ii

ACKNOWLEDGEMENT

―I hereby admitted that this work is my own except for the extracts and summaries in

which I have stated the source of the content‖

Signature : ……………………………

Writer‘s Name : FAIZAL ARIF REZA BIN MUSTAFAR KAMAR

Date :

iii

DEDICATION

Special for my beloved family,

Mustafar Kamar Bin Ujang, Norizan Binti Suhaimi

Norhafizzah Binti Mustafar Kamar, Norhaniza Binti Mustafar Kamar

&

Mya Aryanna Binti Noor Zaidi

Beloved friends and classmates,

Ezham, Nasrin, Amirul, Syafiq, Haanee, Zarma, Idzzaty, Arni, Qistina, Syahida

and Azizah

A million thanks for all the contribution and hardwor

In helping to finish the research, May Allah S.W.T

Bless you all.

Amin…

iv

APPRECIATION

Alhamdulillah, praise to Allah almighty because of His benevolence allowing

the writer to complete this research successfully.

A sound appreciation to the writer‘s parents Mustafar Kamar Bin Ujang and

Norizan Binti Suhaimi for their everlasting support morally and financially towards

the end of the research. Thanks to Norhafizzah Binti Mustafar Kamar and Norhaniza

Binti Mustafar Kamar for the times that they have given in commenting and

correcting any error made in the research.

A million thanks to the writer‘s dissertation supervisor, Madam Rashidah

Hanum Binti Abdul Wahab for her time in giving guidance and motivations in order

for the writer to completely finish the research. Not to forget, the dissertation panels,

Madam Hazlin and Sir Farhan for their ideas and contributions towards the end of

the research.

This appreciation acknowledgment is directed toward the employees of Ipoh

General Hospital and Ampang General Hospital for supporting this research and

allowing this research to be done at the respective organizations.

Finally to the writer‘s friends and classmates, thanks for the moral support

and comments throughout the period of the research. Ending the appreciation, a

million thanks to those who are directly or indirectly involve in the development of

the research.

v

ABSTRACT

Competence is the ability of an individual to do a job properly. A competency is a set

of defined behaviors that provide a structured guide enabling the identification,

evaluation and development of the behaviors in individual employees. Malaysia‘s

general hospitals have been outsourcing their support service for more than a decade

thus helping the hospital management in supporting their maintenance service of the

equipment and machineries. However, according to the structural policy report,

Malaysia has been put below par for the workers‘ productivity. This is because in the

modernization world, organizations are facing with a serious threat, lack of skills

worker in the company. Competencies of workers play an important part in

improving the organization core business performance. Therefore, this research has

taken a huge step in identifying the competencies needed for technical workers in the

healthcare maintenance service, the importance of competencies in the organization

and methods suggestion to improve employees‘ quality and performance.

Competencies are not something to be ignore as the will affect the organization

tremendously. The final result will help the organization to identify the strength and

weaknesses of the organization on employees‘ competencies thus providing the

knowledge for future research reference.

vi

ABSTRAK

Kompetens adalah keupayaan seseorang individu untuk melakukan kerja yang betul.

Kompetensi pula adalah satu set tingkah laku yang menyediakan panduan berstruktur

membolehkan pengenalpastian, penilaian dan pembangunan tingkah laku dalam

pekerja individu. Hospital besar di Malaysia telah mendapat penyumberan luar

perkhidmatan sokongan mereka selama lebih daripada satu dekad seterusnya

membantu pihak pengurusan hospital dalam menyokong perkhidmatan

penyelenggaraan peralatan dan mesin mereka. Walau bagaimanapun, menurut

laporan dasar struktur, Malaysia telah dimasukkan di bawah par untuk produktiviti

pekerja. Ini adalah kerana dalam dunia pemodenan, organisasi berhadapan dengan

ancaman yang serius iaitu kekurangan pekerja mahir dalam syarikat berkenaan.

Kecekapan pekerja memainkan peranan penting dalam meningkatkan prestasi

perniagaan teras organisasi. Oleh itu, kajian ini telah mengambil satu langkah besar

dalam mengenal pasti kompetensi yang diperlukan bagi pekerja teknikal dalam

perkhidmatan penyelenggaraan di hospital, kepentingan kecekapan dalam organisasi

dan cadangan kaedah untuk meningkatkan kualiti dan prestasi pekerja. Kompetensi

bukanlah sesuatu yang boleh diabaikan kerana ia akan memberi kesan yang besar

kepada organisasi. Penemuan kajian ini akan membantu organisasi untuk mengenal

pasti kekuatan dan kelemahan organisasi tersebut terhadap kecekapan kakitangan itu

sekali gus menjadi sumber ilmu untuk rujukan penyelidikan masa depan.

vii

TABLE OF CONTENT

CHAPTER ITEMS PAGE

TITLE

i

ACKNOWLEDGMENT ii

DEDICATION iii

APPRECIATION iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENT vii

LIST OF TABLE xi

LIST OF CHART xiii

LIST OF FIGURE xiv

CHAPTER 1

RESEARCH INTRODUCTION

1.1 Introduction 1

1.2 Problem Statement 4

1.3 Scope 8

1.4 Research Question 9

1.5 Research Objectives 10

1.6 Research Significant 10

1.7 Methodology

1.7.1 Phase I

1.7.2 Phase II

1.7.3 Phase III

1.7.4 Phase IV

11

11

12

13

13

1.8 Summary 13

viii

CHAPTER 2 COMPETENCIES AMONG TECHNICAL

WORKERS

2.1 Introduction 15

2.2 Competency 17

2.3 Types of competencies

2.3.1 Core competencies

2.3.1.1 UC Davis Career Compass Core

Competencies Model

2.3.1.2 Stage 1 Competency Standard for

Professional Engineer (Engineers

Australia)

2.3.1.3 State of California Competency

Model

19

20

26

38

49

2.4 Developing Competency Models

2.4.2 ICE Competency Framework

2.4.3 Main Theory: Iceberg Competency Theory

50

52

53

2.5 Building Competency Models 54

2.6 Competency Level Assessment 56

2.7 Summary 58

CHAPTER 3

HEALTHCARE MAINTENANCE SERVICE

3.1 Introduction 59

3.2 History of Maintenance 62

3.3 Asset Maintenance Evolution 63

3.4 Types of Maintenance

3.4.1 Corrective Maintenance

3.4.2 Preventive Maintenance (PM)

3.4.3 Predictive Maintenance (PdM)

64

66

68

69

3.5 Malaysia Healthcare Maintenance Service

3.5.1 Outsourcing

3.5.2 Advantages of Outsourcing

73

74

76

3.6 UEM Edgenta 79

3.7 Radicare (M) Sdn. Bhd. 82

ix

CHAPTER 4

RESEARCH METHODOLOGY

4.1 Introduction 83

4.2 Research Paradigm 84

4.3 Research Framework 90

4.4 Population and Research Sampling

4.4.1 Research Population

4.4.2 Research Sampling

94

94

95

4.5 Instrument

4.5.1 Questionnaires

96

96

4.6 Summary 101

CHAPTER 5

DATA FINDINGS AND ANALYSIS

5.2 Respondents‘ Profile 102

5.3 Data Findings for First Objectives

5.3.1 Frequency and Percentage Analysis

5.3.1.1 Core Competencies

5.3.1.2 Competency by Education and

Practice

5.3.1.3 Competency by Law

5.3.2 Discussion

104

105

105

107

108

110

5.4 Data Findings for Second Objective

5.4.1 Mean Analysis

5.4.1.1 Importance of implementation of

Technical Workers Competencies in the

Organization

5.4.2 Frequency Analysis

5.4.3 Discussion

111

112

112

117

119

5.5 Data Findings for Third Objective

5.5.1 Mean Analysis

5.5.1.1 Suggestion in improving the

competencies level of employees in the

organization

120

120

121

x

5.5.2 Frequency and Percentage Analysis

5.5.3 Discussion

124

126

5.6 Summary 128

CHAPTER 6

CONCLUSION

6.1 Introduction 130

6.2 Summary of research objective findings 130

6.3 Research Impact 134

6.4 Limitations and Suggestion 134

6.5 Conclusion 135

BIBLIOGRAFI

137

xi

LIST OF TABLES

NO. TITLE

PAGE

2.1 Communication description through behavioral indicators 27

2.2 Decision-making description through behavioral indicators 28

2.3 Leadership description through behavioral indicators 29

2.4 Principle of Community description through behavioral indicators 30

2.5 Problem Solving description through behavioral indicators 31

2.6 Quality improvement description through behavioral indicators 32

2.7 Service focus description through behavioral indicators 33

2.8 Stewardship and Managing Resources description through

behavioral indicators

34

2.9 Strategic Planning description through behavioral indicators 35

2.10 Teamwork description through behavioral indicators 36

2.11 Managing people description through behavioral indicators 37

2.12 Knowledge and Skill Base: Elements and Indicators 41

2.13 Engineering Application Ability: Elements and indicators 43

2.14 Professional and Personal Attributes: Elements and Indicators 46

2.15 The State of California Leadership Competency Model 49

3.1 The many reasons for maintenance work on a property 64

3.2 Maintenance philosophies and the description of each maintenance

types

65

3.3 Summary of merits and limitations of Corrective Maintenance

(CM)

67

3.4 Summary of merits and limitations of Preventive Maintenance

(PM)

69

3.5 Summary of merits and limitations of Predictive Maintenance

(PdM)

70

3.6 The types of maintenance and the description of the maintenance 72

4.1 Comparison between interpretivism and positivism paradigm

summary

88

xii

4.2 List of questions in questionnaire 97

5.1 Respondents‘ Information 104

5.2 Respondent‘s response on core competencies 106

5.3 Percentage of respondent response on core competencies 107

5.4 Respondents‘ response on competency by education and practice 107

5.5 Percentage of respondent response on competency by education

and practice

108

5.6 Respondents‘ response on competency by law and necessity of

certain competencies

109

5.7 Percentage of respondent response on competency by law and

necessity of certain competencies

109

5.8 Min Score Indicator for the variable Importance of implementation

of Technical Workers Competencies.

114

5.9 Interpretation for the item importance of implementation of

technical staff competencies in the organization

114

5.10 Importance of implementation of competencies for technical staff

in an organization

117

5.11 Min Score Indicator for the variable suggestion in improving the

competencies level of employees in the organizations

122

5.12 Interpretation for the items suggestion in improving the

competencies level of employees in the organizations

122

5.13 Frequencies of respondent response towards the suggestion in

improving the competencies level of the employees in the

organizations.

124

xiii

LIST OF CHARTS

NO. TITLE

PAGE

2.1 ICE Core Competencies model elements 52

2.2 Iceberg Competency theories (Spencer and Spencer, 1993) 53

4.1 Research Process 92

5.1 Importance of implementation of technical competencies in the

organization

116

5.2 Web charts of the mean score for the variables Suggestion in

improving the competencies level of employees in the organization

123

5.3 Percentage of Respondent Response towards the suggestion in

improving the competencies level of the employees in the

organizations

126

xiv

LIST OF FIGURE

NO. TITLE

PAGE

3.1 The Bathtub Curve was Presumed Applicable to All Machines 63

3.2 Types of maintenance framework objectives 73

4.1 Underlying philosophical assumptions 86

1

CHAPTER 1

RESEARCH INTRODUCTION

1.1 Introduction

There has been growing concern about the competency need for adult at their

workplace. Changes in the nature of work raised concern of whether the adult fulfil

the require knowledge, skill and abilities to fit the current workplace system (Darr,

2007) and too much demand for talent workers hugely increases (Cortada, 1998).

This is due to the emergences of a ―new knowledge‐based service economy‖ which

differs from the industrial based economy. Walker (1980) stated that in the

knowledge based economy, human capital considered to be the most essential

resources for any organisation. Employee competency leads to the success of

organisation. There is no more lifelong employment, where employees expect to be

covenant forever. (Mustapha & Abdullahi, 2000). Employee retention will be based

on their competency.

Competency consists of knowledge, skill and abilities, or collection of two or

more these attributes which are considered building block for work performance.

Boyatzis (1982) defined competency as fundamental features of a person, determines

his superior performance at a workplace. ―Characteristics of someone that leads to

effective and outstanding performance‖ says Boyatzis (2004). Also, Spencer and

Spencer (1993) described competency as the mixer of component such as attribute,

skills, traits, knowledge and intention of a person which lead to the superior

2

performance in his/her job and the ability of person to employ his/her knowledge,

skill, attitudes and values to the ideal job perfection (New Zealand Qualification

Authority, 1997).

According to Lee (2003) competency characterize as knowledge, skill, and

attitude when person, team and organization the successful status. Not only that, it

also one of the most important aspects in all economies. We can also describe it as a

substitute of knowledge and skill, to be competent meaning that a person has attained

knowledge and skill which can be demonstrated at the workplace or in a test.

Knowledge can be best described as awareness, information in other words,

to be aware about the facts, concepts, theories, principles and guidelines (Marrelli,

2001; Mirabile, 1997). It may also be specific, concrete, more complex and hard to

assess (Lucia & Lepsinger, 1999) cited (Marrelli, Tondora and Hoges, 2005). While

on the other hand, skill can be described as the ability to perform either mental or

physical tasks with a benefit or specific outcomes (Marrelli, 1998). Competencies are

mainly driven from knowledge and skill but the approach of building competency

varies based on the field and area. It is considered relevant in many distinct research

fields (Barrie, 2006; Spencer & Spencer, 1993, Zegwaard, 2006).

The word competency is widely used in the world whether in the government

sectors or in the private sectors. The definition of competency is different for every

dictionary but the meaning of the word remains the same. According to the famous

encyclopedia in the internet, Wikipedia, competence is the ability of an individual to

do a job properly and competency is a set of defined behaviors that provide a

structured guide enabling the identification, evaluation, and development of the

behaviors or attitude in individual employees.

Another much easier interpretation of competency is that it is a cluster of

related abilities, commitments, knowledge, and skills that enable a person to do or an

organization to act effectively in a job or situation. According to the business

dictionary by Warren Buffet, competence indicates sufficiency of knowledge and

skills that enable someone to act in a wide variety of situations because each level of

3

responsibility has its own requirements, competence can occur in any period of a

person's life or at any stage of his or her career.

Another definition of competence according to the Cambridge Dictionary it is

the ability to do something or some job well whereas competency is an important

skill needed by a worker or an employee to do a job properly. However, for Collins

Dictionary, competence is the condition of being capable, and the state of being

legally competent or qualified in doing a given tasks. In layman‘s terms, competence

is the ability to do something well and effectively.

Finally, in the Merriam-Webster English Dictionary, competence is the

individual skill combined with knowledge and the ability or skill of an individual to

perform a task effectively and efficiently whereas competency is the quality or state

of being competent to do a certain task.

Based on the definition of competence and competency in the dictionaries

and encyclopedia, we can conclude that all the meaning is similar which is the ability

or skill of an individual to perform a given task with high efficiency, high

effectiveness and high precision.

The Occupational Competency movement was initiated by David

McClelland in the 1960s with a view to moving away from traditional attempts to

describe competency in terms of knowledge, skills and attitudes and to focus instead

on the specific self-image, values, traits, and motive dispositions (i.e. relatively

enduring characteristics of people) that are found to consistently distinguish

outstanding from typical performance in a given job or role. It should be noted that

different competencies predict outstanding performance in different roles, and that

there is a limited number of competencies that predict outstanding performance in

any given job or role. Thus, a trait that is a "competency" for one job might not

predict outstanding performance in a different role.

Nevertheless, as can be seen from Raven and Stephenson, there have been

important developments in research relating to the nature, development, and

assessment of high-level competencies in homes, schools, and workplaces.

4

1.2 Problem Statement

The origin of the competency-based concept is derived from the research of

Harvard‟s behavioral psychologists, David McClelland in 1973 (McClelland, 1973);

and further developed by the management theorist, Richard Boyatzis in his book

―The Competent Manager: A Model for Effective Performance‖ published in 1982

(Boyatzis, 1982). McClelland‟s competency model focuses on the identification of

key human behaviors rather than school-based examination. Boyatzis‟s model

refines the McClelland model by describing competencies as the underlying

characteristics of an employee which result in effective and superior performance in

a job. These characteristics are traits, motive, skill, person‟s self-image, body of

knowledge and person‟s social role.

The development of competencies, in the 21st century, for managers requires

effective program design and teaching methods for learning (Boyatzis, Stubbs &

Taylor, 2002). They further explained that competencies need to be effective and

they can be explored through two dimensions; firstly, competencies as behavioral

manifestations of talent, and secondly, competencies in a holistic theory of

personality. In relation to logistician competency, logisticians‟ knowledge and skills

are perceived as important factors for logistics firms to stay competitive in the 21st

century (Chapman, Soosay & Kandampully, 2002; La Londe & Powers, 1993).

Furthermore, Crook, Giunipero, Reus, Handfield and Wiliams (2008) focused on two

types of knowledge and skills for logisticians: these were termed „broad skills and

knowledge‟ (communication, computer, understanding end customer, and project

management) and ―specialized supply chain skills and knowledge‟ (supplier

relationship management and coordination, material management, metrics, and

market knowledge). In terms of the relationships among the skills, knowledge and

competency, (Gammelgaard and Larson, 2001), separated them into general, context-

independent knowledge, experience-based and context-dependent knowledge.

The first competencies issue is based on the study made by Dimitri Sanga, a

professor and person-in-charge for the study of competencies issue in the Canada

5

transportation system. The first part of the article deals with a literature review of

recent studies on skills and competencies development in the Canadian transportation

sector. In the second part of the paper, he present a profile of the labour force in the

Canadian transportation sector using the 2001 census and in the third part, he analyze

issues emerging from various skills and competencies studies in relation to the

portrayed profile and identify problems and potential solutions.

The first part of the paper mentions that the most easy problem involving

competencies are shortage of skilled workers. ―The ageing demographic profile of

the transportation sector has recently raised concerns about potential skill shortages

in the industry. This was underlined in several studies including a Human Resources

Development Canada (HRDC, another Canadian federal department) sponsored one

that examined both general industry workforce data and disaggregated data by

occupation in the rail industry. The study concluded that the rail industry could find

itself moving from a surplus of skilled labour a decade ago to a position of

significant shortages over the next ten years. To alleviate this, the industry has agreed

on the imperative of recruiting and retaining a new generation of employees. The

study also stressed the need for improvements in the quality of jobs; attractive pay

and benefits; increased public awareness of the contribution of the railway industry

to sustainable economic growth; and more effective labour-management

relationships and improved working conditions.‖ (Dimitri Sanga, 2001).

―The shortage of skilled workers has also been expected in the aviation sector

as outlined in a national review of the forty-five key recommendations identified in

the 2001 Human Resource Study of Commercial Pilots in Canada sponsored by the

Canadian Aviation Maintenance Council (CAMC) and the Air Transport Association

of Canada (ATAC). When the original Commercial Pilot‘s sector study was

produced (before the events of September 11/01 and the ensuing industry

restructuring), there were strong signs that the demand for pilots was growing at a

faster pace than the supply leading to expectations of a shortage on a short-term

basis. At the same time, there were some concerns about long terms problems related

to new technologies requiring new pilot skills, regulatory changes and the

harmonization of licensing requirements and significant increases in pilot

proficiency. One of the recommendations from the study was the need for the

6

creation of a sector council to act as a vehicle for industry actions.‖ (Dimitri Sanga,

2001).

However, the second part of the paper explains that education and training

affect the competencies issues of the workers in the industry. ―As key inputs to the

supply of skilled workers, education and training of transportation professionals have

been seriously considered in all discussions relative to skills and competencies in the

transportation sector.‖ (Dimitri Sanga, 2001). In terms of education, universities have

been identified as the main source in the supply chain for transportation training as

most of the supply of professionals comes from civil engineering graduates (Haas,

Falkner and Tighe 2002).

In another study made by David Finegold and Alexis Spencer Notarbatolo in

the journal, 21st Century Competencies and Their Impact: An Interdiscipilanary

Literature Review, they mention that competencies are importance for employers and

employees in the 21st century. ―We find widespread consensus among policymakers

and researchers across the Organization for Economic Co-operation and

Development (OECD) that all five of these general competency areas are important

for workers in the 21st century; however, there is surprisingly little evidence of the

relationship between these competencies and individual or organizational outcomes.

In contrast with the large literature on the economic returns to education, there are

few studies that directly assess the effects of competencies on outcomes, in part

because of the lack of common measures of these competencies.‖ (David Finegold

and Alexis Spencer Notarbatolo, 2010).

―The clearest evidence for the growing importance of these competencies in

the OECD countries comes from long-term shifts in the occupational structure. There

has been a decline in lower-skilled, manual labor, and a growth in knowledge work

and service occupations where these broad competencies are in greater demand. In

these occupations, possession of general competencies becomes a prerequisite for

securing employment. It is important to note, however, that many of the largest

service occupations, as currently defined in the US (e.g. home healthcare worker,

cashier), are considered low-skill jobs where there is limited opportunity or reward

for skill development. Future research is needed to demonstrate the relationship

7

between these competencies and outcomes, and to explore what mechanisms are

most effective in developing generic skills.‖ (David Finegold and Alexis Spencer

Notarbatolo, 2010).

An inadequately educated and trained work force is a major impediment to

business and growth. As mentioned above, one major reason why Malaysian SMEs‘

productivity is poorer than that of large domestic firms is the large number of

unskilled workers that they employ in labor-intensive industries across all economic

sectors.

There is a mismatch between labor supply and demand in Malaysia because

the labor supply lacks job readiness. The curricula of Malaysian universities,

colleges, technical schools and polytechnics have little industry perspective or up-to-

date industry knowledge. The quality of students has suffered.

Even though graduates in Malaysia face unemployment and

underemployment, SMEs often have trouble attracting and retaining workers because

they cannot pay such high salaries as larger firms. The talent pool in Malaysia has

also been dried out by the brain drain, as qualified and highly skilled workers flock

overseas to seek better career opportunities. SMEs have suffered more than large

firms.

SMEs‘ lack of interest in staff training has not helped matters. The ACCCIM

2012 survey of SMEs reveals that only 26% reported that they conducted regular

staff training courses, 50% that their training programs were irregular, and 24% that

they provided no training at all. There are various reasons for this. One, according to

33% of the respondents in the ACCCIM survey, was limited human resources – in

other words, sending employees for training disrupted business. Many employers

also feared their trained staff would be poached by other firms or that trained

employees would leave to join a competitor. SMEs widely perceive training as a cost

and fail to appreciate the long-term benefits of productivity gains. Many also fail to

realize that their employees need constant training and skills upgrading if they are

order to improve their capacity to innovate. Finally, the simple lack of relevant

8

courses is also a possible reason why SMEs show little interest in training (SME

Corporation Malaysia, 2012b).

Presently, the talent base of the workforce of Malaysia has lagged behind the

standard of high-income nations. The country suffers from a shortage of skilled

workers, weak productivity growth stemming from a lack of creativity and

innovation in the workforce, and an over-reliance on unskilled and low-wage migrant

workers (National Economic Advisory Council, 2010). Moreover, the statement has

been stressed out by the world bank saying ―Such difficulty has intensified as the

mismatch between skills needed by the labour market and those acquired by job

seekers has worsened. More than 40% of firms have reported vacancies for skilled

production worker positions, and the average time required to fill a vacancy is about

four weeks (World Bank, 2009b). The main reason given by the firms for this long

process is that the applicants did not have the required basic skills or the right

technical skills needed to carry out the jobs in question.

In conjunction to the above matter it is a firm to state that the competencies of

the workers affect the productivity of certain organization or company. The lack of

competent workers in the business has put Malaysia to one of the lowest production

country in Asia (Structural Policy Challenges for Southeast Asian Countries, 2013).

To stress on this matter, the intake of cheap labor and foreign workers from 3rd

world

countries such as Nepal, Bangladesh, Myanmar and Vietnam prove that the

regulation for special competency is not implemented by the private sectors. The lack

implementations of competencies in the working environment by an organization can

greatly reduce the productivity of work supplied by the workers.

1.3 Scope

The scope of the research is based on the increasing population of labor force

in Malaysia throughout the sectors which involves constructions, renovations,

services and other main production activities. Based on a statistic involve percentage

9

of labor force in Malaysia, there have been some incensement from the year 2014 to

2015. The number of foreign workers has increase by 1.5 million from the year 2014

to 2015. Based on the findings on previous research, labor force such as service and

construction are considered to be the main workforce in Malaysia. The purpose of

the study is to focus on the service sectors mainly maintenance service provider

companies.

To further the scope, this research have choose two (2) main hospitals as the

polution sampling. The hospital that were chosen is Ipoh General Hospital and

Ampang General Hospital. These hospitals are considered large hospitals and it is

under the government of Malaysia supervision. The difference between the two

hospitals is that they outsource their support service to two (2) major healthcare

maintenance service which are UEM Edgenta and Radicare. The background of the

companies will be discussed in chapter 3. Furthermore, to limit the respondent

sampling, only employees or staff who are directly involve with the maintenance or

technical work will be chosen for data collection. That include general workers,

technicians, management and administration.

1.4 Research Questions

Based on the research background and research problem statement, there are

three (3) questions need to be answered in this research. They are:

i. What are the type of competencies should a technical worker posses?

ii. What are the importance of competencies for a technical worker in an

organization?

iii. What are the suggestions to improve competencies‘ level of an

employee?

Based on these questions, three (3) objectives will be introduced and aims of

the research will be discussed in the next sub-topic.

10

1.5 Research Objectives

There are three (3)objectives which the researched need to achieved to fullfil

the research questions mention previously. They are:

i. To identify the type of competencies needed for a technical worker.

ii. To study the importance of competencies for a technical worker in an

organization.

iii. To provide suggestion in improving the competencies level of an

employee in the service.

1.6 Research Significant

The research significant can be see through how far can the research give

significant contribution in the aspect of knowledge, methodology and practical. This

research can contribute as one of the reference for the maintenance and technical

field as well as competencies. According to reports, Malaysia have become one of

the lowest production country in southeast asia because of the lack of skills and

trained workers. This research hopes to provide informations and input regarding

competencies of workers in order to increase the contribution towards further studies.

This research also hopes to provide information to technical staff or

management staff about the whearabouts of competencies level in the organizations.

Thus employees competencies level can be known through further development of

thi research and based on the model provided in the next chapter of the research. The

data collected in this research will help the organization to identify the strength and

weaknesses of the organization thus finding the best approach to improve the

organization competencies.

11

Other than that, this research hopes to find other organizations who involves

directly in the technical field especially healthcare maintenance service in order to

increased the knowledge of the organizations on the requirements of competent staff,

importance of competent staff and also the method to improve the staff performance.

Finally, in order for the research to be significant, it hopes to give the writers

knowledge about the theory and practices of competencies in the organization. This

research will also become a reference and information resource for any research

involving competencies in the future.

1.7 Methodology

There are two objectives to be achieved in this research in order to fullfill the

research question of the research. All of the objectives are related to each other

through literature review, practices and theoritical. The summary of the methodology

used will be discussed in this chapter while the full details of the methodology will

be discussed in Chapter 4. This research involve 4 phase of research framework in

order to achieve the objectives successfully.

1.7.1 Phase I

Phase I of the research allow the researcher to identify the suitable

research framework for the development of the research topic. This phase

involve the writer to pursue the knowledge of competencies and identification

of the reseach question based on the research background and research

problem statement. Other than that, the problem statement will require the

writer to identify the main problem involve in the researh.

12

1.7.2 Phase II

Phase II of the research involve identification and development of the

research objectives based on the research background and research questions.

In this phase, writer should apply the knowledge of competencies in order to

develop a set of objectives that can be successfully achieved at the end of the

research.

Other than that, this phase requires the writer to identify the suitable

research approaches and method for data collection. The respondents for the

data collection are also identified to improve the efficiency of the data

collection method and approaches based on the literature review. There are

two types of data collection method that are used in the research which are

primary data and secondary data.

i. Primary Data

Primary data is a set of data collected from the distribution of

questionnaires to respondents at the research population sampling

which involves in the research scope. This data is the main data of the

research in order to identify the types of competencies, importance of

competencies and method in improving technical workers

competencies. In order for the questions in the questionnaire to be

reliable, pilot study is used to improve the variables in the

questionnaires.

ii. Secondary Data

Secondary data is collected from reading materials such as literature,

journals, modules, documents, reports, speeches and other researched

done by previous researchers on the topic of research.

With the distribution of the questionnaire, this research are continued

to the next phase in the research framework that involves data analysis and

13

findings of data. This will help the writer to identify the factors in achieving

the objectives of the research.

1.7.3 Phase III

Phase III of the research framework involves data analysis using

SPSS software for questionnaires that were distributed to the respondents. In

this phase, methods for analysing data are identified in order to meet the

objectives of the research, this include developing tables and graph of data

collected. After that, a thorough discussion about the analyze data will be

included after all data have been analyze completely. The discussion will

involve knowledge of writer from literature review and model of theory.

1.7.4 Phase IV

Phase IV is the conclusion phase of the framework for the research topic. In

this phase involves the writer to provide recommendation and suggestion

related to improve the quality of research in the future. This phase will also

provide the information of research limitation for the next research to

overcome in order to have more significant contribution whether through

knowledge, practices or theory.

1.8 Summary

In order for an organization to have competent and skill workers especially in

healthcare maintenance service, several problems have been identified. However, the

problems does not come only from the technical workers but also from the

14

management of the organization itself. This statement will be supported and

discussed on the next chapter. Furthermore, in order to identify the types of

competencies, importance of competencies and the method for the organization to

improve the competency levels of the worker in the healthcare maintenance service,

a thorough research should be done to provide the data needed for the topic. This

research will involve the management and technical workers of the organization

because they are directly related to maintenance work in the field.

The next chapter will discussed about the literature review involve in this

research. This include a collection of modules, theories and journals from past

research about competencies and maintenance work in the field. The next chapter

will also provide the knowledge of competencies and the background as well as the

history of competencies theory through the eye of past researchers.

15

CHAPTER 2

COMPETENCIES AMONG TECHNICAL WORKERS

2.1 Introduction

Generally, competencies or in other words skills are important for either

employees or employers especially in the technical fields. Competencies are the

foundation of an organization as they ensure the sustainability and the performance

of the organization itself. To strengthen this thought, a competency is the capability

to apply or use a set of related knowledge, skills, and abilities required to

successfully perform "critical work functions" or tasks in a defined work setting.

Competencies often serve as the basis for skill standards that specify the level of

knowledge, skills, and abilities required for success in the workplace as well as

potential measurement criteria for assessing competency attainment (Bloom, 2010).

This statements clearly state that competencies are required for an organization to

succeed in the field.

In Malaysia, high demand for skilled workers becoming an issue as the

country is facing unemployment phenomena at a concerned level (MITI, 2005).

Based on the 2013 unemployment statistics, 424 600 (3.1%) Malaysians are facing

unemployment, however in 2014 the amount reduce to only 382 500 (2.7%)

(Department of Statistic Malaysia, 2014). The percentage may look small when

compared to other developed countries such as United States of America with 8.5%

of unemployment (Bureau of Labor Statistic, 2014), but the numbers of people

should not be ignore. Even more worrying, there are still 68,115 unemployed people

16

from graduated students as posted by Job Malaysia in 2014 (Malaysia Hall Report,

2014). This support the issue in which these unemployment are caused by the

inability for the workers to support the demand of skilled workers by the country.

Other than that, a high academic qualification does not promise any privileges in the

employment of new workers in the industry (Malaysia Hall Report, 2014).

In this chapter, the main focus of the research is to explain all the core

competencies, definition of competencies and the types of competencies needed by

an individual to be evaluated through his/her performance. Although there may be

some discussion on the definition, a summary will be written by researching further

on the journals and other writing materials that have been done before. For the first

part of the chapter, an explanation of the definition will be provided for the reader to

understand what it means by competencies and why is it important for an industrial

worker. The explanation will be justified by the literatures that have been collected

throughout the research and studies. The second part of the chapter is to explain the

types of competencies that have been researched and studied throughout the years by

researchers before. This is a progress to understand the overall competencies

including the core and technical competencies needed by an organization to ensure

that all works are 90% efficient.

The third part of the literature review is to identify and explain what is

exactly mean by Mechanical Engineering Maintenance Service including the

definition of Mechanical Engineering, Maintenance Service and the roles of a

technician in service provider companies. Other than that, this chapter will also

identify the core Mechanical Maintenance technician‘s works and the types of

service provided by the technicians including the maintenance of high value assets

such as boilers, clarifiers and heavy machineries. The fourth part of the chapter is to

define what are SME and the specifications of SME in Malaysia. Other than that, a

brief explanation will be provided between the differences between Malaysia‘s

definition of SMEs and global definition of SMEs.

The final part of the chapter, a summary will be provided to explain the

whole chapter and thus providing clear view on the whole research paper.

17

Furthermore, the explanation on the terms that will be used in the paper will be

justified through several literature studies and evidence through several writings.

2.2 Competency

According to the Washington State Human Resources competencies are

defined as the measurable or observable knowledge, skills, abilities, and behaviors

(KSABs) critical to successful job performance. Choosing the right competencies

allows employers to:

i. Plan how they will organize and develop their workforce.

ii. Determine which job classes best fit their business needs.

iii. Recruit and select the best employees.

iv. Manage and train employees effectively.

v. Develop staff to fill future vacancies.

Through other research, competence is the ability of an individual to do a job

properly. A competency is a set of defined behaviors that provide a structured guide

enabling the identification, evaluation and development of the behaviors in

individual employees. The term "competence" first appeared in an article authored by

R.W. White in 1959 as a concept for performance motivation.

Later, in 1970, Craig C. Lundberg defined the concept in "Planning the

Executive Development Program". The term gained traction when in 1973, David

McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence Rather

Than for Intelligence".

It has since been popularized by one-time fellow McBer & Company

(Currently the "Hay Group") colleague Richard Boyatzis and many others, such as

T.F. Gilbert (1978) who used the concept in relationship to performance

improvement. Its use varies widely, which leads to considerable misunderstanding.

18

This is all the more true, that competence appeared in varied countries and varied

scientific contexts, with different meanings (Klarsfeld, 2000).

Some scholars see "competence" as a combination of practical and theoretical

knowledge, cognitive skills, behavior and values used to improve performance; or as

the state or quality of being adequately or well qualified, having the ability to

perform a specific role. For instance, life, management competency might include

systems thinking and emotional intelligence, and skills in influence and negotiation.

Competency is also used as a more general description of the requirements of human

beings in organizations and communities.

Competency is sometimes thought of as being shown in action in a situation

and context that might be different the next time a person has to act. In emergencies,

competent people may react to a situation following behaviors they have previously

found to succeed. To be competent a person would need to be able to interpret the

situation in the context and to have a repertoire of possible actions to take and have

trained in the possible actions in the repertoire, if this is relevant. Regardless of

training, competency would grow through experience and the extent of an individual

to learn and adapt.

Competency has different meanings, and continues to remain one of the most

diffuse terms in the management development sector, and the organizational and

occupational literature. Competencies are also what people need to be successful in

their jobs. Job competencies are not the same as job task. Competencies include all

the related knowledge, skills, abilities, and attributes that form a person‘s job. This

set of context-specific qualities is correlated with superior job performance and can

be used as a standard against which to measure job performance as well as to

develop, recruit, and hire employees. Competencies and competency models may be

applicable to all employees in an organization or they may be position specific.

Identifying employee competencies can contribute to improved organizational

performance. They are most effective if they meet several critical standards,

including linkage to, and leverage within an organization‘s human resource system

19

Competencies provide organizations with a way to define in behavioral terms

what it is that people need to do to produce the results that the organization desires,

in a way that is in keep with its culture. By having competencies defined in the

organization, it allows employees to know what they need to be productive. When

properly defined, competencies, allows organizations to evaluate the extent to which

behaviors employees are demonstrating and where they may be lacking. For

competencies where employees are lacking, they can learn. This will allow

organizations to know potentially what resources they may need to help the

employee develop and learn those competencies. Competencies can distinguish and

differentiate your organization from your competitors. While two organizations may

be a like in financial results, the way in which the results were achieve could be

different based on the competencies that fit their particular strategy and

organizational culture.

Lastly, competencies can provide a structured model that can be used to

integrate management practices throughout the organization. Competencies that align

their recruiting, performance management, training and development and reward

practices to reinforce key behaviors that the organization values.

2.3 Types of competencies

Over the years performance management has progressed from personality-

and outcomes-based approaches that provided no constructive developmental focus

on behaviors- to approaches that recognize the need to provide individuals with

feedback on job responsibilities/objectives as well as competencies—or behaviors

(Harvard University).

Moreover, at the individual level this focus on competencies enables people

to take a proactive role in their own development by providing guidance in behavior

change efforts. At the organizational level the focus on competencies in performance

development/management enables us to align individual performance with values

20

and strategy while maximizing individual performance in the pursuit of specific

work-related objectives and behaviors (Harvard University). There are several types

of competencies according to several theories globally. In this chapter, we will

discuss those theories based on the research scope.

2.3.1 Core Competencies

Core competencies are specific qualities that a company's recruiters have

decided are desirable for employees to possess. During interviews and assessment

processes, core competencies are used as benchmarks that assessors use to rate and

evaluate candidates.

Based on the article written by Dominique Simon Rychen and Laura Hersh

Salganik, A Contribution of the OECD Program Definition and Selection of

Competencies: Theoretical and Conceptual Foundations: Definition and Selection of

Key Competencies, they mention that the concepts of competencies are socially

constructed notions that facilitate the understanding of reality while also constructing

it. Notions such as ―key competencies‖ and ―core skills‖ have become very

fashionable in social policy discourse. However, these terms often have very vague

meanings. Therefore, their clarification was considered a necessary prerequisite for

defining and selecting key competencies. Thus, in the study it is clear that key

competence is a variable throughout the world; therefore there are no definitions that

clearly state a certain numbers of key competencies.

They continue in the study saying that ―However, based on a recent

commissioned report10, we recognize that in social sciences there is no unitary use

of the concept of competence, no broadly accepted definition or unifying theory. In

fact, the meaning of such terms varies largely depending on the scientific perspective

and ideological viewpoints involved and on the underlying objectives associated with

their use, both at scientific and political levels.

21

UVic Co-op and Career has identified 10 core competencies that are valued

across all academic program areas and employer sectors. These core competencies

align with the UVic Learning Outcomes being applied across campus, reflecting the

important connection between academic study and the world of work.

The description of the 10 competencies by Uvic Co-op and career are as follow:

a) Personal management:

This means that you understand yourself and are conscious of the

implications of your interactions with others. You show this competency

when you:

• Act with honesty, integrity and personal ethics

• recognize your personal efforts and the efforts of others

• acknowledge diverse opinions and accept differences

• manage your personal health and emotional well-being

• take responsibility and demonstrate resiliency and accountability

for yourself

• plan and manage your personal time, finances and other resources

• assess, weigh and manage risk in the face of uncertainty

• recognize your strengths and areas for improvement

• adapt to new environments and cultures

b) Communication

This means that you‘re comfortable using a broad range of

communication styles, and you choose appropriate, effective ways to

communicate to audiences in diverse situations. You show this

competency when you:

• communicate in a respectful tone and manner

• listen actively and communicate effectively with others

• write clearly and accurately in a variety of contexts and formats

• listen and ask questions to understand other people‘s viewpoints

22

• communicate issues in a timely manner

• are aware of and responsive to verbal and non-verbal

communication styles

• recognize cultural differences in communication

• use effective cross-cultural communication skills

c) Managing information

This means that you‘re able to think critically and gather sort, store

and use information to turn data into knowledge. You show this

competency when you:

• research and interpret relevant information from a range of

sources

• review, retain and apply ideas

• demonstrate numerical literacy

• evaluate the validity and bias of information

• use gathered data to draw conclusions or to create new sources of

information that can be shared with others

• document your sources of information

• use appropriate technology to find and process information

d) Research and Analysis

This means that you use information from a variety of sources—

including personal experience and your own observations—to identify

options and solve problems. You show this competency when you:

• recognize the human, interpersonal and technical sides of a

problem

• access, analyze and apply knowledge and skills from various

disciplines

• think critically and strategically

23

• apply knowledge and skills from past experiences to new

situations

• assess situations and identify problems

• explore possible solutions in an innovative and creative way

• evaluate solutions to make decisions

e) Project and task management

This means that you plan, implement, manage and measure projects

and tasks in a timely and directed manner. You put this competency into

practice when you:

• plan and carry out projects with well-defined goals and outcomes

• determine appropriate implementation strategies, tools and

technologies

• adapt to changing work priorities and workplace practices

• use a range of assessment techniques to monitor a project or task

• establish priorities to meet deadlines

• carry out multiple tasks or projects at the same time

f) Teamwork

This means that you work cooperatively and collaboratively with

others to achieve collective goals. You show this competency when you:

• Work within the dynamics of a group

• show commitment to the team‘s purpose and goals

• accept and provide feedback in a constructive and considerate way

• share information and encourage others to do the same

• support and motivate the group to perform at its best

• recognize the role of conflict when appropriate

• build professional relationships

• show accountability to the team and follow through on your

commitments

24

• work effectively with different personalities across a variety of

social and professional situations

• consider diverse, cross-cultural perspectives and working styles

g) Commitment to quality

This means that you take pride in your work and strive for excellence

to achieve the best possible results. You show this competency when you:

• look for opportunities to improve your work practices

• generate ideas for improvement

• pay attention to the quality of your work

• persist when difficulties arise

• try innovative ways to get things done

• consider situations from new perspectives

• evaluate work results for effectiveness

h) Professional Behavior

This means you use sound judgment to meet or exceed workplace

guidelines, standards and expectations. You show this competency when

you:

• follow workplace policies (e.g. health and safety, equity,

harassment and confidentiality)

• recognize your rights and responsibilities

• abide by UVic regulations and federal and provincial laws related

to workplace policies and procedures

• abide by and respect the standards of practice recognized in your

field

• take responsibility to understand and adapt to workplace culture

25

i) Social responsibility

This means that you recognize how your beliefs, ethics and actions fit

within the context of a greater community. You show this competency

when you:

• know your personal convictions and strive to put them into

practice

• accept responsibility for your own actions

• show a respect for others‘ rights and diverse ideas

• demonstrate personal, professional and academic honesty

• choose ethical courses of action

• contribute to your local, national and international community

• build equitable relationships

• consider the broader implications of your decisions

• evaluate ethical aspects as part of decision making

• act responsibly in accordance with sound principles of

sustainability

j) Continuous Learning

This means that you acquire and apply new knowledge and skills in

all of your experiences. You show this competency when you:

• set and pursue personal and educational goals

• identify and access learning sources and opportunities

• show a willingness to continuously learn and grow

• learn from your mistakes and successes

• seek and accept constructive feedback from others

• stay current with techniques and technologies in your field

26

2.3.1.1 UC Davis Career Compass Core Competencies Model

Based on the description of core competencies from University of

Victoria, there are 10 core competencies for a worker or graduate students to

focus on, however, different organization have different core competencies.

For example, UC Davis Career Compass Core Competencies model state

that, there are 11 core competencies needed for a worker. The competencies

are:

i) Communication

ii) Decision Making

iii) Leadership

iv) Principles of Community

v) Problem solving

vi) Quality Improvement

vii) Service Focus

viii) Stewardship and Managing Resources

ix) Strategic Planning

x) Teamwork

xi) Managing People

Each core competency in this model has a brief descriptor as well as

several behavioral indicators. There are two levels within each of the core

competencies – operational and mastery. The mastery level builds upon the

operational level of each core competency. The model is intended to serve as

a flexible guide.

27

1. Communication

Shares information with and receives information from constituencies using oral,

written and interpersonal communication skills

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Builds and maintains effective

working relationships with customers

and colleagues

Leverages working relationships with

customers and colleagues to build

strong connections, cooperation and

collaboration

Receives information to seek and

understand differing perspectives

Actively seeks perspectives from

others to ensure inclusiveness and

understanding

Uses interpersonal skills to build

cooperative relationships

Models interpersonal communication

that invites participation and future

dialogue

Receives and learns from feedback Encourages feedback and uses it as a

factor when considering personal and

or organizational changes

Tailors and presents information to

diverse audiences using a variety of

communication delivery methods

(e.g., written, electronic, oral,

interpersonal)

Tailors and delivers high-level

presentations to diverse audiences

using a variety of communication

delivery methods (e.g., written,

electronic, oral, interpersonal)

Creates clear and concise written

communication

Creates impactful written

communication; improves others‘

writing through editing and feedback

process

Uses negotiation and mediation skills Facilitates management of

differences by addressing them

openly and encouraging mutually

beneficial resolutions

Table 2.1 Communication description through behavioral indicators

28

2. Decision Making

Makes sound decisions while demonstrating integrity

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Distinguishes relevant from

irrelevant information

Helps others distinguish relevant

from irrelevant information and

resolves discrepancies

Uses sound judgment and integrity to

make clear, transparent decisions

Models the use of sound judgment

and integrity to make clear,

transparent decisions regarding

complex and/or sensitive issues or

materials

Makes decisions based on relevant

information

Makes independent, critical decisions

based on relevant information

Makes decisions in a timely manner Applies solutions based on decisions

in a timely manner

Table 2.2 Decision-making description through behavioral indicators

29

3. Leadership

Inspires others toward a common vision and fosters trust and ethics

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Demonstrates individual leadership

skills (e.g., interpersonal,

communication, political acumen)

Models leadership skills and aligns

actions with shared values

Generates trust and credibility;

displays honesty, integrity and ethical

behavior

Exemplifies integrity and expects

honest, ethical behavior from others

Inspires others to act Inspires others to act and fosters a

climate of motivation

Employs political acumen skills Demonstrates a high level of political

acumen in all situations

Influences others Persuades and encourages others to

adapt to desired changes

Accepts responsibility for successes

and failures

Enables others to accept

responsibility for their own work and

creates a culture of accountability

Develops self Coaches and develops others

Recognizes and acknowledges

achievements of others

Recognizes and acknowledges efforts

as well as achievements of others

Table 2.3 Leadership description through behavioral indicators

30

4. Principles of Community

Demonstrates respect, equitable behavior and empathy for a diverse community

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Promotes and sustains a community

that acknowledges and celebrates

differences

Advocates for the UC Davis

Principles of Community in all

interactions

Creates opportunities for inclusion in

a variety of settings

Designs and advocates for inclusive

practices in all settings

Shows respect for people and their

differences

Advocates for deep understanding

and respect for the diversity of

cultures, values, perspectives and

beliefs

Works to understand the perspectives

of others and demonstrates empathy

Works to understand the perspectives

of others and encourages them to

provide their perspectives

Works to build mutual respect,

fairness and equity

Models and promotes mutual respect,

fairness and equity to foster a sense

of belonging Communicates in a

variety of media, information

regarding issues and problems

Table 2.4 Principle of Community description through behavioral indicators

31

5. Problem Solving

Identifies problems and seeks best solutions

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Identifies issues and problems Communicates in a variety of media,

information regarding issues and

problems

Gathers and organizes data related to

problems

• Exercises independent judgment in

gathering and organizing data related

to problems

Analyzes and synthesizes data to

generate potential solutions

Analyzes and synthesizes highly

sensitive and complex data to

generate potential solutions

Consults others during various phases

of the problem solving process

Mobilizes others during various

phases of the problem solving

process

Demonstrates creative and innovative

thinking to find best solutions

Models creative and innovative

thinking to find best solutions

Responds to challenges and problems

in a timely manner

Anticipates challenges and problems

and responds in a timely manner

Table 2.5 Problem Solving description through behavioral indicators

32

6. Quality Improvement

Strives for high quality performance and takes initiative to make improvements and

deliver results

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Sets and meets quality improvement

targets

Uses benchmarking and reviews best

practices to set and meet quality

improvement targets

Strives for efficient, effective, high

quality performance

Takes initiative and evaluates trends

to improve efficiency and

effectiveness resulting in high quality

performance in self and in the

organization

Delivers results by deadlines Manages timeframes and deadlines

Responds to difficult situations and

takes initiative to make

improvements

Displays resiliency and takes

proactive measures to make

improvements

Focuses on quality Ensures the delivery of high quality

results

Table 2.6 Quality improvement description through behavioral indicators

33

7. Service Focus

Values and delivers high quality, innovative service to all customers

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Seeks to understand organizational

business needs

Identifies and assesses organizational

business needs

Seeks to understand customer needs Identifies and assesses customer

needs

Responds to customer needs Models innovative ways to respond

to customer needs

Recommends solutions to customer

needs

Uses best practices to develop

solutions and respond to customer

needs

• Assumes shared accountability for

improving service delivery

Evaluates customer satisfaction and

uses the data to improve service

delivery

Table 2.7 Service focus description through behavioral indicators

34

8. Stewardship and Managing Resources

Demonstrates accountability, discretion and sound judgment in managing university

resources

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Exercises accountability in managing

university resources

Models accountability in managing

university resources in an open,

effective manner

Uses discretion and sound judgment Models the use of discretion and

sound judgment

Understands university values Embraces university values and

integrates them when managing any

resources

Understands and applies university

policies and procedures

Establishes and promotes university

policies and procedures

Manages resources Displays stewardship when allocating

and managing resources

Manages budgets Oversees budgets

Adheres to university safety

guidelines

Models and promotes behavioral

safety in accordance with university

safety guidelines

Manages risks Raises awareness in others about

managing risks

Table 2.8 Stewardship and Managing Resources description through behavioral

indicators

35

9. Strategic Planning

Uses a holistic approach to align priorities with overarching goals, and measures

outcomes of planning efforts

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Understands the ―big picture‖ and

vision of the organization

Champions the organization‘s vision

Aligns priorities with goals Establishes priorities and ensures

their alignment with goals

Measures outcomes Establishes methodology for

measuring outcomes; communicates

results

Seeks input from a variety of

constituencies

Seeks input from a variety of

constituencies and uses the feedback

to redirect efforts as needed

Considers alternative solutions Seeks, evaluates and implements

alternative solutions

Comprehends connections within

complex issues

Encourages others to appreciate

connections within complex issues

Creates budgets Oversees budgets

Implements change Manages change

Organizes projects and associated

time and priorities

Oversees project management and

implements strategies

Table 2.9 Strategic Planning description through behavioral indicators

36

10. Teamwork

Encourages cooperation, collaboration and partnerships

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Cooperates and collaborates Fosters cooperation and collaboration

in others through trust-building and

relationships

Is flexible Encourages and enables flexibility

Contributes to the team Facilitates and models teamwork

across the organization

Shares accountability Creates a culture of accountability

Works in partnership with others Fosters partnerships towards a shared

vision

Organizes effective teams Builds effective teams across

organizations and levels, inside and

outside own organization

Table 2.10 Teamwork description through behavioral indicators

37

11. Managing People

Coaches, evaluates and develops people; aligns performance with university goals

Behavioral Indicators – Operational

level

Behavioral Indicators – Mastery level

Recruits, selects and works to retain

employees

Facilitates the recruitment, selection

and retention of employees

Delegates tasks, sets performance

expectations and supervises work of

others

Delegates assigned tasks in alignment

with operational goals

Monitors and assesses work

performance

Coaches to maximize achievement of

performance expectations

Monitors and assesses work

performance

Models objective behavioral

feedback

Creates opportunity for employee

development

Champions employee development

for career growth and mobility

Table 2.11 Managing people description through behavioral indicators

38

2.3.1.2 Stage 1 Competency Standard for Professional Engineer

(Engineers Australia)

Other than the 2 modules of competencies from University of Victoria and

UC Davis Career Compass Core Competencies model, Engineers Australia have also

came out with the competency standard for professional engineers. According to the

standards, professional engineers are required to take responsibility for engineering

projects and programs in the most far-reaching sense. The responsibilities of the

engineers include the reliable functioning of all materials, components, sub-systems

and technologies used; their integration to form a complete, sustainable and self-

consistent system and all interactions between the technical system and the context

within it functions.

Moreover, Professional Engineers are responsible for bringing knowledge to

bear from multiple sources to develop solutions to complex problems and issues, for

ensuring that technical and non-technical considerations are properly integrated, and

for managing risk as well as sustainability issues. While the outcomes of engineering

have physical forms, the work of Professional Engineers is predominantly

intellectual in nature. In a technical sense, Professional Engineers are primarily

concerned with the advancement of technologies and with the development of new

technologies and their applications through innovation, creativity and change.

Professional Engineers may conduct research concerned with advancing the science

of engineering and with developing new principles and technologies within a broad

engineering discipline. Alternatively, they may contribute to continual improvement

in the practice of engineering, and in devising and updating the codes and standards

that govern it.

Professional Engineers have a particular responsibility for ensuring that all

aspects of a project are soundly based in theory and fundamental principle, and for

understanding clearly how new developments relate to established practice and

experience and to other disciplines with which they may interact. One hallmark of a

39

professional is the capacity to break new ground in an informed, responsible and

sustainable fashion.

Thus, Professional Engineers may lead or manage teams appropriate to these

activities, and may establish their own companies or move into senior management

roles in engineering and related enterprises.

a) Stage 1 Competencies

According to the Engineer Australia standard, the 3 stage 1

competencies are covered by 16 mandatory Elements of Competency. The

Competencies and Elements of Competency represent the profession's

expression of the knowledge and skill base, engineering application abilities,

and professional skills, values and attitudes that must be demonstrated at the

point of entry to practice.

There are 3 basic elements for the stage 1 competencies standard

which covers the responsibilities of professional engineers. The first element

is Knowledge and skill base, the second element is engineering application

ability and the last element is professional and personal attributes. The

descriptions of these basic elements are as follow:

i) Knowledge and Skill Base

Comprehensive, theory based understanding of the

underpinning natural and physical sciences and the

engineering fundamentals applicable to the engineering

discipline.

Conceptual understanding of the, mathematics, numerical

analysis, statistics, and computer and information sciences

which underpin the engineering discipline.

In-depth understanding of specialist bodies of knowledge

within the engineering discipline.

40

Discernment of knowledge development and research

directions within the engineering discipline.

Knowledge of contextual factors impacting the

engineering discipline.

Understanding of the scope, principles, norms,

accountabilities and bounds of contemporary engineering

practice in the specific discipline.

ii) Engineering Application Ability

Application of established engineering methods to

complex engineering problem solving.

Fluent application of engineering techniques, tools and

resources.

Application of systematic engineering synthesis and design

processes.

Application of systematic approaches to the conduct and

management of engineering projects.

iii) Professional and Personal Attributes

Ethical conduct and professional accountability

Effective oral and written communication in professional

and lay domains.

Creative, innovative and pro-active demeanor.

Professional use and management of information.

Orderly management of self and professional conduct.

Effective team membership and team leadership.

The 3 elements of the 1 stage competencies standards by the

Australian Engineers are describe in the indicators of attainment table below.

41

ELEMENT OF

COMPETENCY

INDICATORS OF ATTAINMENT

Comprehensive, theory

based understanding of

the underpinning natural

and physical sciences

and the engineering

fundamentals applicable

to the engineering

discipline.

Engages with the engineering discipline at a

phenomenological level, applying sciences and

engineering fundamentals to systematic investigation,

interpretation, analysis and innovative solution of

complex problems and broader aspects of engineering

practice.

Conceptual

understanding of the,

mathematics, numerical

analysis, statistics, and

computer and

information sciences

which underpin the

engineering discipline.

Develops and fluently applies relevant investigation

analysis, interpretation, assessment, characterization,

prediction, evaluation, modeling, decision making,

measurement, evaluation, knowledge management and

communication tools and techniques pertinent to the

engineering discipline.

In depth understanding

of specialist bodies of

knowledge within the

engineering discipline.

Proficiently applies advanced technical knowledge and

skills in at least one specialist practice domain of the

engineering discipline.

Discernment of

knowledge development

and research directions

within the engineering

discipline.

a) Identifies and critically appraises current

developments, advanced technologies, emerging

issues and interdisciplinary linkages in at least one

specialist practice domain of the engineering

discipline.

b) Interprets and applies selected research literature to

inform engineering application in at least one

specialist domain of the engineering discipline.

Knowledge of contextual

factors impacting the

engineering discipline.

a) Identifies and understands the interactions between

engineering systems and people in the social, cultural,

environmental, commercial, legal and political

42

contexts in which they operate, including both the

positive role of engineering in sustainable

development and the potentially adverse impacts of

engineering activity in the engineering discipline.

b) Is aware of the founding principles of human factors

relevant to the engineering discipline.

c) Is aware of the fundamentals of business and

enterprise management.

d) Identifies the structure, roles and capabilities of the

engineering workforce.

e) Appreciates the issues associated with international

engineering practice and global operating contexts.

Understanding of the

scope, principles, norms,

accountabilities and

bounds of contemporary

engineering practice in

the engineering

discipline.

a) Applies systematic principles of engineering design

relevant to the engineering discipline.

b) Appreciates the basis and relevance of standards and

codes of practice, as well as legislative and statutory

requirements applicable to the engineering discipline.

c) Appreciates the principles of safety engineering, risk

management and the health and safety responsibilities

of the professional engineer, including legislative

requirements applicable to the engineering discipline.

d) Appreciates the social, environmental and economic

principles of sustainable engineering practice.

e) Understands the fundamental principles of

engineering project management as a basis for

planning, organizing and managing resources.

f) Appreciates the formal structures and methodologies

of systems engineering as a holistic basis for

managing complexity and sustainability in

engineering practice.

Table 2.12 Knowledge and Skill Base: Elements and Indicators

43

ELEMENT OF

COMPETENCY

INDICATORS OF ATTAINMENT

Application of

established engineering

methods to complex

engineering problem

solving.

a) Identifies, discerns and characterizes salient issues,

determines and analyses causes and effects, justifies

and applies appropriate simplifying assumptions,

predicts performance and behavior, synthesizes

solution strategies and develops substantiated

conclusions.

b) Ensures that all aspects of an engineering activity are

soundly based on fundamental principles – by

diagnosing, and taking appropriate action with data,

calculations, results, proposals, processes, practices,

and documented information that may be ill-founded,

illogical, erroneous, unreliable or unrealistic.

c) Competently addresses engineering problems

involving uncertainty, ambiguity, imprecise

information and wide-ranging and sometimes

conflicting technical and non-technical factors.

d) Partitions problems, processes or systems into

manageable elements for the purposes of analysis,

modeling or design and then re-combines to form a

whole, with the integrity and performance of the

overall system as the paramount consideration.

e) Conceptualizes alternative engineering approaches

and evaluates potential outcomes against appropriate

criteria to justify an optimal solution choice.

f) Critically reviews and applies relevant standards and

codes of practice underpinning the engineering

discipline and nominated specializations.

g) Identifies, quantifies, mitigates and manages

technical, health, environmental, safety and other

contextual risks associated with engineering

application in the designated engineering discipline.

44

h) Interprets and ensures compliance with relevant

legislative and statutory requirements applicable to

the engineering discipline.

i) Investigates complex problems using research-based

knowledge and research methods.

Fluent application of

engineering techniques,

tools and resources.

a) Proficiently identifies, selects and applies the

materials, components, devices, systems, processes,

resources, plant and equipment relevant to the

engineering discipline.

b) Constructs or selects and applies from a qualitative

description of a phenomenon, process, system,

component or device a mathematical, physical or

computational model based on fundamental scientific

principles and justifiable simplifying assumptions.

c) Determines properties, performance, safe working

limits, failure modes, and other inherent parameters

of materials, components and systems relevant to the

engineering discipline.

d) Applies a wide range of engineering tools for

analysis, simulation, visualization, synthesis and

design, including assessing the accuracy and

limitations of such tools, and validation of their

results.

e) Applies formal systems engineering methods to

address the planning and execution of complex,

problem solving and engineering projects.

f) Designs and conducts experiments, analyses and

interprets result data and formulates reliable

conclusions.

g) Analyses sources of error in applied models and

experiments; eliminates, minimizes or compensates

for such errors; quantifies significance of errors to

any conclusions drawn.

45

Table 2.13 Engineering Application Ability: Elements and indicators

h) Safely applies laboratory, test and experimental

procedures appropriate to the engineering discipline.

i) Understands the need for systematic management of

the acquisition, commissioning, operation, upgrade,

monitoring and maintenance of engineering plant,

facilities, equipment and systems.

j) Understands the role of quality management systems,

tools and processes within a culture of continuous

improvement.

46

ELEMENT OF

COMPETENCY

INDICATORS OF ATTAINMENT

Ethical conduct and

Professional

accountability

a) Demonstrates commitment to uphold the Engineers

Australia - Code of Ethics, and established norms of

professional conduct pertinent to the engineering

discipline.

b) Understands the need for ‗due-diligence‘ in

certification, compliance and risk management

processes.

c) Understands the accountabilities of the professional

engineer and the broader engineering team for the

safety of other people and for protection of the

environment.

d) Is aware of the fundamental principles of intellectual

property rights and protection.

Effective oral and

written communication

in professional and lay

domains.

a) Is proficient in listening, speaking, reading and

writing English, including:

comprehending critically and fairly the

viewpoints of others;

expressing information effectively and

succinctly, issuing instruction, engaging in

discussion, presenting arguments and

justification, debating and negotiating - to

technical and non-technical audiences and

using textual, diagrammatic, pictorial and

graphical media best suited to the context;

representing an engineering position, or the

engineering profession at large to the broader

community;

Appreciating the impact of body language,

personal behavior and other non-verbal

communication processes, as well as the

fundamentals of human social behavior and

47

their cross-cultural differences.

b) Prepares high quality engineering documents such as

progress and project reports, reports of investigations

and feasibility studies, proposals, specifications,

design records,

Creative, innovative and

pro-active demeanor.

a) Applies creative approaches to identify and develop

alternative concepts, solutions and procedures,

appropriately challenges engineering practices from

technical and non-technical viewpoints; identifies

new technological opportunities.

b) Seeks out new developments in the engineering

discipline and specializations and applies

fundamental knowledge and systematic processes to

evaluate and report potential.

c) Is aware of broader fields of science, engineering,

technology and commerce from which new ideas and

interfaces may be may draw and readily engages with

professionals from these fields to exchange ideas.

Professional use and

management of

information.

a) Is proficient in locating and utilizing information -

including accessing, systematically searching,

analyzing, evaluating and referencing relevant

published works and data; is proficient in the use of

indexes, bibliographic databases and other search

facilities.

b) Critically assesses the accuracy, reliability and

authenticity of information.

c) Is aware of common document identification,

tracking and control procedures.

Orderly management of

self and professional

conduct.

a) Demonstrates commitment to critical self-review and

performance evaluation against appropriate criteria as

a primary means of tracking personal development

needs and achievements.

b) Understands the importance of being a member of a

48

Table 2.14 Professional and Personal Attributes: Elements and Indicators

professional and intellectual community, learning

from its knowledge and standards, and contributing to

their maintenance and advancement.

c) Demonstrates commitment to life-long learning and

professional development.

d) Manages time and processes effectively, prioritizes

competing demands to achieve personal, career and

organizational goals and objectives.

e) Thinks critically and applies an appropriate balance

of logic and intellectual criteria to analysis, judgment

and decision making.

f) Presents a professional image in all circumstances,

including relations with clients, stakeholders,

Effective team

membership and team

leadership.

a) Understands the fundamentals of team dynamics and

leadership.

b) Functions as an effective member or leader of diverse

engineering teams, including those with multilevel,

multi-disciplinary and multi-cultural dimensions.

c) Earns the trust and confidence of colleagues through

competent and timely completion of tasks.

d) Recognizes the value of alternative and diverse

viewpoints, scholarly advice and the importance of

professional networking.

e) Confidently pursues and discerns expert assistance

and professional advice.

f) Takes initiative and fulfills the leadership role whilst

respecting the agreed roles of others.

49

2.3.1.3 State of California Competency Model

The State of California Leadership Competency Model is comprised of the

following Leadership Competencies. These competencies are defined as knowledge,

skill, ability or personal characteristic statements as shown below. Successful

behaviors which demonstrate these competencies at the various leadership levels are

available by reviewing the State of California Leadership Competency Model.

COMPETENCY DEFINITION

Analytical Thinking The ability to approach a problem by using a logical,

systematic, sequential approach

Change leadership The ability to manage, lead and enable the process of

change and transition while helping others to deal with

their effects

Communication The ability to listen to others and communicate in an

effective manner. The ability to communicate ideas,

thoughts, and facts in writing. The ability/skill to use

correct grammar, correct spelling, sentence and document

structure, accepted document formatting, and special

literary techniques to communicate a message in writing.

Decision Making The ability to make decisions and solve problems involving

varied levels of complexity, ambiguity and risk.

Ethics and integrity The degree of trustworthiness and ethical behavior of an

individual with consideration for the knowledge one has of

the impact and consequences when making decision or

taking action.

Fostering Diversity The ability to promote equal and fair treatment and

opportunity for all. The ability to effectively promote equal

opportunity in employment and maintain a work

environment that is free of discrimination and harassment.

The ability to demonstrate the knowledge of a supervisor‘s

responsibility for promoting equal opportunity in hiring

50

and employee development and promotion.

Interpersonal Skills The ability to get along and interact positively with

coworkers. The degree and style of understanding and

relating to others.

Personal Credibility Demonstrating concern that one be perceived as

responsible, reliable, and trustworthy.

Team Leadership The ability to effectively manage and guide group efforts.

This includes providing the appropriate level of feedback

concerning group progress.

Vision and Strategic

thinking

The ability to support, promotes, and ensure alignment

with the organization's vision and values. The ability to

understand how an organization must change in light of

internal and external trends and influences.

Workforce

Management

The ability to effectively recruit, select, develop, and retain

competent staff; includes making appropriate assignments

and managing staff performance.

Table 2.15 The State of California Leadership Competency Model

2.4 Developing Competency Models

Today, competencies are used in many facets of human resource

management, ranging from individual selection, development and performance

management to organizational strategic planning (Donna Rodriguez, Rita Patel,

Andrea Bright, Donna Gregory and Marilyn K. Gowing, 2002). To develop a

competency models a certain need to be considered before starting a new model.

The size of the organization should be considered in determining the job

analysis methodology. Larger organizations, like the federal government, should use

survey approaches to collect job analysis information to achieve sufficient

representation of the population, whereas smaller organizations or jobs with few

51

incumbents maybe adequately represented through focus groups (Donna Rodriguez,

Rita Patel, Andrea Bright, Donna Gregory and Marilyn K. Gowing, 2002).

There are two primary levels for use of competency models. The first uses

competency models for specific occupations to facilitate HR activities. The second

level uses competency models of occupational groups to maximize use of resources.

Once developed, these models can then be applied ―as is‖ or tailored to facilitate the

accomplishment of organizational objectives (Donna Rodriguez, Rita Patel, Andrea

Bright, Donna Gregory and Marilyn K. Gowing, 2002).

The model of competencies will be determined by a dual approach to develop

the model. This includes representatives of managerial group and staff will involve in

identifying the competencies required for different groups of support staff

(Manchester Metropolitan University competency Model)

52

2.4.2 ICE Competency Framework

Chart 2.1 ICE Core Competencies model elements

To add to the 4 core competencies, another element has been add up to

complete the framework. The last element is technical knowledge. Technical

knowledge is one of the operation function competencies needed to improve the

organization work quality. Other competencies include customer service and quality

and innovation. Functional competencies are the skills and behaviours specific to an

employee function within our organization (ICE Competencies framework)

CORE COMPETENCIES

Communication

Teamwork

Problem-Solving & Decision Manking

Professionalism & Integrity

53

2.4.3 Main Theory: Iceberg Competency Theory

The main theory for this research is using the Iceberg Competency theory

which is introduced by Spencer and Spencer (1993) (Chart 2.2). This theory divided

the iceberg into two significant parts, which are (i) visible or easy to see and hidden.

For the visible part, it is a technical competency needed to complete a goal at the

workplace. For example, if the individual is an education agent, he/her needs to

know or have the knowledge of new technologies and skills in spreading the

technologies to build customers potential, making decisions and solving problem on

their own (Rahim, 2010). Moreover, for the hidden part stands on lone concepts,

traits and motive which it has definite relationship with the behavior competency

which move someone to act on his/her work.

Chart 2.2 Iceberg Competency theories (Spencer and Spencer, 1993)

According to the theory, if this theory is seen through human perspective, it is

said that human competency can be pictured into a series of layer which is known as

the iceberg. The two iceberg layer which is usually related to this concept is on the

first layer of competency involved in the skills and knowledge of the work. The skills

and knowledge is a technical competency which is needed to comply with the work

Visible

Hidden

54

requirements and the needs to oversee the work is done correctly. Therefore, if seen

from the technician competencies, these competencies are gain through professional

and technical training as well as documented in the form of certificate by

professional bodies or industries.

Furthermore, the second layer is hidden competencies which are related to

human competencies. It is an unseen component such as pragmatism, self-

perspective, motivational attitude and commitment during working. This component

is the real competencies that determine the different between normal perspective and

unique perspective in a working situation (Spencer and spencer, 1993). Therefore, to

achieve high and good performance, an individual which is involved in technical

work should have visible competencies and hidden competencies altogether. This

research uses both competencies components, hidden and visible to determine the

exact competencies needed for a technical worker. Based on the Chart 2.1, an

individual in the technical field should have 5 core competencies to meet the

profession requirements.

2.5 Building Competency Models

Competency modeling, an approach originated 30 years ago, has become a

mainstream practice in human resource management. Over that period, the

methodology has evolved, partly in response to changes in organizations and the

workplace, and partly in response to the needs of people using the competency

models to address specific needs in organizations (Dr. Richard S. Mansfield, 2005).

The first competency model was developed in the early 1970‘s by the

eminent psychologist David McClelland and others at a fledgling consulting firm

called McBer and Company. The U.S. Department of State was concerned ab out the

selection of junior Foreign Service Information Officers, young diplomats who

represent the United States in various countries. The traditional selection criteria,

tests of academic aptitude and knowledge, did not predict effectiveness as a Foreign

Service officer and were screening out too many minority candidates.

55

When asked to develop alternative methods of selection, McClelland and his

colleagues decided that they needed to find out what characteristics differentiated

outstanding performance in the position. They first identified contrasting samples of

outstanding performers and average performers, by using nominations and ratings

from bosses, peers, and clients. Next, the research team developed a method called

the Behavioral Event Interview, in which interviewees were asked to provide

detailed accounts, in short story form, of how they approached several critical work

situations, both successful and unsuccessful. The interviewer used a non-leading

probing strategy to find out what the interviewee did, said, and thought at key points

within each situation. To analyze the data from the interviews, the researchers

developed a sophisticated method of content analysis, to identify themes

differentiating the outstanding performers from the average performers. The themes

were organized into a small set of ―competencies,‖ which the researchers

hypothesized were the determinants of superior performance in the job. The

competencies included nonobvious ones such as ―Speed in Learning Political

Networks‖; the outstanding officers were able to quickly figure out who could

influence key people and what each person‘s political interests were.

Approach or method to develop a competency model also requires

combination of a few data gathering method because it involves things-like

identifying competency, individual involved, and job analysis needed. Among the

approaches that often used is competency development of model are dynamic model,

flexible job competency model, competency assessment work, generic model fitted,

stack generic model and Gupta model (Mariam,2009)

For competency development of model approach that is more dynamic

lodged by Prastacos et al. (2005) where they suggest identifying excellent

competency and competency which need to move and achieve organizational

strategy followed with regard current industrial development tendency. Other than

that , this competency development of model also include various strands like in

beginning that is simple by dividing competency to a few major groups until three-

dimensional model that include task element, personal character, product and culture

(Engle et al., 2001). The exact approach selection depends on competency model

usage objective developed and also types of organization.

Flexible job competency model approach on the other hand is intend to

identify competency needed to produce performance that is effective under condition

56

that is different in the future (Dubois, 1992). For competency assessment model

approach work, it based on interviews and observations towards excellent employees

and the employees that have ordinary level to determine competency distinctive

between both in work that is important (Dubois, 1993). Meanwhile generic model

approach fitted said one organization using competency tentative list that were

identified profoundly to help those choose generic model and consequently evaluate

based on input achieved from staff that well-performed highly and low (Dubois,

1993). To stack generic model approach, one organization will buy competency

model from particular source for specific roles and functions and used in the

organization. This approach said ineffective because it produced based on generic

approach which often criticized due to static, retrospective and not secured

competency that had produced best performance yesterday will repeat again in future

time (Iverson, 2000).

For the Gupta model, there are four main phase for the competencies model

development, where the first phase is to identify the respondents which are individual

that are involve in the responsibility work. Meanwhile in phase two, involve job

analysis where it involves process of identifying task and responsibility that need to

be carried by the respondent, identify generic task shared and needs to be done by all

post holders. Phase three on the other hand is to identify competency needed for task

that want to be developed model which should include all fields. Meanwhile phase

four sets competency criteria and building competency model.

2.6 Competency Level Assessment

Developing of human capital of public servant is, nowadays, an essential

issue in era of ―Good Governance‖. Public servant is demanded not only to identify

public needs but also to understand how public acts and works in global affairs.

Malaysia‘s government realizes in era of competitive global and global challenges

that pubic services must be delivered better in responding public‘s intention and

willingness. One of some changing strategy is by emphasizing competency of all

employees in delivering of well public services and goods. Improving

57

workers/employees‘ ability and capacity aims extensively to increase the delivering

of public services. The strategy is by encouraging every employee to have sufficient

knowledge in each standard of official position level (Sayed, 2008)

Malaysia‘s government implements Penilaian Tahap Kecakapan

(Competency Level Assessment), usually called PTK, for stimulating every

employee in public sector to increase his or her knowledge. The government felt

there was a lack of competency of in Malaysia‘s prior performance appraisal

systems. Beside of other reason, the government, hence, initiated to set up PTK as a

new crucial measurement involved in Malaysia‘s performance appraisal systems.

PTK is a measurement formed under Malaysia Remuneration System—Sistem

Saraan Malaysia (SSM), which started in 2002 (Sayed, 2008).

PTK embodied in Malaysia‘s small circular No. 4 of 2002 raises some main

objectives; whereby, realizing ―knowledge-workers‖ in public sector is an aim of

Competency Level Assessment (PTK) involving in other following main objectives,

as below:

a) To encourage the self-development of employees by continues learning;

b) To encourage the use of knowledge, skills, creativity, innovation, and multi-

skilling in work practices;

c) To implement the spirit of team-work;

d) To realize ―learning organization‖ in public sector in other to reach the

objective of ―knowledge-workers‖ (k-workers)

e) To implement Human Resources Management based on competency

f) To improve of work promotion in public sector.

g) To recognize salary progression and career development (promotion) for

employees.

Competency level assessment (PTK) is a form of evaluation which requires

knowledge, skill, attitude and behavior of employees in doing all of their jobs and

responsibility. Competency of employees is divided in two kinds, generic

competency and functional competency. Generic competency is knowledge, skill and

behavior which are as provisions to have to be owned by employees without

referring their grade and their organization. On the other hand, functional

competency is specified knowledge, skill and behavior which are as provisions to

58

have to be owned by employees for implementing particular jobs or works in a

certain position (Sayed, 2008).

The test of PTK is distinguished by either ―test by sit-in-examination‖ or ―test

by course‖. In sit-in-test, every employee just has examination, no course provided

before examination. On the other hand, test-by-course requires an employee to have

lectures, lessons and meeting before the employee has examination. These types of

test are provided for professional staff and supporting staff, certain levels of

competency assessment (Sayed, 2008).

2.7 Summary

Based on the whole content of this chapter, discussion involves

competencies, competencies usage justification, professional international bodies‘

competencies, theoretical framework and competency model have been discuss

thoroughly. Through the discussion, there are 3 types of competencies with 8

elements of competencies which are suitable to be used in this research of technical

workers competency at the Healthcare maintenance service. 3 types of competencies

are core competencies (make up with 5 elements), functional competencies (made up

by 2 elements) and operational competency (made up by 1 element).

The next chapter will discuss about the two healthcare maintenance service

RadiCare and UEM Edgenta which they are the scope of this research and collecting

data process.

59

CHAPTER 3

HEALTHCARE MAINTENANCE SERVICE

3.1 Introduction

What is maintenance? Maintenance is describe as the management,

control, execution and quality of those activities which will reasonably ensure

that design levels of availability and performance of assets are achieved in

order to meet business objectives. Another definition of maintenance is that it

is works that are carried out to preserve an asset (such as a roof or a heating

boiler), in order to enable its continued use and function, above a minimum

acceptable level of performance, over its design service life, without

unforeseen renewal or major repair activities (CHOA, RDH Building

Engineering Ltd., 2012).

Another definition of maintenance is to repair unscheduled and

scheduled deficiencies during the time period in which they occur. This

includes preventive maintenance for buildings, structures and installed

building equipment (IBE) as recommended by the manufacturer. It also

includes engineering and/or contracted Architectural and Engineering (A&E)

services that support planning, design and execution of maintenance service.

Of course maintenance departments did not always exist; there was no

need for them when production of goods was done on a very small scale.

60

Most early factories, after being mechanized, typically employed only

unskilled workers. The majority of maintenance issues were therefore left up

to the early engineers and owners. Not only did they work together in

repairing machinery, but they also cooperated when purchasing and setting up

new machinery. At this point, there were few issues regarding organization or

motivation of maintenance 2 personnel. However, as technology advanced,

more types of machinery were made available, and the need for maintenance

personnel increased. Ben Niebel, author of Engineering Maintenance

Management (Industrial Engineering), asserts that in 1969 maintenance

departments in manufacturing organizations only comprised 1-17% of the

work force and only 1- 12% in 1981. However, these percentages have since

risen because of the use of automated machinery; automation is taking the

place of manual labor and maintenance responsibilities are increasing

accordingly (B. Niebel, 1994).

Maintaining any production equipment purchased is of utmost

importance, especially to highly mechanized manufacturing organizations

that do not have the means to replace their equipment every decade or so.

Regular maintenance greatly prolongs equipment life and keeps downtimes to

a minimum, which can quickly add up to significant cost savings.

Maintenance materials alone can add up to half of the total maintenance cost

in U.S. industry (B. Niebel, 1994). If these expenses can be cut by

substituting planned and preventive maintenance for more reactive or

emergency work, more money and time can be spent on production-focused

improvements. Another important point to remember is that not only are

maintenance departments capable of making expense cuts, but they also have

―an effect on the marketability of the product and can be a factor in the

change in future product demand‖ (A. Wilson, 2002). While maintenance

departments are not directly related to production, they can still have a

profound effect on the quality and cost of the end product. The importance of

maintaining equipment may seem obvious for any company that plans on

being around for a substantial length of time, but using a computerized

maintenance 3 management system (CMMS) is not always seen as a

necessary step.

61

If maintenance expenditure is viewed as the necessary premium to be

paid for reliability insurance, then it follows that all maintenance activity

should be directed towards maximum returns on that investment, i.e.

improved reliability. Rarely is that found to be the focus. Usually the

emphasis is on returning the machine to service as quickly as possible

without any serious consideration of reliability improvement while the

opportunity is presented.

Maintenance is a Risk Control activity

Risk = Consequence x Probability = Consequence x (Opportunity x

Chance)

(Source: Asset maintenance Management, The Path toward Defect Elimination)

The expenditure of maintenance dollars on risk management (e.g.

condition monitoring, process control, etc.) should be directly related to the

probability and consequences of failure. Often reasonable judgments based

on experience can be made without the rigor and expense of exhaustive

failure modes analysis. Sometimes, however, a formal risk assessment must

be made and decisions made based on those outcomes.

Core maintenance activities are defined by design and process.

Additional maintenance activity results from premature equipment

failure.

Unexpected failures may incur other costs or losses - such as lost

production, diversion of planned maintenance resources, loss of

reputation, penalties for late delivery, etc.. These are usually very much

greater than the actual repair costs of the failure

(Source: Asset maintenance Management, The Path toward Defect Elimination)

62

3.2 History of Maintenance

Much has happened in engineering since the industrial revolution a couple of

hundred years ago, but perhaps the most dramatic changes have occurred in the last

fifty years. These changes have of course affected how industry's plant has been

maintained.

Prior to the Second World War machinery was generally quite rugged and

relatively slow running; instrumentation and control systems were very basic. The

demands of production were not overly severe so that downtime was not usually a

critical issue and it was adequate to maintain on a breakdown basis. This machinery

was inherently reliable. Even today we can see examples of machines made in that

period which have worked very hard and are still essentially as good as the day they

were made.

From the 1950's with the rebuilding of industry after the war, particularly

those of Japan and Germany, there developed a much more competitive marketplace;

there was increasing intolerance of downtime. The cost of labor became increasingly

significant leading to more and more mechanization and automation. Machinery was

of lighter construction and ran at higher speeds. They wore out more rapidly and

were seen as less reliable; perhaps it was too that they were utilized more fully.

Production demanded better maintenance which leads to the development of Planned

Preventative Maintenance.

It was recognized that at a level of failure of, say, 10 machines in 100, the

probability of failure had become unacceptably high and the full group of machines

should be overhauled. However, there may be a significant loss in potential life in the

remaining group of machines, but in view of the risk this was considered justified.

The planning involved plant overhauls based upon a time interval or usage at which

the failure rate of a group of similar machines became unacceptable. This lead to the

basic assumption that the older equipment gets the more likely it is to fail. This was

the age of the "Bathtub Curve".

63

Figure 3.1 The Bathtub Curve was Presumed Applicable to All Machines

Based on the figure 4.1, the early-failure period also known as the Infant

Mortality phase is to recognize the premature failure of components and is often seen

in plant in the few days or weeks after overhaul. The useful-life period also known as

the normal operating life phase shows a relatively constant probability of failure.

Failures within this phase are usually referred to as random failures. The last phase

which is the wear out period also known as the wear out failures shows an

increasingly probability of component failure between equal and successive time

intervals. Somewhere within this period the failure rate would become unacceptable

and widespread maintenance would be carried out, usually of an intrusive nature, on

equipment still in its ‗normal operating life‘. This is a kin to carrying out open heart

surgery on healthy machines.

3.3 Asset Maintenance Evolution

From the 1980's plant and systems became increasingly complex, the

demands of the competitive marketplace and intolerance of downtime increased, and

maintenance costs continued to rise. Along with the demands for greater reliability at

a lower cost came new awareness of failure processes, improved management

techniques and new technologies to allow an understanding of machine and

component health. The study of Risk has become very important. Environmental and

64

safety issues have become paramount. New concepts have emerged; condition

monitoring, just in time manufacturing, quality standards, expert systems, reliability

centered maintenance to name but a few.

There is the thrust toward acceptance of life cycle costs which recognizes that

the design & build of a plant must be lumped in with the ongoing maintenance cost

and the eventual cost of decommissioning and disposal. Manufacturing and

production enterprises are under intense pressure to achieve maximum efficiency.

The winners will be seen to be – so we are told, those that maximize their investment

in people and equipment assets to achieve highest profitability.

In the United Kingdom the mid-90 saw the creation of The Institute of Asset

Management. Asset Management is currently receiving the full attention of most

organizations with the creation of new departments dedicated to its implementation –

no doubt there will be a period of exploration and evolution as it develops and

becomes understood. It will provide a means of integrating the many seemingly

unrelated parts into a whole that will provide for moving into a cohesive strategic

model.

3.4 Types of Maintenance

Maintenance serves to protect the owners‘ real estate investment in a

number of ways (RDH Building Engineering Ltd., 2012). There are:

ITEMS DESCRIPTIONS

Physical Integrity To keep the assets in good working order so as to

minimize disruptions and downtimes.

Risk Management To keep the assets in a state of good repair for the

owners‘ health and safety

Aesthetic Preservation To keep the assets from deteriorating in appearance

and becoming unsightly.

65

Responsible Stewardship To ensure that the assets achieve their full potential

service life.

Fiscal Responsibility To leverage efficiencies that can be reflected on the

owners‘ balance sheet.

Duty of Care To satisfy a legislated duty that is owned to owners,

occupants and guest on the property.

Duty to Mitigate To prevent unnecessary damage to assets that may

result in their premature failure.

Table 3.1 The many reasons for maintenance work on a property

(Source: Information Bulletin No.5, CHOA, RDH Building Engineering Ltd. & Real

Estate Foundation of BC)

According to the RDH Building Engineering Ltd, Bulletin no 5, in the

maintenance literature, it is generally recognized that maintenance

philosophies can be grouped into three broad categories.

NO TYPES OF

MAINTENANCE

DESCRIPTION EXAMPLE

1. Corrective

Maintenance (CM)

Maintenance tasks are

intentionally withheld

until an asset stops

working or starts failing.

Maintenance is then

performed as

necessitated.

Lubricate motors when

they become noisy or

vibrations occur.

2. Preventive

Maintenance (PM)

Maintenance tasks are

performed at regular

intervals, based on

industry expected

equipment life spans and

failure patterns.

Lubricate pumps every

2,000 hours

3. Predictive Maintenance is conduced Conduct scans on pumps

66

Maintenance (PdM) only when it is confirmed

necessary through the use

of non-destructive tests

that detect potential

failure conditions before

their occurrence.

and panels to determine

if and when work is

required.

Table 3.2 Maintenance philosophies and the description of each maintenance

types

(Source: Information Bulletin No.5, CHOA, RDH Building Engineering Ltd. & Real

Estate Foundation of BC)

3.4.1 Corrective Maintenance

A conscious decision is made to neglect an asset until it fails or until some

type of problem emerges. This maintenance strategy is therefore also referred to as

―Run to Failure‖ (RTF) or ―Fit and Forget‖ (F&F). No routine maintenance tasks are

performed and the only ―planned‖ maintenance on the asset is corrective

maintenance after a problem necessitates some action. Many strata corporations do

not intentionally allow their assets to run to failure. While they may find that they are

neglecting some of their assets, this is not a conscious decision but rather an

unfortunate consequence of other factors such as inadequate maintenance budgets,

poor planning or ignorance.

There is a subtle, but very important, distinction that must be made between

Corrective Maintenance (CM) and Reactive Maintenance (RM). In the case of CM,

the owners anticipate the consequences of their planned inaction, they are ready for

these consequences and they are therefore still in control. In the case of RM,

however, the owners are unaware of the consequences of their neglect, they are ill-

prepared and the assets are therefore in control of the owners.

67

The following table provides a summary of some of the merits and limitations

of Corrective Maintenance (CM) by the organization.

Some Advantages Some Disadvantages

Lower short-term costs. Increased long-term costs due to

unplanned equipment downtime.

Requires less staff since less work is

being done.

Possible secondary equipment or process

damage.

Prone to neglect of assets.

Table 3.3 Summary of merits and limitations of Corrective Maintenance (CM)

(Source: Information Bulletin No.5, CHOA, RDH Building Engineering Ltd. & Real

Estate Foundation of BC)

In young buildings with new assets, workers can expect lower incidents of

failure. During this stage in the life cycle of a building, corrective maintenance may

appear (on the surface) to be a prudent and reasonable approach. However, this is

false economy and owners will find that attempts to defer costs until something

breaks will often result in additional costs.

In order for a Corrective Maintenance (CM) strategy to be considered

prudent (in some limited circumstances), assets must meet one or more of the

following criteria:

i. Assets that is not maintainable.

ii. Assets that is disposable and cheaper to replace than to fix.

iii. Small assets without significant financial value.

iv. Assets whose downtime is non-critical.

v. Assets that are not subject to wear and tear.

vi. Assets that is unlikely to fail during the life of the building.

vii. Assets that is prone to technological obsolescence.

Corrective maintenance has a legitimate role to play in the overall

maintenance program, albeit a limited one. The advantages of corrective

68

maintenance can be viewed as a double-edged sword and therefore skill and care is

required when determining which assets should be allowed to run to failure.

(Source: Information Bulletin No.5, CHOA, RDH Building Engineering Ltd. & Real

Estate Foundation of BC)

3.4.2 Preventive Maintenance (PM)

In this strategy, the assets are subjected to a regular schedule of maintenance

tasks, such as inspections, cleaning, lubrication, adjustments and calibration. The

work is performed on a routine basis regardless of whether functionality or

performance of the asset is degraded. The frequency of the maintenance is generally

constant and is usually based on the expected life of the components being

maintained.

The maintenance is carried out at predefined intervals in an attempt to reduce

equipment failures or to ensure a consistent appearance of the assets. As the assets

age, the frequency and number of checkpoints may need to be re-evaluated. These

tasks are usually done frequently and require a relatively constant amount of labor

and materials.

Preventive Maintenance (PM) has several advantages over that of a

Corrective Maintenance (CM) program. As a result of PM activities (such as

lubrication and filter change) the equipment will run more efficiently and will also

extend the life of the equipment closer to the intended design life, which translates

into dollar savings. While PM will not prevent equipment catastrophic failures, it

will decrease the number of failures.

69

Some Advantages Some Disadvantages

Increased component lifecycle It can be labor intensive

Reduced asset failure Failures are still likely to occur despite

PM work being carried out.

Some potential energy saving It may include the performance of

unnecessary maintenance required by the

preset maintenance schedule.

Estimated 12-18% cost savings over

Corrective Maintenance (CM)

Table 3.4 Summary of merits and limitations of Preventive Maintenance (PM)

(Source: Information Bulletin No.5, CHOA, RDH Building Engineering Ltd. & Real

Estate Foundation of BC)

A Preventive Maintenance (PM) strategy is most appropriate when

assets meet one or more of the following criteria:

i. Assets that are subject to predictable wear-out and consumable

replacement.

ii. Assets whose failure patterns are known and can be modeled.

iii. Assets that are highly regulated for health and safety reasons. For

example, elevators and fire protection equipment.

iv. Assets that can be effectively captured under a service contract. For

example, HVAC, landscaping and janitorial)

(Source: Information Bulletin No.5, CHOA, RDH Building Engineering Ltd. & Real

Estate Foundation of BC)

3.4.3 Predictive Maintenance

This maintenance strategy is based on monitoring and measuring the

condition of the assets to determine whether they will fail during some future period

and then taking appropriate action to avoid the consequences of that failure.

70

Monitoring includes, for example, looking out for excessive vibration, temperature

changes, lubrication degradation, or by observing any other unhealthy trends that

occur over time.

This philosophy consists of scheduling maintenance activities only if and

when conditions warrant. When the condition gets to a predetermined unacceptable

level, the equipment is shut down to repair or replace damaged components so as to

prevent a more costly failure from occurring.

A variety of technologies are used to help monitor the condition of assets.

The process begins with the sampling of physical data over time, such as vibrations

or particulate matter in oil. Measurements detect the onset of a degradation

mechanism, thereby allowing causal stressors to be eliminated or controlled prior to

any significant deterioration in the asset. Analysis is then performed on the collected

data to develop an appropriate maintenance schedule that is tailored to the assets and

its condition.

Predictive Maintenance (PdM) differs from Preventative Maintenance (PM)

in that it bases maintenance needs on the actual condition of the assets rather than on

some preset schedule. This approach offers cost savings over time-based preventative

maintenance because tasks are performed only when warranted.

Some Advantages Some Disadvantages

Increased component lifecycle An upfront capital lost associated with an

increased investment in diagnostic

equipment.

Decrease in equipment downtime Increased investment in staff training

Estimated 6% to 15% cost savings over

Preventive Maintenance (PM) program.

Table 3.5 Summary of merits and limitations of Predictive Maintenance (PdM)

(Source: Information Bulletin No.5, CHOA, RDH Building Engineering Ltd. & Real

Estate Foundation of BC)

71

The Predictive Maintenance (PdM) maintenance strategy lends itself

well to some electrical and mechanical systems and assets with the following

attributes:

i. Assets with random failure patterns.

ii. Assets that are not subject to straight-line wear.

iii. Assets that will significantly impact the owners‘ operations if there is

any downtime.

iv. Assets with measurable performance threshold.

(Source: Information Bulletin No.5, CHOA, RDH Building Engineering Ltd. & Real

Estate Foundation of BC)

Based on the three types of maintenance include in the bulletin No.5 of

CHOA, RDH Building Engineering Ltd. And Real Estate Foundation of BC, there

are advantages and disadvantages from performing the maintenance works. This

however will affect the capability and efficiency of the machinery that are

maintained. The organization used these three types of maintenance as the

maintenance management sources for the company.

According to the Technical Information Document, Maintenance

Management Systems (2000), Maintenance Management is an orderly and

systematic approach to planning, organizing, monitoring and evaluating maintenance

activities and their costs. A good maintenance management system coupled with

knowledgeable and capable maintenance staff can prevent health and safety

problems and environmental damage; yield longer asset life with fewer breakdowns;

and result in lower operating costs and a higher quality of life.

The technical information document has classified the maintenance works

into 4 categories which are:

72

No Types of Maintenance Description

1. Routine Maintenance (RM)

Ongoing maintenance activities such as cleaning

washrooms, grading roads

and mowing lawns, which are required because

of continuing use of the facilities

2. Preventive Maintenance

(PM)

Periodic adjustment, lubrication and inspection

of mechanical or other equipment to ensure

continuing working condition

3. Major Projects

Major projects such as floor replacement, re-

roofing, or complete re-painting which

are performed once every few years; and

4. Emergency Maintenance

(EM)

Unexpected breakdowns of assets or equipment.

These are unpredictable or reactive type of

maintenance and are more difficult to schedule

than the above three categories.

Table 3.6 The types of maintenance and the description of the maintenance

(Source: Technical Information Document, Maintenance Management Systems,

2000)

To summarize the types of maintenance from both of the organization and

document, it is clearly that there are 4 main types of maintenance service around the

globe. There are:

i. Corrective Maintenance (CM)

ii. Preventive Maintenance (PM)

iii. Predictive Maintenance ( PdM)

iv. Emergency Maintenance (EM)

These 4 types of maintenance are very important to an organization to ensure

the sustainability of the organizations. There are objectives and goals that an

organization must achieve to raise the organization quality and reduce the

expenditure of the company.

73

Chart 3.2 The objective of maintenance in an organization

(Source: Maintenance Management System Handbook, 2001)

Figure 3.2 Types of maintenance framework objectives

3.5 Malaysia Healthcare Maintenance Service

Malaysia is composed of Peninsular Malaysia and the states of Sabah and

Sarawak on the island of Borneo, with a total land area of 330,803 km2. It is

composed of 13 states and three federal territories. Malaysia is a multiracial country

consisting of Malays, Chinese, Indians, Ibans, Kadazans and other ethnic groups.

The country continues to enjoy political stability, with a multi-ethnic and united

population. At the same time, per capita income has increased to US$ 15,650 and the

incidence of poverty has been reduced to less than 6.0%.

Malaysia's next medium term planning cycle (the 10th Malaysia Plan 10MP,

2011-2015) has started with the Economic Planning Unit (EPU) providing guidance

to ministries, state governments and statutory bodies on the submission of programs

and projects proposals to be implemented in 2011-2012. This will contribute to

achievements of outcomes (Key Result Areas - KRAs) of 10MP. The Ministry of

Health is responsible to outline the way forward in the health sector under Thrust 4

of the National Mission towards Improving the Standard and Sustainability of

Quality of Life. The three Ministerial KRAs identified by MOH under this Thrust

are: health sector transformation, healthy lifestyles and self- and community-

empowerment to increase responsibility to health.

PLANT

M

A

I

N

T

E

N

A

N

C

E

Reduce Breakdowns

Reduce Downtime

Improving Equipment

Improving Inventory

Control

Implementing Cost

Reduction

Maximizing Production

Optimizing Resources

Utilization

Optimizing useful Life

of Equipment

Minimizing Energy

Usage

Providing Budgetary

Control

74

The idea of outsourcing the public healthcare of Malaysian Ministry of

Health (MoH) was raised in 1996 by the government while announcing the Seventh

Malaysia Plan in which to increase the efficiency of services and to retain its own

qualified and experienced manpower. In the sense to gradually reduce its role in the

provision of health services, the Government will increase its functions as

enforcement and regulator (Economic Planning Unit, 1996). Its mechanisms

implementation are very diverse that includes sale of equity or assets, lea s e of

assets, management contracts, build-operate transfer or build-own-operate, and

management-buy-out (Chan, 2002).

The outsourcing project has created a mixture of reactions from the public

and other public interest groups concerning the low-income, the elderly, and the

disabled (Sangaralingam and Ra m an, 2003; Chan, 2000). Their concern is based on

an increased in the operational costs of support services (Chan, 2000). The same

issue was also raised at the 3rd parliamentary meeting of the lower hall (Dewan

Rakyat) on the increase of the operational costs from RM470 Million (£67 M) to

RM510 M (£7.25 M) in 1999.

3.5.1 Outsourcing

Outsourcing which previously known as contracting out has been recognized

and established successfully (Kakabadse, 2002). Hence, it could not be regarded as a

new idea in management (Jenster and Pederson, 2000). It is a process of

externalizing tasks and service previously y performed in-house, to outside vendor s

(Jenster and Pederson, 2000). Hence, it can be seen as an action took to minimize the

workload of any practice fir m by subletting its services or tasks to another firm.

There are differences in the aim and arrangement of outsourcing subject to the nature

of the firm (Kakabadse, 2000).

Outsourcing involves the transfer of an organization‘s regular business

activities (functions and processes) to an outside service provider that provides the

75

services back to the organization, as defined in a (typically) long term contract

(Chamberland & Henderson, 2003). The core of an out-sourcing arrangement is that

the control and ownership of the business activities are put into the hands of the

service provider. The service providers then own and manage the business process,

including the resources that are used to provide the services to that organization

(Chamberland & Henderson, 2003).

According to the Outsourcing Handbook, A guide to outsourcing by Deloitte,

outsourcing is defined as a contracting out of a business function to an external

supplier, involving the transfer of people, processes and assets. This contracting out

can be undertaken at either an onshore or off-shore location, and to one (single-

sourced) or more (multi-sourced) outsourcing partners.

The phenomenon of outsourcing generally refers to procurement of materials

and services inputs by a firm from a source outside. In this context, outsourcing can

be both internal and international. Internal outsourcing is the purchase by a company

of services or material inputs from a source located in another firm within the same

country. International outsourcing is defined as the purchase by a company of

services or material inputs from a source located in another country. This term

includes both intra-firm international outsourcing (by which foreign supplier of

inputs is still held by the firm), and distance international outsourcing (by which

foreign supplier of inputs is independent of the company that uses inputs)(Victor-

Adrian & Dumitru-Alexandru, 2012).

International outsourcing is part of imports of goods and services of the

country. Another term often used for international outsourcing is "off shoring".

International outsourcing is mostly used by firms in advanced economies, which

directs part of the work by companies located in developing countries in particular to

reduce costs. The novelty at this time in the field of outsourcing is that it has gained

momentum in the services. For a long time the service sector was considered

impenetrable to international competition. With improved communications

technology, such as the internet, services can cross political borders via the airwaves,

getting at the same time, access to cheap labor, but well prepared (Victor-Adrian &

Dumitru-Alexandru, 2012).

76

It was only in m id-1990s that the scope of outsourcing outstretched to

administrative work (Stright and Candio, 2000) with a distinctive approach between

a public and private sector. While the aims of private sectors are to a c hieve cost

reduction (Kakabadese, 2002; Burnes and Anastasiadis, 2003), the public sector on

the other hand, seeks to ―achieve best practice, to improve the cost discipline skills of

managers, to improve the quality of the service and to help senior managers focus

more clearly on the core competencies of the organizations‖ (Kakabadse, 2001, 406).

3.5.2 Advantages of Outsourcing

According to CIPS organization, they believe that outsourcing services to

organizations which are specialists in the provision of the service in question can

lead to many benefits including:

i. More efficient and expert service. For example, workers that complies

with the industrial standards.

ii. Improved resources. For example, staff being professionally trained

iii. Higher quality of service

iv. Customers‘ needs being met

v. Lower overall cost

vi. Concentration by buying organizations on core activity

Moreover, CIPS also believes that many organizations have not realized the

potential from outsourcing. Some typical reasons for this believes are:

i. Poor requirement specification

ii. Failure to attract innovation

iii. Outsourcing a poorly performing area without attempting to improve

it first.

iv. Weak and badly written contracts.

77

v. Poorly handled workforce issues.

vi. Conflict of interest between colleagues

vii. High bidding costs

viii. Inappropriate allocation of risk and reward.

Finally, CIPS believes that the benefits delivered from outsourcing depend

upon:

i. The degree of efficiency in the in-house service.

ii. The extent to which customers‘ needs were already being met.

iii. The process used to determine the service provider and the outsourced

requirement specification.

iv. A well written and properly managed contract. Example, a contract

with a service specification which includes description and service

levels.

According to Mark Power, Kevin DeSouza and Carlo Bonifazi, outsourcing

is a strategic tool used by organizations to achieve competitive advantage. The

unfavorable economic context determines the large companies to outsource business

processes in the main line, thereby sacrificing a part of control over resources and

information to reduce costs. The level of savings made by outsourcing companies

can reach 10 to 15% on the total cost, mainly due to economies of scale. Besides

financial considerations, there are some advantages of outsourcing, such as increased

focus on core processes, access to resources not available internally and

standardizing processes. On the other hand, there are some concerns about

outsourcing, and organizational strength, loss of control and doubts about the quality

and performance. Outsourcing initially a preferred option for small businesses and no

collateral sufficient to support activities of their specialization, in recent years has

become a solution for medium and large firms.

Another stud y on benefit s of outsourcing portrays an increased in flexibility

on staffing where ―less expenses related to employee salaries, health and benefits,

training, administrative costs, and retirements programs are taken into account‖

78

(Martin and McDermott, 2001, 47). This is an opportunity sought by the government

to reduce government‘s spending (Kakabadse, 2001, Burnes and Anastasiadis, 2003).

Despite the benefits and advantages offered by outsourcing, there are a few

disadvantages emerge. The issue is much related to the risks in transaction costs

explained by William son (1975 and 1985). The definition of transaction costs given

by William son (1996, 379) is ―The ex-ante costs of drafting, negotiating and

safeguarding an agreement and, more especially, the ex post costs of m a l adaption

and adjustments that arise when contract execution is misaligned as a result of gaps,

errors, omissions, and unanticipated disturbances; the costs of running a system‖.

Transaction costs constitute of motivation costs and coordination costs in

which have different scopes. For instance, the motivation costs are the costs of

motivating specialized agents to align their interests which usually derived from

opportunism while coordination costs are the costs of coordinating the actions

between the specialized agents and derived from bounded rationality

(EncycoGov.com , 2004)

Human beings exhibit bounded rationality whereby they have limitations on

information and hence restricts the m to process the information (Davies and Lee La

m , 2001) meanwhile opportunism is defined as ‗self-interest-seeking with guile‘

(William son, 1985,47) which carries the same meaning as lying, cheating,

concealing information and breaking contracts (Davies and Lee Lam , 2001).

There are three elements in the transaction costs mainly the search and

information costs, bargaining and decision costs, and policing and enforcement costs

(Ismail, 1997). Research by Lyson (1996, 268) found out that ―it will take up to two

years before organizations starts to achieve any financial benefits from outsourcing

and i n some cases the process may be cost natural‖.

The success of outsourcing lies heavily on the managing outsourcing

relationships (Kakabadse and Kakabadse, 2001; Burnes and Anastasiadis, 2003;

Stright and Candio, 2000; Wechsler, 2002; Malek, 2000; Kakabadse, 2003; Heikkilä

79

and Cordon, 20 0 2). Wechsler (2002) suggested that defining the function,

procedures and supporting processes are the main criteria.

Findings of Burnes and Anastasiadis (2003) showed that the public sector

have more stringent relationship that results the gap between the host organizations

and the service provider. It could due to the nature of the public organization which

emphasizes on implementing policies rather than seeking maximum profits as

pursues by the private sector.

Managing understanding, efficacy and transparent relationship between the

service provider and the host organization are very crucial to achieve the aims and

objectives of both parties. Without a transparent understanding of the management

strategies and having mutual understanding with vendors, the choice to outsource

might result a bad consequences.

3.6 UEM Edgenta

UEM Edgenta Berhad is one of the largest Total Asset Solutions providers

in the region that offers full suite of services throughout an asset lifecycle including

consultancy, procurement and construction planning, operations and maintenance,

optimization to rehabilitation and upgrade to the healthcare, infrastructure and

industrial sectors.

Listed on the Main Market of Bursa Malaysia, UEM Edgenta has over 13,000

multi-national and multi-disciplinary employees spread across Malaysia, New

Zealand, Australia, United Kingdom, Canada & the United States, India, Indonesia

and the MENA region.

UEM Edgenta specializes in 8 businesses which cover the entire asset life

cycle:

80

i. Asset Consultancy

UEM Edgenta‘s Asset Consultancy capabilities span across various

sectors such as transport, buildings, water and environment with a

firm foothold in Malaysia, New Zealand, Australia, United Kingdom,

Middle East, Canada and the United States. With over two decades of

experience in the industry, we have undertaken major projects for

over 12,000 clients worldwide in the Expressways and Highways,

Built Environment, Airports and Railways as well as Utilities sectors.

ii. Healthcare Service

UEM Edgenta‘s services range from biomedical engineering

maintenance to waste management and linen and laundry services, the

team at UEM Edgenta understands the demands of the healthcare

industry. We are internationally certified to provide Total Asset

Solutions for healthcare institutions. As a key player in this segment,

we have had the privilege of serving over 82 hospitals and various

healthcare institutions in Malaysia for the past 19 years. We also

operate in the India healthcare sector via a joint venture.

iii. Infra Services

With over 25 years of experience in highway maintenance, UEM

Edgenta has solidified its reputation as one of Malaysia‘s leading

Engineering and Infrastructure Maintenance Specialists. Our track

record is evident in the maintenance of expressways and state roads

(more than 2,000 km), airports, plantation roads, commercial

buildings, municipalities and urban transit that we maintain for major

clients locally. In the global arena, we have worked on infrastructure

maintenance projects in Abu Dhabi, the United Arab Emirates as well

as in Indonesia.

iv. Facilities Services

UEM Edgenta provides facilities management services for a range of

building types from institutional to retail, offices to hospitals,

educational institutions as well as homes.

81

v. Industrial Services UEM Edgenta provides facilities management services for a range of

building types from institutional to retail, offices to hospitals,

educational institutions as well as homes.

vi. Energy Services

UEM Edgenta provides energy savings solutions for efficient energy

management. Through our advanced and innovative technology

offerings, asset owners and operators can optimize a building‘s energy

performance and lower their carbon footprint, translating into reduced

asset management costs. Our remote monitoring system leverages on

real time monitoring software to capture building services data and

translate them into useful actionable output for real-time monitoring,

analysis and quick decision making. The application of this system

will enable us to detect and rectify any anomaly thus reducing the

operational costs for clients by optimizing energy consumption.

vii. Property Services

UEM Edgenta offers integrated township management and property

services to the largest institutional property owners in the country and

to those with single site interests. We will be your one-stop call centre

for any commercial property maintenance issues from repairs to

refurbishments and general maintenance in between.

viii. Environmental & Material Testing Services

At UEM Edgenta, they advocate for a strong emphasis on

environment & safety guidelines in development projects. With over

25 years of experience in providing pavement solutions, geotechnical

solutions, structural solutions & environmental solutions, they are the

ideal partner for carrying out assessments, monitoring and testing

services across a wide range of industries; from expressways and

construction to oil & gas and real estate development. Their team

specializes in initial site investigations and collection of raw data for

82

data analysis, technical assessments and offering of technical

solutions.

3.7 Radicare (M) Sdn. Bhd.

Radicare is an integrated facilities management company providing non-

clinical Hospital Support Services. With excellent track record, they have built their

specialization to meet the demand of the healthcare industry and deliver world class

services.

Today, Radicare is proud of its contribution in bringing improved standards

of facilities management to various hospitals and medical institutions in the Federal

Territory of Kuala Lumpur and Putrajaya, Selangor, Kelantan, Terengganu and

Pahang.

83

CHAPTER 4

RESEARCH METHODOLOGY

4.1 Introduction

The chapter before discussed the background of UEM Edgenta and Radicare;

and the maintenance background which is the location of the data collecting.

Furthermore, the discussion in this chapter is the continuity from the general

description in Chapter1about the research methodology which is designed according

to the research objectives. This research is to identify the types of competencies

needed for a technical workers, importance of implementation of competencies and

the finally, the suggestion to improve the competencies level at the organization as

well as a suggestion policy on technical workers competencies. After the problem

statement has been identified, a suitable research strategy is planned one by one. A

suitable strategy is important for the collection of data in support of this research

writing.

Therefore, the choosing of the research strategy depends on several factors

such as research problem statement, research aims and research analysis. From the

choosing of a suitable strategy, suitable data collection and information are possible

to be identify, thus answered the objectives of the research and research questions.

Methodology is one of the most important factors in a research for a researcher to

gain access to accurate information and high reliability. It is the most important

method in collecting information and thus, obtaining the result in a research (Mohd

84

Majid, 2000; Rozumah and Nor Sheereen, 2006). Other than that, this chapter

describes the method on how this research is done to achieve the aims as described in

Chapter 1. Another discussion is related to the research design, population,

instrument and reliability, data collection and types of analysis used in analyzing the

data collected.

4.2 Research Paradigm

The term paradigm originated from the Greek word paradeigma which means

pattern and was first used by Thomas Kuhn (1962) to denote a conceptual framework

shared by a community of scientists which provided them with a convenient model

for examining problems and finding solutions. Kuhn defines a paradigm as: ―an

integrated cluster of substantive concepts, variables and problems attached with

corresponding methodological approaches and tools‖. According to him, the term

paradigm refers to a research culture with a set of beliefs, values, and assumptions

that a community of researchers has in common regarding the nature and conduct of

research (Kuhn, 1977). A paradigm hence implies a pattern, structure and framework

or system of scientific and academic ideas, values and assumptions (Olsen, Lodwick,

and Dunlop, 1992).

The paradigm concept was introduced by Thomas Kuhn in the early 1960

(Gummesson, 2000), Guba and Lincoln (1994) saw paradigm as a set of reliability

and a set of assumptions that are been made, act as a starting point in guiding the

research into the next step. TerreBlanche and Durrheim (1999), the research process

has three major dimensions: ontology, epistemology and methodology. According to

them, a research paradigm is an all-encompassing system of interrelated practice and

thinking that define the nature of enquiry along these three dimensions. Ontological

assumption related to the research opinions towards the world whether from a

subjective perspectives or objective perspectives. The other aspects are to identify

whether the researches are in the field and aware of the reality or the reality is the

85

product which is identified. According to Arlbjorn and Halldorsson (2002),

positivists saw reality as an entity which exist and measurable.

Despite that, interpretavist saw reality as a subjective interpretation.

According to Creswell (2003), epistemological assumption related to the relationship

between the research and the subject that are being researched, whether they stand on

their own or interact with the researches. Another research process is Axiological

which is not mention by TerreBlanche and Durrheim (1999). Axiological is related to

the philosophy of surveying role value. It is a research about the value or quality

which is closely related to ethics and aesthetics. The string difference between

realities, relation between researches and researches subjects and role value will

finally than be converge to the design of the research.

According to another research, Ontological and epistemological aspects

concern what is commonly referred to as a person's worldview which has significant

influence on the perceived relative importance of the aspects of reality. Two possible

worldviews are: objectivistic and constructivist. These different ways of seeing the

world have repercussions in most academic areas; yet, none of these views is

considered to be superior to the other. Both may be appropriate for some purposes

and insufficient or overly complex for other purposes. Also a person may change

his/her view depending on the situation.

According to Lather (1986a) research paradigms inherently reflect our beliefs

about the world we live in and want to live in. Based on this belief, Guba and

Lincoln (1994) distinguish between positivist, post-positivist and postmodernist

enquiry, grouping postmodernism and post-structuralism within ‗critical theory‘. The

nature of reality assumed by positivism is realism, whereby a reality is assumed to

exist; in contrast, post-positivism assumes that this ‗reality‘ is only ‗imperfectly and

probabilistically apprehend able‘ (Guba and Lincoln, 1994, p. 109). Post-positivism

is viewed as a variant of the former positivism, but they are both objectivist.

Yet another research by Gephart (1999), he classified research paradigms into

three philosophically distinct categories as positivism, interpretivism and critical

postmodernism.

86

Influence/ guides

Underlying Epistemology

Figure 4.1 Underlying philosophical assumptions (Source: Gephart, 1999)

Further, these three philosophical perspectives are the popular paradigms in

contemporary social, organizational, and management research. The key features of

these three perspectives that include the worldview, the nature of knowledge

pursued, and the different means by which knowledge is produced and assessed

within each paradigm or worldview are discussed below. However, there is no

consensus, as to whether these research paradigms are necessarily opposed or

whether they can be seen as contributing a different role in the same study.

Research paradigm and the selection of topics is the main subject that needs

to be discussed in the research design. As we all know, there are two types of main

research method, quantitative research method and qualitative research method.

Besides that, there is another research method which is widely used globally today,

that is mix research method. Philosophy assumptions which are considered relevant

are closely related to the foundation of epistemology in this research. Although there

are several epistemology assumption classification which exist in literature (Guba

and Lincoln, 1994), but to explain the foundation of this research paradigm, there are

only two epistemology principle which are popular, they are interpretevism and

positivism (Creswell, 2003). The interpretevism and positivism approach are

philosophical approach which are clearly different from each other in a research.

Interpretivism approach is to understand the reality holistically and social

constructed, compared through objectives. Through this approach, interpretivist start

Reduce Breakdowns

Improving

Equipment

Efficiency

Reduce

Downtime

Improving

Inventory

Control

87

the research with assumption in which the reality can only be understood through

social development (such as awareness, language and definition).

Generally, interpretivist does not interpret dependent and independent

variable from the beginning of the research, instead they focus on the human sense

holistic composition in making decision (Easterby-Smith, 1991). He explained that

positivism approach is based on the philosophical assumptions hold by researchers in

seeing the background of knowledge, world reality, how to study a phenomena and

the role of value. Positivism approach often known as quantitative researches, which

prioritize numeric and measurable data. Positivist held on to a philosophy which state

that a phenomenon exists in a relationship between course-effect and visible,

measurable variables (Mertens, 2005).

Besides that, according to O‘Leary (2004), positivist researches generally

tested the theory, the needs to formulate a hypothesis for the next assessment to

increase or improved the forecasting level of a certain phenomenon. Table 4.1 shows

the summarization of difference between the two approaches. Based on the

comparison between positivism and interpretism and the aim of this research,

positivism paradigm is considered suitable for this research as this research tends to

study the relationship and testing the hypothesis. According to the past competencies

studies, many researchers use quantitative approach such as Mohmad (2012) and

Rodriguez (2005).

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Dimension Paradigm

Interpretivism Positivism

Reliability

foundation towards

the reality

The world is built through

social interaction and

subjective.

Science is spurred by

human attitude

The world is objective

Science is free from value

Method Selection Use several methods to

obtain different opinions

on a phenomenon.

Use small sampling which

is research thoroughly

Operate concept so it can

be measured.

Through numerous sample

Research action Focused on the definition

Focused on each situation

overall

Trying to understand the

real situation.

Focused on the fact

Reduce the phenomenon to

the simplest element

Formulate and testing the

hypothesis

Table 4.1 Comparison between interpretivism and positivism paradigm summary.

(Source: Easterby-Smith, 1991)

Therefore, the existing variables and theories can be used in implementing

this research. Other than that, in the positivism paradigm, scientific method is the

foundation in which the research can test the hypothesis and support the findings

(Wicks and Freeman, 1998). Therefore, in Malaysia, especially to obtain a good

understanding regarding the identification of suitable competencies to be used in an

organization, quantitative research method approach is much suitable for this

research. Thus, the use of positivism paradigm in identification of technical workers

competencies in Healthcare Maintenance Service is very suitable.

4.3 Research Framework

In a research, the result of the research is determined by the research methods

and frameworks in which the research framework is determined by the aims of the

research. As well as the research in science social where it can be categorized based

on the research aims such as descriptive and explanation. Other than that, science

89

social research can be categorized based on approaches, which are qualitative and

quantitative (Fielding and Schreier, 2001; Chua, 2006; Sabitha, 2006; Rozumah and

Nor Sheereen, 2006). These two approaches is different in nature of methods and

research technics (Chua, 2006a) such aims, concepts, research framework, sampling,

data collection, data analysis and instrument (Chua, 2006a). Quantitative approach

related with numeric data and the accuracy where they can be obtain through

experiment, observation and existing statistics (Fellows and Liu, 1997; Chua 2006a;

Sabitha, 2006). Therefore, the data measure from quantitative method is more

reliable as it focused on the reliability which can be done through descriptive

research or inference research (Chua, 2006a). Otherwise, qualitative method

approach related to the emotion, motivation and empathy which are closely related to

the natural situation of an individual or a certain group of people (Chua, 2006a;

Sabitha, 2006). Therefore, qualitative research datum is collected from interviews or

thorough observation on a subject (Sabitha, 2006).

Therefore this research is aiming to develop a competencies policy and

providing suggestions to improve the competencies or work level of the technical

workers in the healthcare maintenance service especially in general hospitals. The

research is in descriptive-correlation form which involves the collection of data for

preparing the competencies elements and the relation with other variables. Other than

that, a mix method approach is also used in this research as qualitative method is

used to support the elements in the quantitative variables. The use of the mix method

will strengthen the research (Cresweel and Plano, 2007).

Because of this research involves a big number of respondents from two

different hospitals and concessions, quantitative approach method is more suitable to

be use (Cohen, 2000). The quantitative approach is more structured, clear meaning,

linear, clear table and focused on the end results of the research (Sulaiman, 2002).

Usually, the approach that is being used to collect information in the descriptive

research is cross-sectional survey based on questionnaires that were given to the

respondents (Johnson and Christensen, 2004).

Observation research is a method of collecting data to describe, differentiate

and define knowledge, attitude, practice, and behavior (Ary, 1985). This method has

90

been used widely in many fields of studies and suitable to be used to collect

information related to behavior (Gorard, 2002). Most past research regarding

competencies used Delphi technic to obtain data where this technic has been used

since 1990s (Basinger, 2007). Although recently, most research used questionnaires

method for the collecting data process in the competencies field (Mohmad, 2012).

There are several special characteristics in using the observation research

method (Chua, 2006a), some of them are:

i. Can be used to say various kind of question, issue and problem in

various perspectives especially attitude, belief and individual views.

ii. Handling method is quite easy such as questionnaires and interviews.

iii. Data can be collect quickly and the result of the analysis obtained in

brief periods.

iv. The used of large sample size is unfeasible with experiment method.

v. Information is collected directly from samples.

vi. Survey results that can be generalized to the whole population.

Based on the characteristics and advantages of the research observation, thus

this method will be used in in this research to obtain data because of its nature which

is more scientific, logic (Burns, 1990) and research the variables relation from large

numbers of sample (Borg and Gall, 1983). Besides questionnaires, a qualitative

approach will also be implemented through interviews with samples in order to

understand more about the researched phenomenon (Creswell, 2005; Chua, 2006).

According to Chua (2006), interviews are one of the important methods in collecting

data in observation method where there are three types of interviews which have

been use by researchers before which are formal interviews, informal interviews and

open interviews (Patton, 1980). These interviews are often knows as structured

interviews, unstructured interviews and semi-structured interviews (Fontana and

Frey, 1994)

Therefore, this research methodology is based on four (4) phase where phase

one is to identify the problem and issues regarding competencies among technical

workers. The second phase of the research is to identify the objectives of the research

91

as well as the method in which all the objectives can be achieve through observation,

analysis and several other approaches. The third phase is to analyze the data

collected from the sampling and thus make a conclusion based on the data obtained.

The last phase of the research is to make suggestion on the improvement of the

research as well as the suggestion of implementing a work policy regarding the

competencies levels of the technical workers in the healthcare maintenance service.

92

Phase I

Problem statement identification

Research Question

Phase II

Research Objectives

Method

i. Competencies of the workers affect the productivity of

certain organization or company (National Economic

Advisory Council, 2010).

ii. The lack implementations of competencies in the working

environment by an organization can greatly reduce the

productivity of work supplied by the workers.

i. What are the type of competencies should a technical

worker possess?

ii. What is the importance‗s of competencies for a technical

worker in an organization?

iii. What are the suggestions to improve competencies‗ level of

an employee?

i. To identify the type of competencies needed for a technical

worker.

ii. To study the importance of competencies for a technical

worker in an organization.

iii. To provide suggestion in improving the competencies level

of an employee in the service.

Data Collections

Literature review

o Past research, documents, modules and standards

Questionnaires

o Open and closed-ended questions

Interviews with the Facility Managers

o Semi-structured interviews

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Phase III

Data analysis

Phase IV

Chart 4.1 Research Process

Data Discussion

Discussion related to the findings of data collected from

the respondents

Objective 1

Using SPSS software on questionnaires

Using frequencies and percentage analysis

Objective 2

Using SPSS software on questionnaires

Using mean analysis method

Objective 3

Using SPSS software on questionnaires

Using mean and frequency percentages analysis method

Recommendation and Suggestion

Providing recommendation and suggestion matters related

to competencies implementation in the organizations

94

4.4 Population and Research Sampling

Population refers to all research subjects such as objects, concept, people,

animals and others (Rozumah and Nor Sheereen, 2006). A sample though is some of

the subject population which is to study. A more thorough discussion will be

described in the next sub topic.

4.4.1 Research population

The population determine the scope of problem that need to be research and

how far is the information need to be gathered and analyze. The target population for

this research comprise of individuals who are related to the technical work of a

technician in the two hospitals. The selection of the population based on the

individuals who are directly involve with the maintenance work is because the

person possess the experience in handling maintenance work in the healthcare

maintenance service in both hospital. This is the most accurate when comes to

determine the competencies needed for a technical worker.

Therefore, the population for this research involves 2 hospital with different

outsource concession which are UEM Edgenta and Radicare. Both of this concession

or outsource company are complying within the requirements of Ministry of Health

Malaysia (MoH). UEM Edgenta responsible in handling maintenance work at Ipoh

General Hospital, Perak whereas Radicare is responsible in Ampang General

Hospital, Kuala Lumpur.

95

4.4.2 Research Sampling

As per discussed in the previous sub topic, the population of the research is

within the two mentioned hospital which are Ipoh General Hospital and Ampang

General hospital. The research will focus on the individuals who are directly

involved with the maintenance work in the hospital itself.

Sampling is an important aspect which needs to be prioritized in a research

because it will give effect to the reliability of the research (Chua, 2006a). Besides

that, sampling is a statistic which is commonly used in research and it is a practical

method to obtain information about the population (Zulkarnain and Hishamuddin,

2001). There are two types of sampling methods, they are:

i. Probability Sampling. For example easy random sampling, systematic

sampling and clustered sampling)

ii. Non-probability Sampling such as intended sampling, coincidence

sampling, quota sampling, dimensional sampling, critical case

sampling and others.

(Source: Chua, 2006a)

The selection of sampling methods is based on several factors such as the aim

of the research, required sample size, cost and research time allocation (Sabitha,

206).

This research involve individuals within the scope of technical works

therefore this research choose non-probability sampling method. To obtained

competencies information in the field, only individuals which are related to the scope

of studies will be selected as the respondent. This research has chosen the research

subject based on the aim of the studies, therefore, purposive sampling method is

chosen because it can represent the objectives of a certain research related to the

researched phenomenon (Burn, 1995). Furthermore, the research sampling might

96

provide with valuable information related to the technical workers competencies in

both of the hospitals.

Thus, the total number of hospital for the purpose of this research is 2 with

the total estimated population of the research is 150 individuals (based on the number

of technical workers in both hospitals) where 76 individuals are from Ipoh General

Hospital whereas 74 individuals are from Ampang General Hospital. Because of this

research used purposive sampling, the size of population and sampling are the same.

The total sample is enough to achieve the research objectives (Patten, 1997; Sekaran,

2003; Chua, 2006a) where 30% is the minimum sample size which is required to

make a statistic interpretation in a research (Bailey, 1987). This number is enough for

the research involving correlation and comparison (Gay and Diejl, 1992).

4.5 Instrument

This research used two sets of instruments which are questionnaires and

interviews protocol to obtain quantitative data and qualitative data.

4.5.1 Questionnaires

Using the element in competencies field and competencies from literature

review, this research has prepared an instrument which is designed and accepted

globally, questionnaires. A questionnaire is a set of questions or items in writing

form. It is a tool designed specifically to collect information for the purpose of

analysis which can answer the research questions (Sabitha, 2006). The used of

questionnaire in the form of closed item and selective answer is very reliable because

it does not require the subject to think or providing new ideas to a certain question

(Kerlinger, 1986). There are several advantages or strength when using this method

which are the identity of the respondent is kept secret, using lest cost, can be

97

distribute to many people and can obtained a lot of imformation (Rozumah dan Nor

Sheereen 2006; Sabitha, 2006).

Based on the advantages factors of using questionnaire such as mentioned

before, the writer choose to use questionnaire in this research to obtained required

datum to answer the research questions and objectives. This instrument is prepared to

identify the competencies needed for a technical worker in the healthcare

maintenance service, importance of technical workers competencies implementation

in the organization and the suggestion to improved technical workers competencies

and performance in the healthcare maintenance service. The questionnaire consists of

four parts which are Part A, Part B, Part C and Part D (Table 4.2).

Part Items

B

Knowledge of competencies and type of competencies

Core Competencies

1. Knowledge of what are competencies.

2. Communication skill is one of the competencies needed by a technical

staff

3. Teamwork skill is one of the competencies needed by a technical staff

4. Problem solving skill and decision-making are competencies needed by a

technical staff

5. Professionalism and integrity skills are needed by a technical staff

6. Technical skill is one of the competencies needed by a technical staff

Competency by Education and Practice

7. These competencies are learned in any education institution

8. Special competencies based on training are one of the compulsory

element in maintenance field

Competencies by Law

9. Is it necessary for technical workers to have a certain competency or

skills?

10. Competencies based on law and regulations are compulsory components

in technical field.

C Importance of implementation of competencies for technical staff in an

98

organization

1. Competencies is important for the sustainability of an organization‘s

development

2. Competencies is an essential element to increase the organizations‘

productivity

3. Competent employees provide better service compared to incompetent

employees.

4. Competencies by law and regulation provide expertise to the field of

work

5. The efficiency‘s level of the employee influenced by his/her

competencies.

6. New staff recruitments are influenced by the workers competencies by

practice and education

7. The management of the organization focused on the employees‘

competencies development.

8. Communication skill is one of the competencies requirement that is very

important in work.

9. Teamwork skill is one of the competencies requirement that is very

important in work.

10. Problem solving and decision-making skills are important when doing

heavy work.

11. Professionalism attitude and integrity is one of the important elements to

improve work quality.

12. Technical competency is important for a worker to ensure that the work

is at optimum level.

D

Suggestion in improving the competencies level of employees in the

organization

1. Management need to recruit staff based on skill and competencies

2. Periodic courses to enhance skills and competency need to be organized

by top management

3. Providing a more conducive workplace to improve the occupational

quality.

4. Give reward to respect workers with excellent performance record.

99

5. Motivated workers that are less competent to increase their efficiency

6. Improving two-way communication between

employees and employers to identify any problems that occurred

7. Creating relevant regulations for employee competency to

ensure services are given at optimum level

Table 4.2 List of questions in questionnaire

a. Priority Scale for the competencies instrument

The determination of measurement scale depends on the operation

definition for a research concept (Sekaran, 2003). There are four (4) types of

measurement scale which are nominal, ordinal scale, ratio scale and interval

scale. Nominal scale is a scale which uses numeric value to represent a

variable category. For the ordinal scale, it is a scale which involves

continuous data that have been arranged from ascending from small number

to higher number. Ordinal scale which is used often is Likert scale (Chua,

2006a). Moreover, for ratio scale, the difference between the numbers are the

same whereas for interval scale is arranged according to their numbers from

small to large where the value for smaller number is small and the value for

large numbers are large (Chua, 2006a).

Therefore, this research chose to use Likert scale because of this scale

is widely used especially in science social field such as management ,

business (Sekaran, 2003; Hair et al, 2003) facility management and many

more. The Likert scale can use even point (4, 6, 8, 10) or odd point (3, 5, 7,

and 9) depends on the research requirements. Therefore, a scale without a

neutral point is used where Cook (2005) suggested a 6 point scale or a 10

point scale is to be used to reduce the error of data. Besides that, if a research

requires a respondent to stand on an opinion, even point should be used (Hair

et al, 2003). This is because if the midpoint is used, it will refer as neutral or

not sure and not average level.

100

Thus, for this research, the measurement scale to be use is a 6 point

Likert scale. In this research, the element Importance of technical staff

competencies and suggestion to improve the competency level of a technical

staff used scale 1 as irrelevant and scale 6 as strongly agreed.

b. Demographic Information

i. Respondents Gender

Scale for the gender category accordingly, 1 for male respondents and

2 for female respondents

ii. Age category

Scale for the age category accordingly, 1 for below 25 years old, 2 for

25- 40 years old and 3 for above 40 years old.

iii. Races category

Scale for the races category accordingly, 1 for Malay, 2 for Chinese, 3

for Indian and 4 for other races.

iv. Working Departments category

Scale for the working department category accordingly, 1 for

Mechanical, 2 for Civil, 3 for Electrical and 4 for Administration

v. Education category

Scale for education category accordingly, 1 for SPM, 2 for Diploma, 3

for Degree and 4 for other types of education.

vi. Working experience category

Scale for working experience category accordingly, 1 for below 5

years, 2 for 6-10 years, 3 for 11-20 years and 4 for above 20 years.

101

4.6 Summary

Generally, the whole chapter 4 discussed about the research method used for

this research. These include positivism and interpretism paradigm which is

measurement in the research philosophy. After that, the research framework which

involves sampling is described where purposive sampling is used and involved

individuals who are directly involved in maintenance work in the two general

hospitals. The sampling technic used is suitable because it represents the population

of the hospitals involved in the research.

Other than that, the research instrument and the measurement scales are also

discussed in this chapter. The instrument is build based on reference from the

measured variable literature which represents the competency elements that are being

researched. The next chapter will discuss the findings for all of the research

objectives.

102

CHAPTER 5

DATA FINDINGS AND ANALYSIS

5.2 Respondent’s Profile

This research is done among the staff in 2 different maintenance

service concessions which are UEM Edgenta and RadiCare including the

management staffs and the technical staff. Table 5.1 shows the overall

summary of the respondents profile involves in the research. Overall, the

respondents or in other word, individual who gives responses to the research

questionnaires are 107. From the total of respondent above, 63 respondents

are staffs from UEM Edgenta Ipoh General Hospital (58.88%) whereas 44

respondents are from Radicare Ampang General Hospital (41.12%). For the

gender category, 85 respondents are male (79.4%) whereas only 22

respondents are female (20.6%). As for the age of the respondents‘ category,

majority of the workers are around 25 to 40 years old (63.6%), whereas only

18 respondents are below 25 years old (16.8%) and 21 respondents are above

40 years old (19.6%). In the races category, the majority of the respondents

are Malay (96.3%) and only 4 respondents are Indian (3.7%). As for the

working department categories, 33 respondents are in the Mechanical

department (30.8%), 31 respondents are in Civil department (29%), 24

respondents are in administration (22.4%) and only 19 respondents (17.8%)

are in Electrical department.

103

Based on the frequencies value and percentages, we can summarize

that majority of the respondents have diploma education background with

65.4% and 26 respondents have degree background education (24.3%). SPM

level education recorded the least respondents with only 11 individuals

(10.3%). Table 5.1 also shows the frequencies value and percentage of the

respondents working experiences. 34 respondents have less than 5 years of

working experience in the field (31.8%) whereas 35 respondents have 6 to 10

years of experience. The balances of the respondents are 20 (18.7%) and 18

(16.8%) with 11 to 20 year and more than 20 years of working experience

respectively.

104

Category Items Frequency Percentage

(%)

Respondents UEM Edgenta, Ipoh General Hospital

RadiCare, Ampang General Hospital

63

44

58.88

41.12

Gender Male

Female

85

22

79.4

20.6

Ages

Below 25 years old

25-40 years old

Above 40 years old

18

68

21

16.8

63.6

19.6

Races Malay

Indian

103

4

96.3

3.7

Working

Departments

Mechanical

Civil

Electric

Administration

33

31

19

24

30.8

29.0

17.8

22.4

Education

SPM

Diploma

Degree

11

70

26

10.3

65.4

24.3

Working

Experience

Below 5 years

6-10 years

11-20 years

Above 20 years

34

35

20

18

31.8

32.7

18.7

16.8

Table 5.1 Respondents‘ Information

5.3 Data Findings for First Objectives

As we know, the first objective of this research is to identify the types of

competencies needed for technical staff especially in the maintenance service sector.

The first objective is achieved from these steps:

105

i. Firstly, the construction of the variables to achieve the objective is

through content validity process namely:

a) Reading, assessment and discussion that is comprehensive

towards maintenance staff competencies.

b) Data collection from interviews and questionnaires that

was carried out.

ii. Secondly, the types of technical staff competency for individuals who

manage facility maintenance in hospital through frequency and

percentage.

The description and relevant discussion of the first step had been

explained in chapter 3 in sub instrument topic and credibility and instrument

validity. In this chapter, the second step of the process will be presented.

5.3.1 Frequency and Percentage Analysis

Frequency and percentage analysis is a descriptive statistics in which

quantitatively describing the characteristics of a set of data.

5.3.1.1 Core Competencies

This research includes types of core competencies variables which are

measured with 6 items. They are communication skills, teamwork skills, problem

solving skills, professionalism and integrity skill and technical skills.

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Code Question Frequencies

Yes No

B2 Communication skill is one of the competencies needed by

a technical staff

107 0

B3 Teamwork skill is one of the competencies needed by a

technical staff

107 0

B4 Problem solving skill and decision-making is one of the

competencies needed by a technical staff

105 2

B5 Professionalism and integrity skills are one of the

competencies needed by a technical staff

105 2

B6 Technical skill is one of the competencies needed by a

technical staff

106 1

Table 5.2 Respondent‘s response on core competencies

Based on the Table 5.2 and Table 5.3, all respondents (100%) answered yes

for questions B2 and B3. B2 is about communication skills and B3 is about

teamwork skills. From this value, we can conclude that all responded agree that the

two skills are needed for a technical staff. As for question B4 and B5, 105 respondent

(98.1%) agree that problem solving skills and professionalism and integrity skills are

important for a technical worker. The other 1.9% respondent however does not agree

that both of the skills are required for the staffs. The last question for the core

competency is regarding technical skills. 106 respondents (99.1%) agree that every

individuals who works in technical field need to have technical skills whereas only 1

respondent (0.9%) who disagree with the needs of technical skills for technical staffs.

107

Code Question %

Yes No

B2 Communication skill is one of the competencies needed

by a technical staff

100.0 0.0

B3 Teamwork skill is one of the competencies needed by a

technical staff

100.0 0.0

B4 Problem solving skill and decision-making is one of the

competencies needed by a technical staff

98.1 1.9

B5 Professionalism and integrity skills are one of the

competencies needed by a technical staff

98.1 1.9

B6 Technical skill is one of the competencies needed by a

technical staff

99.1 0.9

Table 5.3 Percentage of respondent response on core competencies

5.3.1.2 Competency by Education and Practice

This research includes the influenced of education towards technical workers

competencies which are measured with only 2 item. It is the teaching of

competencies in educational institution and competency by practice.

Code Question Frequencies

Yes No

B7 These competencies are learned in any educational

institution 91 16

B10 Special competencies based on training are one of the

compulsory element in maintenance field 90 17

Table 5.4 Respondents‘ response on competency by education and practice

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Based on the Table 5.4 and Table 5.5, 91 respondents (85%) agree that the

core competencies are leaned during their time in the educational institutions. 16

respondents (15%) however disagree with the fact that they learned these

competencies during their studies. For B10 question which relate to the compulsory

of practice or training of special competencies in maintenance field, 90 individuals

(84.1%) agree that it is a must for a technical staff to work in the maintenance field

and 17 individuals (15.9%) disagree with the statement.

Code Question %

Yes No

B7 These competencies are learned in any educational

institution 85.0 15.0

B10 Special competencies based on training are one of the

compulsory element in maintenance field 84.1 15.9

Table 5.5 Percentage of respondent response on competency by education and

practice

5.3.1.3 Competency by Law

This research includes the requirements of law for a certain competency for

technical workers in which is measured by 2 items. They are the regulations and law

requirements for the competencies and the necessity for a technical worker to possess

a certain competency.

109

Code Question Frequencies

Yes No

B8 Is it necessary for technical workers to have a certain

competency or skills? 95 12

B9 Competencies based on law and regulations are

compulsory components in technical field 96 11

Table 5.6 Respondents‘ response on competency by law and necessity of certain

competencies

Based on the Table 5.6 and Table 5.7, 95 of the respondents (88.8%) agree

that it is a necessary for a technical staff to have a certain special competency to

work in the field whereas only 12 respondents (11.2%) disagree with the matter of

necessity in the maintenance field. As for the competency by law, 96 respondents

(89.7%) agree that it is important for an organization to comply with the regulations

and laws, however only 11 of the respondents (10.3%) disagree with the compulsory

of competency by law.

Code Question %

Yes No

B8 Is it necessary for technical workers to have a certain

competency or skills? 88.8 11.2

B9 Competencies based on law and regulations are

compulsory components in technical field 89.7 10.3

Table 5.7 Percentage of respondent response on competency by law and

necessity of certain competencies

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5.3.2 Discussion

Based on the findings and analysis of the whole part B, all of the

competencies are essential to have by a technical worker. For the core competencies

category, the frequencies and percentage analysis on the 5 items which related to the

core competencies as mention in chapter 2, it is confirmed that 99.05% of the

respondent agree that all core competencies are essentials for a technical staff to

have. Therefore, all the 5 core competencies as mentioned in the research are

accepted as the main competencies for the staff including the staff involve directly

with the maintenance work. According to the National Competency Standards of

Malaysia (2010), they said that all employees who work in any field whether

industrial sectors, healthcare, management, facilities and others should possess all the

required core competencies to meet the international competencies standards. By this

literature, it is essential for a worker to have all the core competencies needed for

them to continue working.

For the second part which is the competency by education and practice,

84.55% of the respondents agree that competencies by education and practice such as

experience and education syllabus in educational institution (SPM, Diploma, and

Degree) are essential to the workers. Some of them disagree might be because of lack

of awareness on importance of competencies in working. Based on this, the Ministry

of Education have designed a syllabus that met with the requirement of industry for

an employee to prepare themselves before working. The strategy of Competency

Based TVET is based around "Occupational competencies" which are established for

each career field and for each job title (Eng. Moustafa Wahba, 2013).

For the last part of the question, which involves items for competencies by

law and regulations, 89.25% of the respondent acknowledge the used of

competencies by law in the working field. Competencies by law include certified

professional skills from established organizations such as CIDB, STM, and NiOSH.

These skills are required for some machines such as boiler, clarifiers, chiller, and

generator, plumbing and high voltage electrical. This is to ensure that all staff in the

111

healthcare service including the contracted concession must have significant

competencies to work (MoH Strategic Plan, 2011).

To summarize the finding for part A of the questionnaires, more than 80% of

the respondent agreed that all technical staffs including administration staff to have

all the necessary competencies to work in the technical department. By this, the

maintenance works of the concessions can be implement according to the

requirements of Ministry of Health based on the Strategic Plan designed in 2011

which state that to ensure that the healthcare service are in top form, all staff includes

contractor should comply with the requirements of MoH.

5.4 Data Findings for Second Objectives

As we know, the second objective of this research is to study the importance

of implementations of technician competencies in two major Healthcare

Maintenance Service organizations, UEM Edgenta and RadCare.

The first objective is achieved from these steps:

i. Firstly, the construction of the variables to achieve the objective is

through content validity process namely:

a) Reading, assessment and discussion that is comprehensive

towards maintenance staff competencies.

b) Data collection questionnaires that was carried out.

ii. Secondly, the implementation of individual‘s competency in the

organization who manage facility maintenance in hospital through

mean and frequency analysis.

In this chapter, the second step of the process will be presented.

112

5.4.1 Mean Analysis

Mean analysis is one of the central tendency score that is usually used to

interpret a data set. Mean is defined as the sum score in distribution divided by total

score of the data (Sulaiman, 2002). Based on this definition, the research can identify

the mean value from a set of data when using mean analysis. In this research

questionnaire, mean analysis is used to obtain the mean value for each data related to

the implementation of technical workers competencies in the organization.

Implementations of competencies are divided into two parts which are the

implementation of technical workers competencies and the impact of

implementation.

5.4.1.1 Importance of implementation of Technical Workers

Competencies in the Organization

This research includes the variables of the importance of implementation of

technical workers competencies and implementation of competencies which are

measured using 12 items. They are:

i. Competencies is important for the sustainability of an organization‘s

development,

ii. Competencies is an essential element to increase the organization‘s

productivity,

iii. Competent employees provide better service compared to incompetent

employees,

iv. Competencies by law and regulation provide expertise to the field of

work,

v. The efficiency‘s level of the employee influenced by his/her

competencies,

113

vi. New staff recruitments are influenced by the workers competencies by

practice and education,

vii. The management of the organization focused on the employees

competencies development,

viii. Communication skill is one of the competencies requirement that

is very important in work

ix. Teamwork skill is one of the competencies requirement that is very

important in work

x. Problem solving skills and making decisions is important when

doing heavy jobs.

xi. Professionalism attitude and integrity is one of the important

elements to improve work quality.

xii. Technical competency is important for a worker to ensure that the

work is at optimum level.

A mean score guideline is used to explain the min score value that have been

achieved. This research use interpretation from Hurme (2007) for importance of

competencies. According to Hurme min score between 1.00 – 1.49 shows the

research variable score is at irrelevant level, 1.50 – 2.49 shows the research variable

score is at unimportant level, 2.50 – 3.49 shows the research variable score is at

relatively unimportant, 3.50 – 4.49 show the research variable score is at pretty

important level, 4.50 – 5.49 show the research variable score is at important level,

and 5.50 – 6.00 shows the research variable score is at very important level. To

determine the researched variables in this research possess a certain level, a guideline

as shown in the table is set.

114

Min Score Score Description

1.00 – 1.49 Irrelevant

1.50 – 2.49 Strongly Disagree

2.50 – 3.49 Disagree

3.50 – 4.49 Uncertain

4.50 – 5.49 Agree

5.50 – 6.00 Strongly Agree

Table 5.8 Min Score Indicator for the variable Importance of implementation of

Technical Workers Competencies.

Table 5.9 shows the min score of Implementation of technical workers

competencies for 12 variables.

Code Items Mean Std.

Deviation Interpretation

C1

Employee competency is very

important for the development of

the company or organization

5.374 0.6223 Agree

C2

Competency is an important

element to increase the

productivity of an organization

5.393 0.5949 Agree

C3

Employees that

are competent provide

better service

compared to employees that

are not competent

5.374 0.6519 Agree

C4 Competency special courses can

enhance employee's skills 5.393 0.6258 Agree

C5

Competency or employee

skills influence the

worker's efficiency level

5.449 0.6179 Agree

115

C6

New employments are influenced

by the workers' skills and

competencies

5.411 0.6436 Agree

C7

The organization management

team focused on workers skills

and competencies

5.477 0.5553 Agree

C8

Communication skill is one

of the competencies

requirement that is very

important in work

5.467 0.5376 Agree

C9

Teamwork skill is one

of the competencies

requirement that is very

important in work

5.411 0.5656 Agree

C10

Problem solving

skills and making

decisions is important when

doing heavy jobs.

5.486 0.5384 Agree

C11

Professionalism attitude and

integrity is one of the important

elements to improve work quality.

5.439 0.5525 Agree

C12

Technical competency

is important for a worker to

ensure that the work is at

optimum level

5.579 0.5146 Strongly Agree

Table 5.9 Interpretation for the item importance of implementation of technical

staff competencies in the organization

Based on the table 5.9, the highest recorded mean value is 5.579 which is the

item technical competency is important for a worker to ensure that the work is at

optimum level. Whereas, the lowest recorded mean value is at 5.374 for the items

Employee competency is very important for the development of the company or

116

organization and Employees that are competent provide better service

compared to employees that are not competent. For the item Competency is an

important element to increase the productivity of an organization and

Competency special courses can enhance employee's skills, both recorded the same

mean value which is 5.393. As for the item C6 and C9 which are, new employments

are influenced by the workers' skills and teamwork skill is one of the competencies

requirements that are very important in work both recorded the mean value of 5.411.

For items C5, C7, C8, C10 and C11 which are Competency or employee

skills influence the worker's efficiency level, the organization management team

focused on workers skills and competencies, Communication skill is one

of the competencies requirements that is very important in work, Problem solving

skills and making decisions is important when doing heavy jobs and Professionalism

attitude and integrity is one of the important elements to improve work quality, they

recorded a mean value of 5.449, 5.477, 5.467, 5.486 and 5.439 respectively. All 5

items have almost the same mean value with only a little margin.

Chart 5.1 Importance of implementation of technical competencies in the

organization

5.374 5.393 5.374 5.393 5.449

5.411 5.477 5.467

5.411 5.486

5.439

5.579

5

5.1

5.2

5.3

5.4

5.5

5.6

5.7

5.8

5.9

6

C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12

Mea

n S

core

Variables

Importance of implementation of technical competencies

in the organization

117

5.4.2 Frequency Analysis

Frequency and percentage analysis is a descriptive statistics in which

quantitatively describing the characteristics of a set of data.

Code Items Frequencies

6 5 4 3 2 1

C1

Competencies is important for the

sustainability of an organization‘s

development

48 51 8 0 0 0

C2 Competencies is an essential element to

increase the organization‘s productivity 48 53 1 0 0 0

C3 Competent employees provide better service

compared to incompetent employees 49 50 7 1 0 0

C4 Competencies by law and regulation provide

expertise to the field of work 50 49 8 0 0 0

C5 The efficiency‘s level of the employee

influenced by his/her competencies 55 45 7 0 0 0

C6

New staff recruitments are influenced by the

workers competencies by practice and

education

53 45 9 0 0 0

C7 The management of the organization focused

on the employees competencies development 54 50 3 0 0 0

C8

Communication skill is one

of the competencies requirement that is very

important in work

52 53 2 0 0 0

C9 Teamwork skill is one of the competencies

requirement that is very important in work 48 58 1 0 0 0

C10 Problem solving skills and making

decisions is important when doing heavy jobs 54 51 2 0 0 0

C11 Professionalism attitude and integrity is one 50 54 3 0 0 0

118

of the important elements to improve work

quality

C12

Technical competency is important for a

worker to ensure that the work is at optimum

level.

63 43 1 0 0 0

Table 5.10 Importance of implementation of competencies for technical staff in

an organization

Based on the table 5.10, total frequencies of respondent for item C1 to C12,

the highest frequency recorded is 63 for the scale measurement of strongly agreed

and the lowest is 1 for the scale measurement of disagree. For item C1, 48

respondents strongly agrees that competencies is important for the sustainability of

an organization‘s development whereas 58 and 1 respondents agree and uncertain

respectively on the subject. Item C2 recorded 48 respondents strongly agree while 53

respondents agree on the subjects. For the item C3, 49 people strongly agree, 50

states that they only agree, 7 people are uncertain and only one individual is disagree

about the matter. Item C4 recorded 50 people strongly agree, 49 people agree and 8

individuals are uncertain about the subject. As for C5, 55 individuals strongly agree,

45 individuals only agree and 7 individuals are uncertain.

For item C6, C7 and C8, the numbers of respondent that are strongly agree

are 53, 54, and 52 respectively while the numbers of respondent agree are 45, 50, and

53 respectively. Between the three 3 items, item C6 recorded the highest number of

uncertainty which is 9 people whereas the other two recorded only 3 and 2

respondents respectively. The last four items which are item C9, C10, C11 and C12,

each recorded 48, 54, 50 and 63 strongly agree respondent respectively while for just

agree, 58, 51, 54 and 43 respectively. Each of the items recorded a low number of

uncertain respondents which is below than 3. As a conclusion, among the 12 items,

C12 recorded the highest number of respondent who strongly agree on the matter.

119

5.4.3 Discussion

Based on the mean analysis using Hurme interpretation for importance of

competencies, item C12 which is the knowledge of technical competency in

important in ensuring that all work is at optimum level recorded the highest number

of mean with a score of 5.579. According to the mean score interpretation table in

table 5.8, the item with a mean score more than 5.5 will be consider as strongly agree

thus item C12 is the only item which the respondents strongly agree. The technical

staff of the healthcare maintenance service state that if a maintenance worker is to

work in the field, they need knowledge and technical skills to allow them to perform

at the highest efficiency level (Zahirun, 2016).

The statement by Zahirun (2016) is acknowledge because technical workers

typically work with complex instruments and equipment, and require specialized

training, as well as considerable practical experience, in order to do their job

effectively (Barley, 2011). From previous research 70% of equipment failures are

self-induced that is, equipment failures caused by the introduction of human error

(Ricky Smith). Therefore, it is important to ensure that all technical staff meets the

specific requirements to work in the maintenance field especially when taking live-

costing maintenance into consideration such as hospitals and clinic.

In conclusion, all respondents for the research also agree on all 12 items of

importance of competencies based on the mean analysis table. From item C1 to item

C12, all items recorded the mean score of above 5.00 which is agreed and strongly

agree based on the Hurme interpretation of mean score. The writer can conclude that

competencies of technical staff are very important and essential not just to the

individual but to the organization itself. According to Prahalad and Hamel,

organizational competencies provide potential access to a wide variety of markets,

make a significant contribution to the perceived customer benefits of the end product,

and are difficult for competitors to imitate (Harvard Business Review, 1990, pp. 83–

84).

120

5.5 Data findings for third objective

As we know, the third objective of this research is to provide suggestion in

improving the competencies level of employees in the organizations. UEM Edgenta

and Radicare.

The first objective is achieved from these steps:

i. Firstly, the construction of the variables to achieve the objective is

through content validity process namely:

c) Reading, assessment and discussion that is comprehensive

towards maintenance staff competencies.

d) Data collection questionnaires that was carried out.

ii. Secondly, the suggestions to improve of individual‘s competency in

the organization who manages facility maintenance in hospital

through mean and frequency percentage analysis.

In this chapter, the second step of the process will be presented.

5.5.1 Mean Analysis

Mean analysis is one of the central tendency score that is usually used to

interpret a data set. Mean is defined as the sum score in distribution divided by total

score of the data (Sulaiman, 2002). Based on this definition, the research can identify

the mean value from a set of data when using mean analysis. In this research

questionnaire, mean analysis is used to obtain the mean value for each data related to

the suggestions on how to improve the competencies level of a technical worker and

evaluating the performance of the workers itself.

121

5.5.1.1 Suggestion in improving the competencies level of

employees in the organizations

This research includes the variables of suggestion in improving the

competencies level of employees in the organizations which are measured using 7

items. They are:

i. Management need to recruit staff based on skill and competencies,

ii. Periodic courses to enhance skills and competency need to be

organized by top management

iii. Providing a more conducive workplace to improve the occupational

quality.

iv. Give reward to respect workers with excellent performance record.

v. Motivated workers that are less competent to increase their efficiency

vi. Improving two-way communication between

employees and employers to identify any problems that occurred

vii. Creating relevant regulations for employee competency to

ensure services are given at optimum level

A mean score guideline is used to explain the min score value that have been

achieved. This research use interpretation from Hurme (2007) for importance of

competencies. According to Hurme min score between 1.00 – 1.49 shows the

research variable score is at irrelevant level, 1.50 – 2.49 shows the research variable

score is at unimportant level, 2.50 – 3.49 shows the research variable score is at

relatively unimportant, 3.50 – 4.49 show the research variable score is at pretty

important level, 4.50 – 5.49 show the research variable score is at important level,

and 5.50 – 6.00 shows the research variable score is at very important level. To

determine the researched variables in this research possess a certain level, a guideline

as shown in the table is set.

122

Min Score Score Description

1.00 – 1.49 Irrelevant

1.50 – 2.49 Strongly Disagree

2.50 – 3.49 Disagree

3.50 – 4.49 Uncertain

4.50 – 5.49 Agree

5.50 – 6.00 Strongly Agree

Table 5.11 Min Score Indicator for the variable suggestion in improving the

competencies level of employees in the organizations

Table 5.12 shows the min score of suggestion in improving the competencies

level of employees in the organizations for 7 variables.

Code Items Mean Interpretation

D1 Management need to recruit staff

based on skill and competencies

5.411 Agree

D2 Periodic courses to enhance

skills and competency need to be organized

by top management

5.467 Agree

D3 Providing a more conducive workplace to

improve the occupational quality.

5.579 Strongly Agree

D4 Give reward to respect workers with

excellent performance record.

5.664 Strongly Agree

D5 Motivated workers that are

less competent to increase their efficiency

5.542 Strongly Agree

D6 Improving two-way communication between

employees and employers to identify any

problems that occurred

5.533 Strongly Agree

D7 Creating relevant regulations for employee

competency to ensure services are given at

optimum level

5.336 Agree

Table 5.12 Interpretation for the items suggestion in improving the competencies

level of employees in the organizations

123

Based on the table 5.12, interpretation for items suggestion in improving the

competencies level of employees in the organizations the highest recorded mean is

5.664 for the item giving reward to respect workers with excellent performance (D4)

whereas the lowest recorded mean score based on Hurme interpretation is item 5.336

for the item creating relevant regulations or policies for employee competencies to

ensure services are given at optimum level (D7).

For the item D1; management need to recruit staff based on the skills and

competency of the individual, the mean score for the item is 5.411 which is agree

while for item D2; hold periodic courses to enhance skills and competency need to

be organized by top management, recorded a mean score of 5.467 which is agree.

Item D3; providing a more conducive workplace to improve the occupational quality,

recorded a mean score of 5.579 (strongly agree) whereas item D5; Motivated

workers that are less competent to increase their efficiency score 5.542 (strongly

agree) in the mean score table. The last item for the variable is D6 which states that

improving two-way communication between employees and employers to identify

any problems that occurred score a mean score of 5.533 which is strongly agreed

according to the Hurme mean score interpretation.

Chart 5.2 Web charts of the mean score for the variables Suggestion in

improving the competencies level of employees in the organization

5

5.2

5.4

5.6

5.8

6D1

D2

D3

D4D5

D6

D7

Suggestion in improving the competencies level of

employees in the organizations

124

5.5.2 Frequency and Percentage Analysis

Frequency and percentage analysis is a descriptive statistics in which

quantitatively describing the characteristics of a set of data.

The frequency and percentage analysis for the suggestion in improving the

competencies level of employees in the organization is measured with 7 items

mentioned in sub-topic 5.5.1.1.

Code Items Frequencies

6 5 4 3 2 1

D1 Management need to recruit staff based on

skill and competencies 54 43 10 0 0 0

D2

Periodic courses to enhance skills and

competencies need to organized by top

management

54 49 4 0 0 0

D3 Providing a more conducive workplace to

improve the occupational quality 64 41 2 0 0 0

D4 Give reward to respect workers with excellent

performance record 74 30 3 0 0 0

D5 Motivated workers that are less competent to

increase their efficiency 59 47 1 0 0 0

D6

Improving two-way communication between

employees and employers to identify

problems that occurred

57 50 0 0 0 0

D7

Creating relevant regulations and policies for

employee competency to ensure services are

given at optimum level

43 57 7 0 0 0

Table 5.13 Frequencies of respondent response towards the suggestion in improving

the competencies level of the employees in the organizations.

125

Based on the table 5.13 frequencies of respondent response towards the

suggestion in improving the competencies level of the employees in the organization,

the highest recorded number is 74 respondents while the lowest recorded number is 1

respondent. For item D1; Management need to recruit staff based on skill and

competencies, 54 (54.47%) of the respondents strongly agreed while 43(40.19%)

respondents agreed to the subjected variable and 10 (9.34%) respondents are

uncertain of the variable. For item D2; Periodic courses to enhance skills and

competencies need to organize by top management, 54 (50.47%) individuals strongly

agree whereas 49 (45.79%) others only agree and 4 (3.75%) are uncertain.

Item D4; give reward to respect workers with excellent performance record,

recorded the highest frequency for strongly agree which is 74 (69.16%) individuals

and 30 (28.04%) individuals for agreeing and only 3 (2.80%) respondent is uncertain.

For item D5; motivated workers that are less competent to increase their efficiency

recorded a frequency of 59 (55.14%) people for strongly agree, 47 (43.93%) people

agreeing and only 1 (0.93%) individual is uncertain on the subject. Item D6;

improving two-way communication between employees and employers to identify

any problems that occurred, 57 (53.27%) of the respondents strongly agree with the

matter while 50 (46.73%) other only agree. The last item of the third objective is D7

which is creating relevant regulations for employee competencies to ensure services

are given at optimum level. The recorded frequencies for the item are 43 (40.19%)

people strongly agree, 57 (43.27%) people choose agree and 7 (6.54%) people is

uncertain on the matter.

For the conclusion on the analysis, people tends to agree more on item D4

which is give reward to respect workers with excellent performance record and 43

respondents choose to agree strongly on the matter creating relevant regulations for

employee competencies to ensure services are given at optimum level.

126

Chart 5.3 Percentage of Respondent Response towards the suggestion in improving

the competencies level of the employees in the organizations

5.5.3 Discussion

Based on the mean analysis using Hurme interpretation for importance of

competencies, item D3, D4, D5 and D6 which are providing a more

conducive workplace to improve the occupational quality, give reward to respect

workers with excellent performance record, motivate workers that are less competent

to increase their efficiency, and improving two-way communication between

employees and employers to identify problems that occurred, each of the variables

recorded the mean score of more than 5.5. According to the mean score interpretation

table in table 5.11, the item with a mean score more than 5.5 will be consider as

50.47% 50.47% 59.81% 69.16% 55.14% 53.27% 40.19%

40.19% 45.79%

38.32%

28.04%

43.93% 46.73%

53.27%

9.34%

3.74% 1.87% 2.80% 0.93%

6.54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

D1 D2 D3 D4 D5 D6 D7

Percentage of Respondent Response towards the

suggestion in improving the competencies level of the

employees in the organizations

Strongly Agree Agree Uncertain Disagree Strongly Disagree Irrelevant

127

strongly agree thus these 4 items are strongly agreed by the respondents in both of

the hospitals.

According to the responses made by the respondents from both hospitals and

contracted company; UEM Edgenta and Radicare, there are four (4) items which the

respondents strongly agree. The first item is to provide a more conducive workplace

to improve the occupational quality. Recently, workplaces have been known as the

place where an organization applies all the activities such as maintenance and other

activities which related to the core business of the organization. Providing a more

comfortable and conducive working environment might increase the employees

competencies levels and skills and thus improving the work quality of the

organizations. Creating a work environment in which employees are productive is

essential to increased profits for the organization, corporation or small business (Dr.

K. Chandrasekar, 2011).

The second item with more than 5.5 mean score is give reward to respect

workers with excellent performance record. This has been proven by previous study

state that recognizing the work and performance of employees is the key to the

success of a manager. Even a ‗thank you‘ is important. Look for the things that

employees do well and praise them. This is an easy strategy and brings big benefit

(Managing for Good Performance: A Guide for Managers, 2012). The third item is to

motivate workers that are less competent to increase their efficiency. This is one of

the main reasons on how to affect a workers performance. Recent studies show that

motivating workers might improve their overall performance when doing a work that

was assigned to them. For the company to optimize employee‘s performance there is

need for the employees to be sufficiently motivated (Akah Ndang William, 2010).

The last item which the respondents strongly agree is improving the two-way

communication between employees and employers to identify any problems that

occur. Communication is one of the major element in work where people need to

communicate with each other to increase the efficiency of the work however not

many people know that communicating with the top management might improve the

overall performance of the worker. Feedback is two way, including employee to

supervisor, and not just supervisor to employee as is commonly assumed (Doris

128

Drury, 2008). Thus in any field of work, communication is one of the key to be

success in work.

For conclusion, the 4 items mentions above are the best suggestion based on

the respondents‘ feedback in the matter. However, the other 3 items which are the

suggestion for the management to hire staff based on skills and competencies,

scheduled periodic courses to enhance skills and competencies and creating relevant

regulations or policies for employees competencies to ensure services are given at

optimum level should be considered as the mean score suggest that they are

agreeable by the respondents.

5.6 Summary

The whole chapter 5 is about the data findings and analysis collected from

respondents of both hospitals; Ipoh General Hospital and Ampang General Hospital

and contracted concession; UEM Edgenta and Radicare. The main objective of this

chapter is to achieve all objectives of the research and thus finding the aim of the

research itself.

For objective 1, which is to identify the type of competencies needed for a

technical worker?, the data finding and analysis have been concluded stating that all

the 5 core competencies and 2 functional competencies are essential for a technical

worker. Therefore the objective of the research has been achieved by the findings of

objective 1. For the second objective which is to study the importance of

competencies for a technical worker in an organization, the data findings and

analysis have been concluded stating that all the importance of the competencies for

the organization are strongly agreed by the respondent. Thus the second objective of

the research has also been achieved.

The last objective of the research is to provide suggestion in improving the

competencies level of an employee in the service by collecting data and analyze the

129

respondents‘ response using mean analysis and frequencies percentage analysis.

There are four (4) strongly agreed items based on the table of mean score

interpretation by Hurme thus making the items more reliable approve by the

respondents. With this data, we can conclude that all suggestion from the writer is

acceptable in improving the performance or competencies levels of the workers.

Therefore the last objective has been achieved based on the data findings and

analysis gathered from the respondents.

The next chapter will provide the recommendation and suggestion on how to

improve the research outcomes and the limitation of the research will also be

discussed including the suggestions to overcome the limitations.

130

CHAPTER 6

CONCLUSION

6.1 Introduction

The data analysis and discussion related to the research have been discussed

in the previous chapter. This research is done to achieve three (3) certain objectives

which are to identify the type of competencies needed for a technical worker, to

study the importance of competencies for a technical worker in an organization and

to provide suggestion in improving the competencies level of an employee in the

service. Therefore as the conclusion for the result of the discussion in this research,

this chapter will state the summary for the objectives of research, research

limitations, research summary and suggestion to improve the research for next

studies.

6.2 Summary of research objectives findings

Overall, all the research questions and research objectives have been

successfully achieved in a significant level. The summary of the objectives are as

follow:

131

a. First Objectives

Identify the type of competencies needed for a technical worker.

As referred to the literature review from the previous chapters, there are 7

competencies which are directly related to the needs of competent for technical

workers in healthcare maintenance service. The 7 competencies of the technical

workers are 5 core competencies and 2 functional competencies. Moreover, through

the questionnaire method, the relevant of the types of competencies are measured by

the individuals who are directly involved in the technical works in the healthcare

maintenance service. Furthermore, the data are than analyze by frequencies and

percentage analysis to allow the types of competencies needed by a technical worker

is justified completely.

Based on the result of the analysis, this research is successful in identifying

the types of competencies listed in the questionnaire are essential to the technical

staff. With these findings, it is justified that to work in the technical field especially

in the healthcare maintenance service, an employee or worker needs to possess the 7

competencies of the work. The competencies are described in 2 parts, core

competencies, and functional competencies. The competencies listed are as follow:

i. Communication Skills

ii. Teamwork Skills

iii. Problem solving and decision-making Skills

iv. Professionalism and integrity Skills

v. Technical Skills

vi. Competencies by education and practice

vii. Competencies by Law and regulations

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b. Second Objectives

To study the importance of competencies for a technical worker in an

organization.

The second objective of the research is to study the importance of

competencies for technical workers in the organizations. From the first objective, this

research is to identify the importance of the competencies mention in the first

objectives and the relation between the objectives. There are 12 items that have been

identified from the literature reviews to fit the objectives requirements. The 12 items

are:

i. Competencies is important for the sustainability of an organization‘s

development,

ii. Competencies is an essential element to increase the organization‘s

productivity,

iii. Competent employees provide better service compared to incompetent

employees,

iv. Competencies by law and regulation provide expertise to the field of

work,

v. The efficiency‘s level of the employee influenced by his/her

competencies,

vi. New staff recruitments are influenced by the workers competencies by

practice and education,

vii. The management of the organization focused on the employees

competencies development,

viii. Communication skill is one of the competencies requirement that

is very important in work

ix. Teamwork skill is one of the competencies requirement that is very

important in work

x. Problem solving skills and making decisions is important when

doing heavy jobs.

xi. Professionalism attitude and integrity is one of the important

elements to improve work quality.

133

xii. Technical competency is important for a worker to ensure that the

work is at optimum level.

Based on the questionnaire of the 12 items, the respondent response to the 12

items state that technical skill will ensure the work done is at optimum level.

However, all the other items are also accepted as important based on the mean

analysis and frequency analysis in the previous chapter.

c. Third Objective

To provide suggestion in improving the competencies level of an employee in the

service.

The third objective of the research is to identify any suggestions on how to

improve the competencies level of an employee in the healthcare maintenance

service. This objective will provide the organization a better understanding on how to

manage their staff based on the skills and competencies of each employees. The

suggestions related to the objectives are based on the literature review from previous

research on organizational behavior. They are four (4) suggestion need to be focused

on as they are strong agreed by the respondents from both hospitals and concessions.

The items are:

i. Providing a more conducive workplace to improve the occupational

quality.

ii. Give reward to respect workers with excellent performance record.

iii. Motivate workers that are less competent to increase their efficiency

iv. Improving two-way communication between employees and employers to

identify any problems that occurred.

The other three (3) items should not be considered as unimportant as they are

also agreeable by the respondents in the questionnaire. The other three items are:

i. Management need to recruit staff based on skills and competencies

134

ii. Periodic courses to enhance skills and competencies need to be organized

by top management.

iii. Creating relevant regulations for employee competencies to ensure

services are given at optimum level.

Based on the findings and analysis of the data for objective 3, the respondents

agree to all suggestions on how to improve the competencies level of the technical

workers. This shows that all the suggestions are accepted and thus the objective is

successfully achieved.

6.3 Research Impact

Based on the analysis that has been made in the previous chapters, the results

of the research gave significant contribution to the theoretical and literature

strengthening of technical workers competencies. There are four (4) main elements

which are the core of a research and considered to contribute in developing theory

(Whetten, 1989), they ‗what‘, ‗how‘, ‗why‘ and contextual. This research have

successfully achieved in contributing to the theory development.

The main methodology contribution in this research is the development of

instrument in identifying the types of competencies, the importance of competencies

and the suggestion to improve competencies level. This research prepared an

instrument to research technical workers competencies thus adding knowledge to the

field of maintenance service especially healthcare service.

6.4 Limitations and Suggestion

There are a few limitations discovered in this research and one of them is the

collected sampling are only from 2 hospitals with different contracted concessions.

135

Therefore the findings of the research can only be used in this population and thus it

does not picture the whole maintenance service practice in Malaysia. Further

researches can be organized involving the whole population of the hospitals

controlled by the two main healthcare maintenance service companies, UEM

Edgenta and Radicare. Other than that, the research is based on the iceberg theory

which is related to human resource and the important role in the performance for an

organization. Further research can be done based on other theories such as

Contingencies Theory to identify the competencies field or other factors.

Moreover the lack of national competencies guidelines for technical staff and

top management hindered the research thus this research only review the

competencies model from main organization throughout the world such as

Universities and other relevant model. Further studies can be done to overcome the

lack of guidelines by referring to the Ministry of Health or Department of human

resource for significant results. Moreover, the research scope of the research only

limited to the technical workers thus this research will only impact the individuals

and organizations which are in the technical field. Further research can be done in

changing the scope to any related organizations which need competent workers to

work.

6.5 Conclusion

This research succeeds in proving that competencies of technical workers are

important for the organizations in order to increase the sustainability of the

organization itself. In the meantime, this research may contribute to the development

and strengthening of the theories used. Besides that, in the application of the research

objectives, healthcare maintenance service prioritize the work of the employees thus

all the competencies needed by the technical workers need to be improve in order to

achieve optimum level of efficiencies. The suggestion on how to improve the

competencies levels in this research should be enough as a guideline for any

organization to improve their workers abilities and performance. Thus this research

136

may act as a stepping stone for future analysis and literature because of the impact

and contribution to the healthcare maintenance service for competencies of technical

workers.

137

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