a case study of two participating companies...
TRANSCRIPT
A CASE STUDY OF TWO PARTICIPATING COMPANIES ON
THE IMPACT OF NATIONAL DUAL TRAINING SYSTEM
(NDTS) IMPLEMENTATION ON TEACHING STRATEGIES
MOHD FAIZAL BIN TOKERAN
UNIVERSITI TUN HUSSEIN ONN MALAYSIA
A CASE STUDY OF TWO PARTICIPATING COMPANIES ON THE IMPACT
OF NATIONAL DUAL TRAINING SYSTEM (NDTS) IMPLEMENTATION ON
TEACHING STRATEGIES
MOHD FAIZAL BIN TOKERAN
This thesis is submitted
in fulfillment of the requirement for the award
of Doctor of Philosophy
Faculty of Technical and Vocational Education
University of Tun Hussein Onn Malaysia
JUNE 2016
iii
ACKNOWLEDGEMENTS
I wish to express my gratitude to my advisor Professor Dr. Wahid bin Razzaly of
Universiti Tun Hussein Onn Malaysia (UTHM) and Professor Dr. Peter Gerds of
Institute of Technology and Education (ITB), Bremen University whom I wish to
acknowledge for their careful guidance and helpful suggestions, and most of all, for their
encouragement and support for the completion of my study. I would like to thank the
Honourable Dato’ Ir Wan Seman Wan Ahmad the former Director General of the
Department of Skills Development and his staff for their support and time so willingly
for the study. I also would like to thanks Tn Hj Syed Mohamad Noor Bin Syed Mat Ali,
Deputy Director General of Manpower Department and Tn Hj Mohd Manoj bin
Jumidali, Director of ADTEC Batu Pahat for their courage. I extend my gratitude to the
Government of Malaysia, in particular the Ministry of Human Resources, the
Department of Skills Development for the financial and moral support. Finally my
whole hearted thanks go to my family especially my beloved wife Hjh Shamsinar Binti
Jamaludin and children Muhammad Syazwan and Muhammad Syamil for their love,
patience and encouragement towards the completion of this study.
iv
ABSTRACT
The implementation of National Dual Training System (NDTS) in Malaysia requires the
new form of teaching strategies which based on work process knowledge. Therefore, the
new teaching and learning environment which focuses on work-process-orientation
needs to be designed appropriately to meet the ever changing work process in the
industry. The main objective of this study is to explore and discover the existing practice
of development and application of Learn and Work Assignment (LWA) and other
relevant training materials. The study adopted a mixed method of qualitative and
quantitative research and the data collection were interviews, document reviews and
observations. In order to investigate the real situation, two companies which were
involved in transportation industry were selected as a study case. The finding leads to
the determination of areas and characteristics of work-process-orientation teaching
strategies to be embraced in teaching strategies thus the level of compliances for
participating companies can be evaluated. For the development stage, the study found
that the work-process-orientation in four areas which are; (i) appropriate use of
development methodology, (ii) personnel involved, (iii) description of LWA
documentation, and (iv) classification of complexity and difficulty were at high degree
of compliance. With respect to the work-process-orientation implementation, three areas
have been identified; (i) consideration of didactical approach, (ii) methodology of
training, and (iii) role of coach and trainer. The study also discovered that the work-
process-orientation on the implementation stage or teaching process achieved a high
degree of compliance. The work-process-orientation compliance assessment scheme
which was developed and used in this study can be benefited for assessing the extent of
work-process-orientation in teaching strategies at the NDTS participating companies.
v
ABSTRAK
Pelaksanaan Sistem Latihan Dual Nasional (SLDN) di Malaysia memerlukan
pendekatan strategi pengajaran yang baru berasaskan pengetahuan proses kerja. Oleh itu,
strategi pengajaran yang berkait dengan persekitaran pengajaran dan pembelajaran baru
perlu dirangka dengan baik bagi memenuhi keperluan proses kerja yang sentiasa
berubah di industri. Objektif utama kajian ini adalah untuk mendalami dan menentukan
secara terperinci amalan semasa yang digunakan bagi pembangunan dan penggunaan
Tugasan Latihan dan Kerja (LWA) serta bahan bahan latihan lain yang berkaitan. Kajian
ini menggunakan reka bentuk penyelidikan kaedah bercampur dengan mengaplikasikan
kaedah kualitatif dan kuantitatif di mana pengumpulan data dijalankan secara temubual,
analisis kandungan dokumen, pemerhatian serta soalan kaji selidik. Untuk melihat
situasi atau fenomenon sebenar, dua buah syarikat yang terlibat di dalam industri
pengangkutan telah dipilih sebagai kajian kes. Bagi peringkat pembangunan, kajian
mendapati orientasi-proses-kerja yang terdiri daripada empat area iaitu (i) penggunaan
metodologi pembangunan, (ii) personel yang terlibat, (iii) deskripsi dokumentasi LWA,
dan (iv) pengelasan tahap kesukaran dan kerumitan mencapai tahap pematuhan yang
tinggi. Sementara itu, bagi orientasi-proses-kerja di peringkat pelaksanaan pula, tiga
area telah dikenalpasti iaitu: (i) pertimbangan kaedah didaktik, (ii) metodologi latihan,
dan (iii) peranan coach dan trainer. Kajian juga mendapati orientasi-proses-kerja
diperingkat pelaksanaan mencapai tahap pematuhan yang tinggi. Skim penilaian
pematuhan orientasi-proses-kerja yang dibangun dan digunakan dalam kajian ini boleh
dimanfaatkan bagi menilai tahap orientasi-proses-kerja bagi strategi pengajaran di
syarikat yang melaksanakan program SLDN.
vi
TABLE OF CONTENTS
TITLE
DECLARATION
ACKNOWLEDGMENT
ABSTRACT
TABLE OF CONTENT
LIST OF TABLES
LIST OF FIGURES
LIST OF ABREVIATIONS
LIST OF APPENDICES
i
ii
iii
iv
vi
x
xii
xiv
xv
CHAPTER 1 INTRODUCTION
1.1 Overview of chapter
1.2 The development of Malaysia’s workforce
1.3 Background of the study
1.4 Problem statement
1.5 Research objectives
1.6 Research questions
1.7 Conceptual research framework
1.8 Significance of the study
1.9 Scope of the study
1.10 Operational definition
1.11 Thesis outline
1
1
8
9
11
11
14
16
16
17
18
CHAPTER 2 LITERATURE REVIEW
2.1 Overview of chapter
2.2 The concept of work process knowledge
2.3 New training concept for dual system
19
19
22
vii
2.4 The development of VET Curriculum
2.5 Participative Curriculum Development
2.6 Work-Process-Oriented Curriculum Development
2.7 The Learn and Work Assignment (LWA)
2.8 The development of the Learn and Work Assignment
(LWA)
2.9 The Implementation of the Learn and Work
Assignment (LWA)
2.10 Case study research in curriculum development and
implementation
2.11 Summary of chapter
33
36
38
42
45
49
52
53
CHAPTER 3 RESEARCH METHODOLOGY
3.1 Overview of chapter
3.2 Research design
3.3.1 Case study
3.3.2 Mixed method design
3.3.3 Qualitative research
3.3.4 Quantitative research
3.3 Population and sampling
3.4 Data collection
3.4.1 Preliminary study
3.4.2 Face to face interview
3.4.3 Content analysis
3.4.4 Observation
3.4.5 Questionnaire
3.5 Data analysis for qualitative study
3.5.1 Data management
3.5.2 Formation of themes and categories
3.6 Data analysis for quantitative study
3.7 Summary of chapter
54
54
55
57
58
60
61
63
69
73
79
83
85
87
90
91
93
95
CHAPTER 4 RESULT OF THE STUDY
viii
4.1 Overview of chapter
4.2 Respondent profile
4.2.1 Puspakom Sdn Bhd
4.2.2 Samling Group of Companies
4.3 The exploration for the development and
implementation of LWA and other relevant training
materials
4.3.1 The identification of Training Occupation (TO)
4.3.2 Development methodology and procedures
4.3.3 Personnel involved
4.3.4 The description of LWA documentation
4.3.5 Classification of complexity and difficulty
4.3.6 Consideration of didactical approach
4.3.7 Methodology of the training
4.3.8 Role of trainer or coach
4.4 The determination of work-process-orientation
characteristics in teaching strategies
4.4.1 Development of LWA and other relevant
training material
4.4.2 Implementation of LWA and other relevant
training material
4.5 The assessment of compliances for work-process
orientation teaching strategies
4.5.1 The assessment for compliances of WPO
characteristics in the development of LWA and
other relevant training material
4.5.2 The assessment for compliances of WPO
characteristics in the implementation of LWA
and other relevant training material
4.6 Analysis of survey
4.7 The result of the training consolidating the teaching
98
98
100
101
102
103
108
110
114
118
119
122
124
126
126
128
130
130
139
143
147
ix
strategy
4.8 The role of the company with regard to the teaching
strategies
4.9 Summary of chapter
151
154
CHAPTER 5 DISCUSSION, RECOMMENDATION AND
CONCLUSION
5.1 Overview of chapter
5.2 Summary of the research
5.3 Discussion of study results and addressing the
research questions
5.3.1 Characteristics of WPO in the development of
LWA and other relevant training material
5.3.2 Characteristics of WPO in the implementation of
LWA and other relevant training material
5.4 Recommendation
5.5 Limitation and suggestion for future research
5.6 Contribution of the study
5.7 Conclusion
REFERENCES
APPENDICES
VITA
155
155
157
157
170
179
182
182
183
185
203
252
x
LIST OF TABLES
1.1
2.1
2.2
2.3
3.1
3.2
3.3
3.4
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
Description of level in Malaysia Skills Certification
Changes role of the trainer
The structuration of vocational curricula
Level of vocational educational scientific research
Research question versus research design
Exploration of preliminary study
Focus group discussion workshop members
Cronbach’s alpha of pilot test
Background of participants
The stages of existing NDTS Curriculum and LWA development
Panel members for AT04-Vehicle Examiner
Panel members for NDTS Training Material Samling and ITI Miri
Occupational Core Work Processes for AT04- Vehicle Examiner
Occupational Core Work Processes for Earth Moving Equipment
Mechanic Level 1
Occupational Core Work Processes for Earth Moving Equipment
Technician Level 2
Occupational Core Work Processes for Earth Moving Equipment
Senior Technician Level 3
The result for compliances of work-process-orientation in the
development process of LWA and other relevant training material
The result for compliances of work-process-orientation in the
development process of LWA and other relevant training material
Overall mean and standard deviation
4
28
35
39
58
70
72
87
100
107
133
134
135
136
136
137
138
142
144
xi
4.12
4.13
4.14
4.15
4.16
4.17
5.1
5.2
5.3
5.4
Level definition of mean score
Descriptive analysis for dimensions in questionnaire survey
Test of homogeneity of dimensions between companies using
Levene’s test
Independent sample t-test
Number of apprentices qualify for certification
Companies’ view on the competency of worker undergoing NDTS
Number of NDTS Curriculum being developed based on Training
Occupation
Process proposal for NDTS Curriculum development
Matrix for description of level and appropriate type of assignment to
be developed.
Matrix of issues and recommendation for the improvement
144
145
146
146
149
151
158
163
169
181
xii
LIST OF FIGURES
1.1
1.2
1.3
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4.1
4.2
4.3
Economic labour force for industrializing economy
Competency based approach for the development of NOSS
Conceptual research framework for the study
The need to combine different learning environments
Elements for the shaping of a quality management for instruction
Traditional teaching model
Steps of complete action
Engagement of trainer in teaching and learning process
Survey and development phases of curriculum development
Didactic scientific approach for TVET
Work processes as the basis for learn and work assignment (LWA)
Development of shaping oriented learning and working tasks
Levels of the Learn and Work Assignments
Performance of learning and working tasks
Model of quantitative method uses to embellish a primarily
qualitative study
Step model of inductive category development
Component of Data Analysis : Interactive Model
Data analysis process
A preliminary structure for data coding
Stages of data collection
Summary process of the study
Requirement process for NDTS Curriculum and LWA development
The arrangement process of NDTS development
The development process of training material for NDTS
implementation in Samling Group of Companies
2
3
15
26
27
29
31
33
41
44
46
47
49
51
55
81
88
90
93
95
97
103
110
131
xiii
4.4
5.1
5.2
5.3
The role of company with regard to the teaching strategy
Identification of Training Occupation based on Occupational
Analysis
Requirement for NDTS Training Delivery
Model of work-process-orientation teaching strategies for NDTS
153
160
171
183
xiv
LIST OF ABBREVIATION
CBT - Competency Based Training
CWP - Core Work Process
DSD - Department of Skills Development
ETP - Economic Transformation Plan
GDP - Gross Domestic Product
LWA - Learn and Work Assignment
NDTS - National Dual Training System
NEM - New Economic Model
NOSS - National Occupational Skills Standard
NVTC - National Vocational Training Council
OA - Occupational Analysis
TEVT - Technical Education and Vocational Training
xv
LIST OF APPENDICES
A The Steps for Complete Action Cycle 208
B Preliminary Study: Observation of NDTS Curriculum
Development Session
210
C Discussion during NDTS Curriculum Development
Session
213
D Semi structure interview 215
E Questionnaire survey 224
F Work-process-orientation compliance assessment
scheme
228
G SPSS output (reliability test) 238
H SPSS output (descriptive analysis) 248
I SPSS output (independent t-test) 251
CHAPTER ONE
INTRODUCTION
1.1 Overview of chapter
This chapter starts with Malaysian economic scenario and its relation with workforce
demand thus leads to the reform of skills training in Malaysia. This chapter also will
explain the rationale behind the decision on the implementation of National Dual
Training System (NDTS). Researcher then will discuss the background of the study,
problem statement, research objectives, research questions, theoretical framework, scope
of the study and operational definition. Thesis outline will be highlighted at the end of
this chapter.
1.2 The development of Malaysia’s workforce
Malaysian economy has transformed from a country that long depended on agricultural
commodities and mining to an industrializing economy where manufacturing and
services be a main contributor to the economy accounting for 23.0 per cent and 53.8 per
cent of Gross Domestic Product (GDP) respectively for the year 2015 (EPU, 2015a). As
Malaysia is moving towards becoming a developed country by the year 2020, it is now
moving-up the value chain and is currently focusing on attracting high technology, high
value-added, knowledge-based and skills intensive industries, incorporating activities
such as design and development and research and development. Therefore, the demand
for the workforce structure also has changed, it is a need for acceleration of demand for
2
skills particularly at the higher levels, technicians and above and a corresponding decline
in demand for unskilled or low-skilled production workers and craftsman as shown in
Figure 1.1.
Figure 1.1 : Economic labour force for industrializing economy
Source: Asian Development Bank (2004).Improving Technical Education and Vocational Training Strategies for Asia
The government of Malaysia had taken the necessary action to ensure the
requirement for skilled worker can be addresses. In order to meet the changes required
by the industry and economic scenario, the skills training in Malaysia has reform
significantly from its earliest appearance in the form of traditional handicraft training
almost 120 years ago, and craft and trade skills training about a century ago (Pang,
2007). It is started in 1897 when the British initiated the training for Malays youths as
mechanics and fitters to manage the railway lines in Malaya (Jailani, 2010). Skill
training has become more visible and separate component within the Malaysian
education and training system only in more recent decades. This is supported especially
with the introduction of training based on National Occupational Skill Standards or
NOSS in December 1992 (MLVK,1994; NVTC 2001). The development of NOSS as
Model 1: Developing economy
Model 2: Industrializing
economy
Engineers
Technicians
Skilled workers
Engineers
Technicians
Skilled workers
3
well as the Competency-Based-Training Approach which is mainly oriented towards and
adaptive qualification and functions are shown in Figure 1.2. The NOSS development is
based on job title and currently consists of five (5) level of competency for the purpose
of awarding Malaysia Skills Certificate or Sijil Kemahiran Malaysia (SKM) as Table
1.1. The NOSS could be used as a training guide where the training syllabus can be
derived from the relevant NOSS. It also could be used in working environment for
workers performance evaluation, job modification, job description, career development /
planning and basis for wages / compensation.
Figure 1.2: Competency Based Approach for the Development of NOSS
Source : www.dsd.gov.my
4
Table 1.1 Description of level in Malaysia Skill Certification
(Source: NVTC, 2001; Jailani, 2010)
Level Description
Level 1 Competent in performing a range of varied activities, most of
which are routine and predictable.
Level 2
Competent in performing a significant range of varied work
activities, some of the activities are non-routine and required
individual responsibility and autonomy.
Level 3
Competent in performing a broad range of varied work activities,
performed in variety of contexts, most of which are complex and
non-routine. There is considerable responsibility and autonomy
and control or guidance of others is often required.
Level 4
Malaysian Skills
Diploma (MSD)
Competent in performing a broad range of complex technical or
professional work activities performed in a wide variety of
contexts and with a substantial degree of personal responsibility
and autonomy. Responsibility for the work of others and
allocation of resources is often present.
Level 5
Malaysian Skills
Advance Diploma
(MSAD)
Competent in applying range of fundamental principles and
complex techniques across a wide and often unpredictable variety
of contexts. 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.
Along the way, two phenomena, drastic technological changes and increasing
complexity of work processes in industry has resulted in new requirements of skilled and
dexterous workers. Changes in the field of work and technology with unpredictable and
undetermined results open a wide spectrum of options how to organize work and
5
produce and offer numerous goods and service variation (Gerds, 2007). The
advancement of new technologies changes the way works are done and brings about a
shift of workforce requirement from low skills to workforce being well informed and
high skilled (K-Worker). Due to the situation described, the existing training system
which focuses on the Competency Based Training (CBT) can no longer cope with these
changes. CBT because of its internal logic focuses on ‘work’; but it cannot follow the
incorporation of ongoing change in the ‘work-process orientation’ of training which has
become mandatory today (Loose, 2008). On top of that, Spottl (2004) found that the
challenges of the Malaysian educational system TEVT as follow:
i. High-tech equipment in use needs a highly qualified workforce;
ii. The management of companies of the Malaysian industry follows the global
quality philosophy which requires highly qualified staff;
iii. Products of high quality need highly qualified staff for the production;
iv. The Malaysian industry moves very fast towards a quality oriented high-tech
production;
v. The organization of work in industry concentrates more and more on work
processes with all the consequences for human resources.
Therefore, it is necessary to lies in the combination of competency-based training
and experience-based training (Zaharaton, 2003). Experience-based training, on the
other hands, addresses the instructional process. The complementary nature of both
approaches seems to suggest that it may be desirable to combine them (Loose and
Hakim, 2008). Consequently, the experience based approach underlying workplace
training as a major component and competency based training focusing on work-related
standards and assessment of achievement through skill testing need to be merged to
exploit the full learning potential of a work-process-orientation in training (Loose,
2008). Since the workplace needs to become a major component of the training, thus the
private sector is a driving force for the effective implementation of it. This led to yet
another major development in the country’s skills delivery system, with the decision of
the Government of Malaysia to implement the National Dual Training System (NDTS).
6
The implementation of NDTS has evolved from the Dual Training System
Project (DSP) which was formulated with the purpose of strengthening technical
education and vocational training in Malaysia by incorporating the dual training system
practiced in Germany (DSP, 2001; Pang, 2007). The NDTS is introduced to produce k-
workers under a comprehensive and latest training system to meet the industries
prevailing requirements. Thus, the NDTS is expected to minimize the mismatch in term
of quality and quantity of skilled workers, closing the technological gap between
industry and training institution, minimizing the dependence of foreign workers and also
transferring technology to skilled workers and training institutions, as well as the
industrial society at large. Due to the importance of developing a holistic k-worker,
NDTS programme should encompass not only technical competences but also human
and social competences as well as learning and methodology competences.
The NDTS is a training concept of two separate training environments that is 70
to 80 percent at the workplace and remaining 20 to 30 percent at the training institutes.
This two separate training environments have clearly defined characteristic educational
assignments; training institute is traditionally responsible for theoretical knowledge
oriented towards scientific curricula and general educational content, while workplace
have to do with work experience and practical expertise (Dehnbostel & Molzberger,
2004). The duality of the structure is also reflected in systematic features such as the role
and status of training personnel, the funding regime and the supervision of training
processes (Ertl, 2002). The types of training program under the NDTS will be
determined by the industries concerned in collaboration with the training institutes,
whether it is to be day-release or block-release, convenient to the industries. In the day-
release program, trainees are trained at the industry 4-5 days a week and the remaining
1-2 days at the training institutes. In the block release program, trainees undergo training
for 4-5 months at the industries and 1-2 months at the training institutes. The training
period is about 2 years of four semesters (MLVK, 2005). The training will be conducted
through several approaches:
i. Hands-on and knowledge training to be conducted by a coach at the workplace of
the company, whereas at the training institute, a trainer will conduct the training
7
programme to be undertaken by the public or private sector, or the company
itself.
ii. Training programme may also be conducted by the company at their premises
together with the trainers from any approved training institutes.
The training concept in NDTS was based on work process knowledge. The
training concept qualifies people to cope with the demands of modern industrial work
places and continuous learning must be related to the work process rather than to the
technical sciences. The NDTS implementation requires occupational work process
related curricula, qualified trainers at training institution and coaches at workplace and
new didactic approach. In terms of training delivery, self-reliant learning, action-
oriented teaching as well as learn and work assignments have been adopted as the
fundamental teaching and learning approaches (MLVK, 2005; Pang, 2007). These
requirements can be understood as Boreham (2004) has mentioned that work process
knowledge has become the main conceptual tool for curriculum development in
vocational education and training. This is because the quality of training relies heavily
on the quality of the curricula as the pathway for the trainees to acquire their skills.
Fischer and Stuber (1998) also state that work process knowledge must be fundamental
part of the vocational and technical curriculum if it is to prepare trainees to adapt to
more flexible ways of organising production. The account of work process knowledge
above emphasises that training institutes must work in a close coordination with
companies to provide an appropriate context for the desired fusion of the two ways of
knowing.
Therefore, the development of NDTS curriculum or National Occupational Core
Curricula (NOCC) were started in April 2005, organised by the National Vocational
Training Council and spearheaded by experts from related industries to cope with the
new requirement in training curriculum. NOCC is defined as “the documented training
structure to be carried out by the industry and training institute comprising of the
practical and theory of the changing technologies, to produce k-worker” (MLVK, 2005).
It could be used as the basis to prepare teaching materials and other needs, as standards
for levels of achievement and skills quality of the apprentices under NDTS and as
8
reference for preparation of Learn and Work Assignment (LWA). The development of
NOCC was based on work process approach. The major component in NOCC is
Occupational Core Work Processes which is commonly practiced in most companies
dealing with the same Training Occupation.
For NDTS, the components which didactics is concerned with are related to the
work process and the LWA are the core elements in the didactic approach. Therefore,
the learning environment for work process related training has to be as similar as
possible to the real world of work. Consequentially, it is inevitable to develop and
implement LWA and other relevant training material that comply with the requirement
of work-process-orientation.
1.3 Background of the study
The introduction of NDTS is to modernize the ‘competency-based’ system which
implemented through DACUM based job profiles and occupational standards or called
NOSS. The needs for modernization and newly training system is partly due to form and
structure of NOSS which describe narrow fields of tasks (duties) and highly fragmented
tasks (tasks) which can no longer cope with the ranges of tasks facing skilled workers in
modern production and service concepts (Spottl and Becker, 2008). Thus, the NDTS
implementation must be geared to produce skilled workers that have the willingness for
lifelong learning and be able to work in networks and teams, always anticipating
tomorrow’s needs at the workplace (Hoepfner & Koch, 2003). Therefore, all these
requirements need to be taken into consideration and should be blended and linked in the
teaching strategies. The teaching strategies with regard to the design of work-process-
related learning situation and teaching process are the platform where holistic k-worker
occupational competences can be planned, integrated and taught to the trainees. The
integration and linkage of these components have to be considered during the
development and implementation of teaching strategy. It should be planned and
implemented by intent, rather than leaving it to chance to happen.
The implementation of NDTS relies on the new curriculum approach that was
based on work process knowledge and the application of Learn and Work Assignment
(LWA). The use of work process knowledge as the conceptual underpinning for training
9
represents a paradigm shift, as the ‘turning point for curriculum design’, away from the
narrow Tayloristic concept of jobs (Rauner, 2009). Most importantly, the contents of
LWA are transformed from the actual work assignments in work processes at the
workplace; they complement the newly designed curricula and are suitable to network
training institutes and companies in the NDTS in their joint effort of training (Hoepfner
& Koch, 2003). This LWA in NDTS curriculum have been used for the companies and
training institutes for conducting training in collaboration basis. The transformation from
significant work processes to learning situations entails a complex series of steps
beginning with analysis of work activity and the required competences, followed by the
development of work-process-related and competence-based curricula and ending with
the design of work-process-related learning situations.
However, even though the development of the first generation NDTS curriculum
and LWA was initiated in April 2004, there is only a handful of literature and reference
materials that available to provide necessary information particularly on the specific
characteristics of work-process-orientation and how it is going to be embraced in the
training material. In addition, Fischer and Bauer (2007) highlight that it is an open
question how work activity and the occupational background can be considered, how it
can be transformed into curricula and how these curricula can guide the everyday
teaching and training in dual system training. The guideline for the development and
application of LWA does not provide detail answers to these questions. The presence
guideline briefly highlights the outline of the LWA development process mainly on the
macro-level aspects and not specifically mentioned the detailed of the requirement for
work-process-orientation. Consequently, this situation could led to the different and
variant understanding among facilitators, expert workers, coaches and trainers thus
potentially would not be able to fulfill training requirements.
1.4 Problem statement
Undoubtedly the NDTS implementation in Malaysia requires work-process-orientation
teaching strategies that provide more effective training to produce competence
workforce. However, to date there is no empirical study conducted on work-process-
orientation teaching strategies for NDTS. This situation has caused uncertainties and
10
created arguments whether the development and application of LWA and other relevant
training material really based on work-process-orientation. Currently, the development
and application of LWA was conducted without specific characteristics of work-process-
orientation and its requirement to be complied.
The uncertainties and argument was supported by the outcome of the Report on
NDTS Series of Dialogue with CEO, which was organized by DSD on 2005 and
attended by a total of 1200 companies throughout the country. The company had
highlighted their problems of lacking personnel that have skills in training methodology
to develop and implement training materials such as Learn and Work Assignment
(LWA). In addition to that issue, finding from the study on Work Process Analyses – An
Essential Tool for Qualification and Curriculum Research, Re-engineering Dual
Training – The Malaysia Experience conducted by Spottl and Becker (2008) revealed
that teachers and trainer involved in instructional design in Malaysia lack information on
the work processes and work coherences which were not assessed through the
procedures of ‘job’ and ‘task analysis and therefore could not be taken into consideration
for designing the curricula. Another point in the finding is that the curriculum
developers which most of them were ‘DACUM facilitators’ having greatest difficulties
on preparing detailed work process descriptions, and identifying the specialized
occupational problems and their requirements for the work tasks. DACUM facilitator is a
person involved in facilitating NOSS development with precise descriptions of ‘duties’ and
‘tasks’ as well as the relevant lists of content. They often interpreted ‘work process’ as the
process of developing a product. Therefore, doubt aroused whether the contents and
form of teaching strategies are really in accordance to the requirement of work-process-
orientation especially to provide an effective didactical approach for generating work-
process-knowledge combined with the generic skills (such as independent and lifelong
and social learning, teamwork, independent learning etc.).
Thus, with this constrains and after a thoughtful consideration, the researcher
decided that the best solution to those issues is to determine the areas and characteristics
of work-process-orientation to be embraced in the development as well as the
application of LWA and other relevant training material. It could be conducted through
in-depth exploration and discover the related process in teaching strategies for NDTS.
11
The determined areas and characteristics could also serves as an instrument to assess the
extent of compliances for work-process-orientation teaching strategies among NDTS
participating companies.
1.5 Research objectives
The research aims to explore the work-process-orientation in NDTS teaching strategies
pertaining to the development process of LWA and other relevant training materials as
well as the implementation of training. The specific objectives were set in order to
achieve the aim of this study and outlines as follow:
1. to explore and discover the actual practice of developing and implementing the
LWA for NDTS implementation.
2. to determine the areas and characteristics of work-process-orientation for NDTS
teaching strategies.
3. to assess the extent of compliances for work-process-orientation in teaching
strategies among NDTS participating companies
1.6 Research questions
In order to achieve the research objectives, research questions were formulated and
outlined as follow:
RO1 : to explore and discover the actual practice of developing and implementing
the LWA and other relevant training material for NDTS implementation.
Research Question 1 (RQ1):
How was the practice of developing and implementing the LWA and other
relevant training material for NDTS implementation?
In addressing this question, the researcher starts off by studying the history of the
NDTS from the outset of its establishment in micro-level. It begins with
understanding the concept and objective of the NDTS implementation. Then, it will
be subsequently followed by investigating the whole process of developing and
12
implementing the LWA and other relevant training material. Since the scope of the
study focuses mainly on the LWA development and the training delivery based on
that particular training material, the researcher is bound to do a comprehensive
analysis of the development process as well as the implementation process that has
been in practice in the country. The data collection focal point is on the existing
approach used whereby the work-process-orientation which was derived from work
process knowledge has the essential elements in both stages. Work process
knowledge is an active knowledge which is directly useful for the performance of
working tasks or performance tasks (Boreham, 2004; Rauner, 2005). For the
purpose of helping the researcher to obtain in detail the idea and knowledge in
specific situation, two NDTS participating companies had been selected as a case
study. In terms of data collection, semi-structured in-depth interviews will be the
main method besides document review and observation. The findings of the study
will finally enable the researcher to track and understand the development and
implementation approach of LWA and other relevant training material.
RO2 : to determine the characteristics of work-process-orientation for NDTS
teaching strategies.
Research Question 2 (RQ2):
What are the characteristics of work-process-orientation teaching strategies
concerning the development and implementation of LWA and other relevant
training material?
The determination of characteristics for work-process-orientation teaching strategies
by and large refers to the in-depth understanding on the concept of work process
knowledge and how it is to be integrated in the development as well as the
implementation of LWA and other relevant training material. For the NDTS
implementation, the concept of occupational profile based on work process was
introduced which rely on Core Work Process being performed at the industry
(Spottl, 2009). In order to address this question, the researcher puts more attention
during the exploration process and find out most significant characteristics to be
13
applied for both stages. Each characteristics and its respective requirement then
need to be arranged in an appropriate arrangement. In terms of data collection, semi-
structured in-depth interviews also will be the main method besides document
review and observation. The facilitators for LWA development as well as
facilitators for coach and trainer training will be selected to provide the precise
information from their expertise perspective. The findings of the study will finally
enable the researcher to develop work-process-orientation assessment tool.
RO3 : to assess the extent of compliances for work-process-orientation in teaching
strategies among NDTS participating companies.
Research Question 3 (RQ3):
To what extent the participating companies complied with the requirement of
work-process-orientation in their teaching strategies?
i. To what extent work-process-orientation has been considered in the
development of LWA and other relevant training material?
ii. To what extent work-process-orientation can be detected in LWA
and implemented in teaching process?
iii. Is there any significant difference in mean score for work-process-
orientation in teaching process between participating companies?
In addressing this third research question, the researcher will utilize the determined
areas and characteristics of work-process-orientation which was arranged in the form of
assessment scheme. With this regard, two aspects of teaching strategies will be
highlighted, pertaining: (i) the development of LWA and other relevant training
material, and (ii) the implementation of training based on LWA and other relevant
training material. Two NDTS participating companies which were selected as a case
study actively engaged to provide the necessary information thus leads to achieving
related research objective. Both stage being assessed by compliance assessment scheme
through qualitative approach utilizing interview, content analysis and observation. As an
addition, the finding for the implementation stage will be validated by the result
obtained from survey conducted to apprentices from both participating companies.
14
Descriptive and inferential statistics will be used where the study focuses on mean and
standard deviation (descriptive) as well as independent sample t-test (inferential). The
independent sample t-test uses to determine whether there is a significant difference
between this two participating companies with regard to work-process-orientation
teaching process. Therefore the researcher identified the null hypothesis as:
i. Null hypothesis: There is no significant difference for the mean score of
work-process-orientation characteristics in teaching process between
Puspakom and Samling.
H0: µPuspakom (WPO characteristics) = µSamling (WPO characteristics)
1.7 Conceptual research framework
As mentioned previously, the study focuses on the teaching strategies for NDTS
implementation in Malaysia which based on work process knowledge. Therefore, the
researcher needs to have a clear understanding of what NDTS teaching strategies is all
about particularly pertaining the development and implementation of LWA as a main
instructional tool. In order to make conceptual distinctions and organize ideas for
conducting empirical research, the researcher had developed conceptual research
framework to be used. Miles and Huberman (1994) defined a conceptual framework as a
visual or written product, one that “explains, either graphically or in narrative form, the
main things to be studied—the key factors, concepts, or variables—and the presumed
relationships among them”. A conceptual framework is also practically and commonly
used by educational researchers to refer to a structure for guiding, supporting or
enclosing their research studies based on a theory or more. For the purpose of this study,
the relationship between all underpinning theories and research studies are summarized
in Figure 1.3.
15
Figure 1.3 Conceptual research framework of the study
In the context of this study, the conceptual research framework is started with
exploring the concept of work process knowledge. The term `work process knowledge'
refers to the knowledge needed for working in flexible and innovative business
environments, including those in which information and communication technologies
have been introduced to integrate previously separated production functions (Boreham,
2004). It involves a systems-level understanding of the work process in the organization
as a whole, enabling employees to understand how their own actions interconnect with
actions being taken elsewhere in the system. Boreham (2004) also states that work
process knowledge is `active' knowledge that is used directly in the performance of
work, and is typically constructed by employees when they are solving problems in the
workplace. It is more than simple know-how because constructing it involves
synthesizing knowhow with theoretical understanding.
Level of Compliance for Work-
Process-Orientation Teaching
Strategies
Teaching Strategies
Work Process Knowledge Boreham (2004)
Dual System Training Bauer & Przygodda (2003)
Training Material (LWA) Hoepfner & Koch (2003); Spottl
& Becker (2008)
Training Delivery Spottl (2004); Gerds (2007);
Hoepfner & Koch (2003)
16
With regard to the dual system training, Bauer & Przygodda (2003) highlight the
development of new learning concepts within the dual vocational education and training
(VET) system, and ultimately to increase the effectiveness and quality of learning. The
study then focuses on dual system teaching strategies concerning LWA as a main
instructional tool and training delivery based on LWA and other relevant training
materials. The explorations will lead to the determination of work-process-orientation
characteristics that need to be embraced and can be used to assess the level of
compliances for work-process-orientation by NDTS participating companies.
1.8 Significance of the study
This study is very important since no similar effort has been done earlier especially to
investigate the teaching strategy for NDTS approach. The results of the study will be
able, firstly, to contribute to the development of the knowledge and understanding of the
work-process-orientation teaching strategies concerning LWA as a main instructional
tool in the implementation of NDTS in Malaysia. Secondly, the results will benefit LWA
developer especially in helping facilitator, coach and trainer to develop more effective
LWA. Thirdly, since there is no systematic evaluation tool available on teaching
strategies for NDTS, the results could be used by DSD and participating companies as a
basis in evaluating the extent of work-process-orientation in the development and
application of LWA and other relevant training material.
1.9 Scope of the study
In this study, researcher will investigate the teaching strategies for NDTS
implementation in developing holistic k-worker. Therefore, researcher will focus on the
work-process-orientation for the LWA and other relevant training material development
as well as for the training delivery. In order to ensure that the investigation can be
undertaken with sufficient depth, only one specific industry has been selected, namely
the Transportation as classified in NOSS and NDTS Curriculum Registry. The selection
of the transportation industry for this study is due to the reason that the industry has been
17
a part of the NOSS system since 1975, and it is also among the earliest industry to be
included for NDTS implementation.
1.10 Operational definition
In this section, researcher reviews the definition of teaching strategies in general and
specific for this study. Teaching strategies has been understood as the ‘tools for teaching
and learning’ that teachers have available to them and ‘teaching skills’ are the ways in
which teachers select and use the ‘tools’ at their disposal to achieve effective learning
(Faraday et al., 2011). Teaching strategies also refers to the structure, system, methods,
techniques, procedures and processes that a teacher uses during instruction. Teaching
strategies is a way to help student study effectively for getting their purpose. Teaching
strategies that must be prepared by the trainer or coach including goal identification,
selecting subject matter, method, and teaching media, shaping suitable learning
environment and situations, student activity, evaluation, and teaching management
(Dedi, 2008).
For NDTS, the components which didactics is concerned with are related to the
work process and the LWA are the core elements as instructional tools to foster self-
reliant learning and teamwork. The LWA are designed based on actual work
assignments adapted for the learning process (DSD, 2010). They are closely related to
assignments for workers at the workplace or they are real assignments from a specific
workplace. The activities carried in completing LWAs are those typical of an
occupation, including social and organizational aspects as well as the specialized
technical skills. LWA can be designed for individual work as well as teamwork. The
workplace assignments are adapted for learning process by formulating instructions,
guiding questions and hints to guide the apprentices through each step of the complete
action cycle.
Therefore, teaching strategies in this study will be referred to the development
and application of LWA and other relevant training material for NDTS implementation.
It focuses therefore to the work-process-orientation on the development of LWA and
other relevant training material and how it is to be implemented in workplace training.
18
1.11 Thesis outline
This chapter outlines the introduction to the thesis, setting out the reasons why this study
is being conducted and the focus of the researcher’s attention. Then the thesis is
organized into a further five chapters. A brief outline of each chapter is described as
follows:
Chapter 2: Literature Review presents a review of the current literature on work
process knowledge and training concept for dual system. This chapter also explores the
underpinning principles related to the participative and work-process-oriented
curriculum and LWA development. The explanation of the implementation of LWA is
also given.
Chapter 3: Research Methodology presents the methodological approach
adopted in the study. Fundamentally, the research design and sampling frame are
detailed for both qualitative and quantitative approaches and operating procedures to
conduct the study are explained. The types of data analysis are also included.
Chapter 4: Data Analysis and Findings describes the process of data analysis
and results for each method being used. This section comprises of an empirical study
that aim to investigate the extent of work-process-orientation being considered in the
development of LWA and other relevant training material and how it is to be
implemented in teaching process. Results for each research questions are organized in
this section.
Chapter 5: Research Discussions, Recommendation and Conclusion
summarize the key findings of the research and discuss it based on the research context.
This chapter also highlights the theoretical and practical contributions of the thesis,
while the limitations of the research are outlined. Suggestions for future research are
also offered and conclusion of the findings is given at the end of the chapter.
19
CHAPTER TWO
LITERATURE REVIEW
2.1 Overview of chapter
This chapter reviews the relevant literature related to the implementation of NDTS
particularly the requirement of teaching strategies. The discussion will start with
exploring the concept of work process knowledge then followed by the argument and
justification for shifting the current training concept to dual training concept. From this
concept, the discussion will focus on the work-process-orientation teaching strategy for
NDTS. It will discuss the development of training material to be used and the
requirement for delivery process of it. Therefore, this chapter will be divided into 9
sections; (1) the concept of work process knowledge; (2) the new training concept for
dual system, (3) the development of VET curriculum, (4) Work-Process-Oriented
curriculum development, (5) participative curriculum development, (6) The Learn and
Work Assignment (LWA), (7) the construction of the Learn and Work Assignment
(LWA), and (8) implementation of the Learn and Work Assignment (LWA).
2.2 The concept of Work Process Knowledge
The changes in technology and organization of work as well as changes in economic
structure resulting in growing demands on both work content related competences and
work process knowledge. Therefore, the concept of ‘work process knowledge’ has been
introduced to overcome the dilemma of ‘inert knowledge’, that is knowledge which has
been taught but has not proved useful in practice (Kruse, 1996). The concept of work
20
process knowledge was developed by a 10-country research network within EU
Framework IV Targeted Socio-economic Research program under Work Process
Knowledge in Technological and Organizational Development Project (WHOLE
Project). This concept is based on the premise that much of the knowledge that guides
and support work is created through the process of work itself (Boreham, 2004). Three
main factors that recognize the importance of this knowledge are listed below:
i. Global competition has been met by developing more organic ways of
organizing work. Nowadays, the workers are expected to work across
boundaries and contribute to continuous improvement in order to
maintain a customer focus, achieve quicker times to market and increase
productivity. Therefore, they need to understand the work process in the
organization as a whole.
ii. There has been strong pressure to orient vocational education and training
towards the actual requirements of work. Therefore, the curriculum
design should be based on models of the total work process rather than on
the academic disciplines and concepts.
iii. It is recognized that the knowledge base that underpins the work of
intermediate-level employees extends beyond engineering science and
includes the knowledge which they construct in the context of their work.
Boreham (2004) define work-process knowledge as `active' knowledge that is
used directly in the performance of work, and it is typically constructed by employees
when they are solving problems in the workplace. According to Boreham & Fischer
(2009), work process is an understanding of the work processes in an organization as a
whole and not restricted knowledge base which underpins an individual task or narrowly
defined job within one department of that organization. It enables employees to
understand how their own actions interconnect with actions being taken elsewhere in the
organization, which is the important requirement for collective competence (Boreham,
2004). In summary, Boreham & Fisher (2009) define work-process-knowledge in terms
of four main attributes:
21
i. Work process knowledge is a system level understanding of the work
process in the organization as a whole.
ii. Work process knowledge is actually used in the performance of the work
in question – it is ‘active’ as opposed to ‘inert’ knowledge.
iii. Work process knowledge is constructed by employees while they are
engaged in work, particularly when they are solving problems involving
the reconfiguration of the work process.
iv. Work process knowledge is typically reconstructed by synthesizing
codified and experiential knowledge in a dialectical process of resolving
problems in a workplace.
The concept of work process knowledge is increasingly used in discussions
exploring the relationships between work, learning on-the-job, organizational
development, individual knowledge, collective knowledge and occupational competence
(Boreham & Fischer, 2009). The concept signals more than practical know-how or
'procedural knowledge', for this way of knowing also encompasses theoretical
understanding. For this reason, the concept is a generative one which provides a
framework for understanding how contradictions between theory and practice - and
contradictions within practice - are resolved in the context of work. It also provides a
framework for building effective partnerships between vocational education carried out
in institutional settings and learning on-the-job.
Therefore work process knowledge has become the main conceptual tool for
curriculum development and the curriculum research and development need to be given
highly consideration because there is a close interrelationship between employees’
competencies and curricula that are going to be used for training implementation. With
this regards, the concept of work process knowledge is uses for developing vocational
curricula for flexible and innovative workplaces where knowledge creation is an
important part of the work. As we move into the knowledge-based economy, knowledge
creation becomes integral to the new ways of organizing work where learning becomes
the new form of work, and then new frames of reference and new concepts are needed to
underpin vocational curriculum development.
22
2.3 New training concept for dual system
Malaysia had been using NOSS-based training system which is based on job functions
of the DACUM procedures since 1992. The term “National Occupational Skills
Standards (NOSS)” was introduced following the decision of the National Vocational
Training Council (NVTC) at its No.4/92 meeting on December 9, 1992 which leads to
the new framework and methodology for developing the skills standard. The NOSS-
based training system rely on the following features (Alto et al., 2000): (1) competencies
to be achieved in training for a particular job are identified by expert workers and
practitioners, and clearly spelt out in NOSS (2) competencies are clustered around duties
in NOSS so that training, as well as assessment and certification, can be more flexibly
packaged and implemented (3) assessment of competencies emphasizes actual
performance based on specified criteria (4) self-paced and self-directed learning
increasingly become the norm in training in which trainees progress at their own paces,
rather than be dictated by their instructors or groups. (5) self-directed learning
increasingly becomes a key feature of training, whereby trainees take greater
responsibility for their learning, whilst instructors function as facilitators and resource
persons. This training system which employs competency-based training (CBT)
according to the British model focuses on the definition of a differentiated system of
skills which is in most cases externally assessed in order to verify required competencies
in an objective way.
However, the NOSS developed from duties, tasks and steps of work at the
workplace does not consider work processes and uncertainty (Hoepfner & Koch, 2003).
The orientation of NOSS which are based on job function of the DACUM procedures
that narrow down to duties and task causes a major skill gap between the supply of
training institutions and the requirements of the industry. In addition, the implication of
increasing complexity and accelerated technological change in the workplace has
become so dramatic that they increasingly render the competency-based training
approach obsolete. On the other hand, the experience-based and workplace training
become more relevant because it follow the incorporation of ongoing change in a ‘work-
23
process orientation’ of training. It also relies on the training potential of actual work
situations.
Therefore, the National Dual Training System (NDTS) was introduced to
modernize the ‘competency-based’ system. The introduction of NDTS also to meet the
intensified demand for highly skilled workers resulted from changes in work process due
to rapid technological advancement. The importance of NDTS in TVET system in
Malaysia can be seen through Tenth and Eleventh Malaysia Plan where concerted effort
will be undertake to mainstream its implementation. Among initiative are more public
and private TVET institutions as well as industry will be encourage to participate in
NDTS (EPU, 2015b). However, the NDTS implementation requires the changes that
must take place in various aspects particularly regarding the teaching strategy. This
requirement has understood as Grubb and Ryan (1999) has come up with conception of
human capital development which is more precise about the changes that must take
place before a VET programme has any meaningful effect. In it, there are at least four
different stages, each linked to its predecessor through a particular process. The four
stages of human capital development are the following:
i. implementation study,
ii. the learning process,
iii. changing economic behaviour in the labour market and on the job
iv. creating long-run employment and non-employment outcomes
From these four stages, the learning process presumably increases the skills or
competencies of the individuals. The processes generating increases in competencies are
those involving teaching and learning, and enhancing these competencies therefore
requires an understanding of teaching and learning. Besides, evaluation on teaching and
learning strategies become so important this day. The evidence produced is used for
major decisions about the future in vocational and education training. According to Berk
(2005), there are two types of decisions: formative, which uses the evidence to improve
and shape the quality of teaching, and summative, which uses the evidence to “sum up”
overall performance or status to decide about annual merit pay, promotion, and tenure.
24
The former involves decisions to improve teaching; the latter consists of personnel
decisions.
The changes in the VET system as well as in societal and labour market demand
could be summarized as a multi-level transformation process of man power demand
driven, reactive and reproduction oriented VET planning and curriculum design towards
more open, dynamic, shaping and career oriented approaches of organizational as well
as professional development in flexible VET systems (Onstenk, 2008). In order to train
students for widely accepted competency levels in the labour market, it is important to
improve the quality of vocational education systems. VET is expected to prepare
students for life in broader sense. The aim for planning and development becomes to
anticipate how employment will evolve and to give individuals a knowledge-base that
will enable them to benefit from mobility.
By the global development in challenge 21st century, teaching process not only
an information process, but also must be developed in any kind way, so human resources
competency can be improved to become an adaptive and creative match with the
purpose. Report to UNESCO of the International Commission on Education for the
Twenty-first Century (UNESCO, 1996) state that long life education as a building that
build by 4 aspect: (1) learning to know or learning to learn, mean learn to get knowledge
and learn continually, (2) learning to do, mean learn to have base competency in
correlation with different situation and team work, (3) learning to live together, mean
learn to can appreciate and do the depended condition, variety, knowing each other, and
peace inter country, (4) learning to be, mean learn to self-actualization as an
individualism that have a responsibilities.
To face the challenge of 21st century era development, need to develop a teaching
and learning strategy and model that can give an interesting situation for teacher and
student. The quantum learning and quantum teaching, as a fact develop a teaching and
learning model and strategy effectively in a good situation and enthusiasm. Last time
ago and perhaps today, situation of teaching learning perception as boring situation, not
motivated, and frightened, so that student could not develop their capabilities. This
condition must be changed so that the teaching and learning become more effective to
produce competence workforce. One of the most practical solutions according to
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