation ABNORMALITY AT PROCESS
CONDITION KNOW THE PROBLEM SOLVING
(d) Long sentence -> shorten it METHOD
1-4 A KNOW THE PROBLEM SOLVING SKILL CAN DO PROBLEM SOLVING WHEN
WHEN FACING QUALITY ISSUE (f) Too big & abstract statement -> FACING QUALITY ISSUE
make it specific & concrete KNOW HOW TO HANDLE NON
1-5 A CAN DO PROBLEM SOLVING (c ) Cause different interpretations -> CONFORMANCE PART PROCEDURE
modify it KNOW MACHINE PARAMETER
1-6 A KNOW HOW TO TAKE ACTION WHEN (e)Multiple abilities are combined in a STANDARD
THE PART WAS REJECTED BY QC sentence -> one ability in a sentence -
(b) Not ability statement -> delete
1-9 B KNOW PARAMETER STANDARD AND (h) Delete the wordings such as CAN ORDER MATERIALS ACCORDING
WHERE TO USE IT "Properly", "Correctly" and RUNNING MODEL
"Appropriately"
2-10 B CAN ATTEND MEETING (i) Delete licence and qualkification -
statement
3-2 A CAN ORDER MATERIALS CORRECTLY

3-3 A CAN GET DRIVING LICENCE TO
DELIVER PRODUCT TO CUSTOMER

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

Examples of Ability Statement after reviewed & modified

Imp Ability Ability Revised

No orta KNOW HOW TO JUDGE DEFECT FOR PRODUCTION KNOW HOW TO JUDGE PRODUCT DEFECT
ACCORDING TO S.O.P
nce CAN DO JUDGEMENT ON ABNORMAL CONDITION CAN DO JUDGEMENT ON ABNORMALITY AT PROCESS
KNOW THE PROBLEM SOLVING SKILL WHEN FACING
1-2 A QUALITY ISSUE KNOW THE PROBLEM SOLVING METHOD
CAN DO PROBLEM SOLVING CAN DO PROBLEM SOLVING WHEN FACING QUALITY
1-3 A KNOW HOW TO TAKE ACTION WHEN THE PART WAS ISSUE
REJECTED BY QC KNOW HOW TO HANDLE NON CONFORMANCE PART
1-4 A KNOW PARAMETER STANDARD AND WHERE TO USE IT PROCEDURE
CAN ATTEND MEETING KNOW MACHINE PARAMETER STANDARD
1-5 A CAN ORDER MATERIALS CORRECTLY -
CAN GET DRIVING LICENCE TO DELIVER PRODUCT TO CAN ORDER MATERIALS ACCORDING RUNNING MODEL
1-6 A CUSTOMER
-
1-9 B
2-10 B
3-2 A

3-3 A

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

MAPPING

Download Select
NOSS Registry Occupational

from Sector &
dsd.gov.my Sub-Sector

website

Identify NOSS
/ Programe

(NOSS Code)

1. NOSS Mapping

List all Mapping Identify Work Add Work
Competency Abilities with Activity not Activity as new
Unit (CU) & Work Activity related to Ability Ability & review
Work Activity the statement

(WA)

OR 2. Syllabus Mapping

List all Module / Mapping Identify Topic Add Topic as
Subject & Topic Abilities with not related to new Ability &

Topic Ability review the
statement

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

MAPPING NOSS

Key in Competency Unit, Work Activity & Work Activity Code in CU-WA List sheet

Competency
Unit No

Level

3.2.4

Work
Activity No

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

MAPPING NOSS

Mapping Ability with Work Activity (key in Ability No in Mapping CU-WA sheet)

There is no
ability related
to this Work

Activity

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

MAPPING
SYLLABUS

Key in Module/Subject, Topic & Topic Code in Subject–Topic List sheet

Subject No

1.6

Topic No

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

MAPPING
SYLLABUS

Mapping Ability with Topic (key in Ability No in Mapping Subject – Topic List sheet)

There is no
ability related
to this Topic

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

MAPPING

Add Work Activity or Topic (which
is not cover) as a new ability in
ABILITY CHECKLIST at Ability
Checklist Review 2 Sheet

Review
statement

Write Importance as A
Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

CREATE ABILITY
CHECKLIST

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

CODING

1. Vocational/ Professional Ability Checklist Code
Example : ACVP (CIAST) 5.3 / T2 (2.12.2014) - Diploma Teknologi Mekatronik
Ability Checklist Vocational & Professional (Agency Code) NOSS Sub-sector Code/ Tier (Date of Ability
Checklist Registered)- Program Title

2. Pedagogical Ability Checklist Code
Example : ACP(CIAST) 21.2/T2(3.11.2013)- Sijil Pegawai Latihan Vokasional
Ability Checklist Pedagogical (Agency Code) NOSS Sub-sector Code/ Tier (Date of Ability Checklist
Registered)-Program Title

3. Soft Skills Ability Checklist Code
Example : ACSS(CIAST) S1(4.12.2013)
Ability Checklist Soft Skills (Agency Code) Soft Skills Code (Date of Ability Checklist Registered)

Tier Code
T1 – Level 1 till Level 3 NOSS Competency Level / SIJIL
T2 – Level 4-5 Level 4-5 NOSS Competency Level / Diploma / Advanced Diploma

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

CODING ABILITY
CHECKLIST

NOSS

SYLLABUS

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

DO EVALUATION

1. SELF EVALUATION
2. EVALUATE SAMPLE (not applicable)
3. EVALUATE TARGET PERSON

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

1. SELF EVALUATION

a) Is there any confusing wordings?
b) Are criteria/base lines for evaluation clear?
c) May add “conditions”, “Base line” “Action” to the statement, if it is better.
d) Is there any vague sentence to lead the all answer to “3”
e) IsWthhearteisanhyisO/hNerorjoObF/Fwtoyrpke? o(fWehxatrtesmheouseldntbeentcheewehnicdhrelesaudlttoof“t1h”isortr“a5in”ing?)
f) Is there any nonsense sentence?
g) Is there any sentence which may cause emotional based answer?
h) Is there any sentence which might be differently interpreted by personal feeling?
i) Is there any wording which may cause inconsistency in results in different cases?
j) After answering all items, is there any more to be added?

Modify/correct the statements if necessary

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

2. EVALUATE SAMPLE
(not applicable)

CROSS CHECK EVALUATION

What is his/her job/work? (What should be the end result of this training?)

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

3. EVALUATE SUBJECT PERSON

EVALUATE APPROPRIATE SUBJECT
PERSON
*Self evaluation purposely for thisWhat is his/her job/work? (What should be the end result of this training?)
programme only

Copyright © 2007 Lab. Of Skill/Technology Education. All Right Reserved. Tokyo, JAPAN

RESULT

Ability Map

Evaluation Date :

1 Unable to do independent /Don’t Know anything / No Know ledge
2 Able to do but still need help / Little know ledge
3 Able to do by their ow n / have know ledge / Reliable
4 Fairly capable / Know a lot / Can guide but not creative
5 Capable to do completely and can instruct other / Sufficient know ledge / can improve (can teach/develop/advice etc)

Name RAZI ZAINI ABU HSUBRA ONG ZUKRI KZ

No tImanpcoWer hat is his/her job/woArbkil?ity (What should be the enAgde re29sult34of th36is tr4a1inin55g?) 39 40

Exp. 8MTH 3 YRS 9 YRS 2 YRS 2 YRS 8 YRS 2 YRS

1-1 A KNOW PRODUCT SPECIFICATION 5535455

1-2 A KNOW HOW TO JUDGE PRODUCT DEFECT ACCORDING 4435344

1-3 A CAN DO JUDGEMENT ON ABNORMALITY AT PROCESS 4435355

1-4 A KNOW THE PROBLEM SOLVING METHOD 3423333

1-5 A CAN DO PROBLEM SOLVING WHEN FACING QUALITY 4 C5UD2BA4S c3an3 3
1-6 A IKSNSOUWE HOW TO HANDLE NON CONFORMANCE PART v5isu5aliz2 e r5eq2uire4 d 4
5 5 a2bili5ty. 4 4 4
PROCEDURE
1-7 A CAN DO SPECIAL ARRANGEMENT FOR TRIAL RUN

Curriculum Development Based on Vocational Ability Structure

ANALYSE ABILITY

Ability Map

Evaluation Date :

1 Unable to do independent /Don’t Know anything / No Know ledge
2 Able to do but still need help / Little know ledge
3 Able to do by their ow n / have know ledge / Reliable
4 Fairly capable / Know a lot / Can guide but not creative
5 Capable to do completely and can instruct other / Sufficient know ledge / can improve (can teach/develop/advice etc)

No Impor Ability Name RAZI ZAINI ABU HSUBRA ONG ZUKRI KZ SD
tance
Age 29 34 36 41 55 39 40 AVERAGE 0.79
0.69
Exp. 8MTH 3 YRS 9 YRS 2 YRS 2 YRS 8 YRS 2 YRS 0.90
0.58
1-1 A KNOW PRODUCT SPECIFICATION 5 5 3 5 4 5 5 4.15 0.98

1-2 A KCWNAONhWaDOHt OiJsWUDhTGOiEsMJ/UEhNDTeGErOPNjoRAObBD/NUwOCRToMrDAkELF?ITEYC(TAWTAChPCRaOOtRCDsESIhNSGould be t44he e44 nd33res55ult o33f th45is tr45ainin33g..5718?) 1.35
1-3 A 1.07

1-4 A KNOW THE PROBLEM SOLVING METHOD 3 4 2 3 3 3 3 2.73

1-5 A CAN DO PROBLEM SOLVING WHEN FACING QUALITY 4524333 3.16
1-6 A KISNSOUWE HOW TO HANDLE NON CONFORMANCE PART 5525244 3.58
5525444 3.80
PROCEDURE
1-7 A CAN DO SPECIAL ARRANGEMENT FOR TRIAL RUN

Average (mean) : CUDBAS can

Average of capability / knowledge / skill to perform the task among thevmisemubaerlsize required
the members (Gap of Knowledge / Skill amoangbtihleitmye.mbers )
Standard Deviation (SD) :
The difference of capability among

Curriculum Development Based on Vocational Ability Structure

CUDBAS LEADER

Curriculum Development Based on Vocational Ability Structure