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Asian Social Science; Vol. 11, No. 16; 2015
ISSN 1911-2017 E-ISSN 1911-2025
Published by Canadian Center of Science and Education
74
Technical Skills Evaluation Based on Competency Model for Human
Resources Development in Technical and Vocational Education
Kahirol Mohd Salleh1 & Nor Lisa Sulaiman1
1 Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia
Correspondence: Kahirol Mohd Salleh, Faculty of Technical and Vocational Education, Universiti Tun Hussein
Onn Malaysia, Malaysia. E-mail: kahirol@uthm.edu.my
Received: February 1, 2015 Accepted: May 16, 2015 Online Published: June 13, 2015
doi:10.5539/ass.v11n16p74 URL: http://dx.doi.org/10.5539/ass.v11n16p74
Abstract
The purpose of this paper is to advance discussion of the function of the competency model for the technical
skills evaluation and preparation of human resource and workers in organization. Human resources development
is one of the important elements that determine the status of a country, whether it is recognized as a developed,
developing or underdeveloped country. To realize it vision to be a developed country by the year 2020, Malaysia
had planned, carried out and developed its human resources through Technical and Vocational Education (TVE).
The competency-based education, which has been introduced in TVE, is a new approach in producing not only
quality and expert human resources but also technical workers that possess high competency in behavioral and
thinking with regard to technical tasks. A few competency models can be applied as evaluation and assessment
system in order to evaluate the technical competency of human resources. Model for Human Resource
Development (HRD) Practice is proposed to determine the evaluation and assessment system that can gauge
worker competency in carrying out tasks related to technical skills.
Keywords: competency model, human resource development, technical and vocational education
1. Introduction
Economic growth and sustainable development in all countries is being influenced by high knowledge and skills.
In order to maintain and improve healthy competition especially among industries, knowledgeable and skilled
manpower is the key factor that contributes to the success of any developed country. Thus, skilled workforce,
through the Technical and Vocational Education (TVE) is one of the methods in providing technical-based work
force in the future job market and achieving sustainable nation (Ayonmike, Okwelle, & Okeke, 2014).
TVE is a discipline of education that provides capable and competence human resources with technical and
vocational expertise in the job market. Preparation programmed such as the Tech Prep and contextual learning,
which are provided in the technical and vocational education have effectively and dynamically trained human
resources in this technology driven world. TVE was designed and structured specifically to provide technical
preparation in specified fields and build student competency. Ruhland, Jurgens, and Ballard (2003) argued that
technical preparation in TVE was designed to provide a program for career preparation and workforce
development. Similarly, Alseddiqi, Mishra, and Pislaru (2012) remarked that TVE system is to equip the students
with skills, knowledge, and work ethic required for various industries. It is also prepare the students for the
workforce.
According to Sulaiman (2012), TVE contributes towards workforce preparation and helps in making Malaysia an
industrialized country as compare to other developed countries. TVE is also capable of producing human
resources who are skilled in carrying out technical-oriented task. Her views are similar by Bello, Shu’aibu, Saud,
and Buntat (2013) who maintained that TVE, together with human resource development are the key
contributors to the technical manpower in Malaysia. Thus, TVE plays a very important role in generating
knowledgeable and skilled workers of world standard to realize Malaysia’s dream to achieve a developed nation
status by the year 2020. Report from The Third Outline Perspective Plan 2001-2010, Economy Planning Unit,
Ministry (EPU), Prime Minister’s Department, stated that 227,900 professional and technical workers are needed
in the industrial sector in Malaysia. Higher institutions and training centers are two main sources of manpower
that help to make up for this figure (Malaysia Government, 2001).
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The education system in Malaysia needs to be improved so as to prepare for human resources who are not only
multiple-skilled but also knowledgeable and with lifelong learning readiness. Sauber, McSurely, and Tummala
(2008) indicate that educational programs are becoming outcome-oriented and curricula are being designed
based on competencies. The human resources also need to acquire and apply knowledge, theories and practices
especially in the present state of advanced technology (Malaysia Government, 2001). Nevertheless, some issues
arise with regard to performing duties at the workplace pertaining this competitive and competent human
resource development. One of them is the form of evaluation to assess the level of competency of the human
resources with TVE background.
The form of evaluation for the human resources needs to be examined explicitly since it is the most important
factor in determining the quality of the workers. Rumler model, as illustrated in Figure 1, shows a specific
situational model of individual performance at the workplace. In this model, an individual needs to provide
feedbacks or to form actions regarding the work situation. The feedbacks or actions are formed by the work
output from the individual whereby all information gathered from the work output will be directed back to the
individual and will be interpreted either as a positive, a negative or a neutral effect. Daugherty, Teng, and
Cornachione (2007) argued that the feedback should be beneficial to the human resource, which is facing the
demands and needing innovative, efficient and high quality approached and solutions.
Figure 1. Rumler model (Rothwell & Kazanaz, 1992; in Hoffmann, 1999)
The model proposed that the performance and quality of the human resources are determined by the feedbacks
from the effects that exist in the work situation. Figure 2 gives illustration on how to enhance the performance of
the human resources in carrying out certain task via comprehension, knowledge and the basis of individual
purpose of job competency. It shows that there is a significant relationship between the performance and
competency of the human resources in carrying out technical-related tasks. Hoffmann (1999) argued that
relationship between performance and competency can be used as tools to distinguish between competency-
based learning programs for training programs and a search for competencies to inform the content of education
and development programs. Additionally, June, Kheng, and Mahmood (2013) indicate that competency-based
assessment allows organizations to know the level of job performance among employees and eventually improve
on job performance.
Individual Organization Purpose
Output Performance Standards Benchmarks Performance based objectives (Training)
Inputs Knowledge, Skills and Abilities Inner strength Subject matter content (Education)
Figure 2. Relationship between performance and competency (Hoffmann, 1999)
2. Proposal for the Evaluation of Human Resource in TVE
Knowledge in the evaluation aspect on the level of competency of the human resources will help organizational
managers to prepare for more competitive job market by practicing strategic planning and effective
administration. Serpell and Ferrada (2007) remarked that good human resources management function should be
aligned with the strategy of the organization, and effectively achieved through the application of the competency
approach. The main purpose of developing the human resources through the TVE is to enhance their potential
and talent in technical skills in order to secure more competitive job market value in the future. By applying
TVE approach, the competency model is one of the references that can evaluate the competency of the human
resources and workers.
Competency-based Education is a measuring tool for technical and vocational education that is implemented in a
formal education system. Its purpose is to enable easier assessment on the relevancy of a certain programmed
that is implemented in schools, higher institutions or training centers. Figure 3 illustrates on how students’
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performance is evaluated through assessment on the competence characteristics. In competency-based education,
students have to master the skills, ability and knowledge in the learning process.
Figure 3. Achievements and ability hierarchy of students (Jones, Voorhees, & Paulson, 2002)
3. Competency-based Education
Ashworth and Saxton (1990) proposed that competence means descriptive aspects of activities done by human,
but does not refer to specific behaviors. These activities include contribution or results from actions taken in
fulfilling behavior or thought. Activities done at the workplace by the human resource practitioners and workers
are often measured by the work-based competency on behavior or thought in performing the tasks given. The
process of developing workers competency in term of knowledge, skills, and attitude are referring to learning
process. Salleh, Sulaiman, and Gleockner (2015) remarked learning process plays an important role in any
organization.
Figure 4. Effective job performance model (Boyatzis, 1982)
Salleh (2012) remarks that competency refers to the individual or worker’s performance as related to
organization performance in doing tasks or jobs that can be evaluated or measured. Competency can also be used
as a benchmark or a measurement tool to ensure quality job output. However, competency needs to be
considered as a form that represents the overall performance of the organization and not only focuses on
individual due to the strong relationship that exists between the performance of the whole organization and the
performance of individual. Homer (2001) stated that competency is the highest level for an organization because
of the chain-effect that exists which involves processes, profits, time, and training. Therefore, Competency-based
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Education can be used as a benchmark to identify and evaluate the work effectiveness and also functions as an
improvement in education and training to fulfill the needs of the workplace (Kerka, 1998). Competency-based
education is an approach that combines excellent and creative ideas that can be implemented in the work
environment. It is also a symbol of recognition for the education received by the technical human resources.
Figure 4 illustrates the relationship between competency needs of workers and organizational environment and
also job requirements. Positive effects can be seen when all the three aspects related to more positive behaviors
are being fulfilled.
4. Evaluation of Technical Skills Using the Competency Model
There are few competency models that can be used as references or benchmarks in evaluating worker
performance in carrying out task through the technical and vocational education approach. One of them is a
competency model which has been adapted and modified from Model for HRD Practice (McLagan, 1989).
Dubois (1993) defined competency model as those competencies that are required for satisfactory or exemplary
job performance within the context of a person’s job roles, responsibilities and relationship in an organization
and its internal and external environment. Model for HRD Practice is a reference to facilitate evaluation on
individuals and organizations (McLagan, 1996). The basic principle of this competency model is that individual
performance will improve if he or she possesses all the competence characteristics that are needed to perform the
task or responsibility given.
Competence characteristics in the evaluation model refer to knowledge, skills and behaviors that are needed for
individual to perform a certain task or responsibility. The effectiveness of McLagan model was proven by
previous researchers (Holton & Trott, 1996), who studied the level of competency among students attending
Technical and Vocational Education in Louisiana State University, United States.
McLagan Competency Model is divided into four main levels including (1) Technical Competency, (2) Business
Competency, (3) Interpersonal Competency, and (4) Intellectual Competency. Seven out of ten sub-competencies
that involve Technical Competency will be explained explicitly as proposal elements in this paper.
5. Technical Competency
5.1 Adult Learning Comprehension
This competency tests the comprehension of adult students and identifies their level of needs and usage of skills,
knowledge, and attitude in the learning process. It is also related to the teachers or leaders’ comprehension of the
methods in understanding how adult students learn differently from one another. Adult learning is more of a
self-directed learning. Hence, evaluation should not only be ongoing but also taken into account their experience.
5.2 Comprehension Techniques and Career Building Theory
Knowledge is something that is related to career building. It also stresses on the comprehension aspect of an
individual in shaping career in the future. Overall, it is a combination of ability, comprehension technique and
methods used in a career development.
5.3 Skills in Identifying Competency
Identifying knowledge and skills required to carry out certain job, task and knowing the real function of the
individual post in the organization. It involves tasks and instructions received from the employer. The ability of
an employee in carrying out certain tasks is greatly influenced by the skills, knowledge and experience possessed.
This can demonstrate the level of competency possessed by a certain employee.
5.4 Evaluation Skill
Identifying the effectiveness of a training program and its’ effects on the organization. Improvement in the
quality and job output is influenced by the training receive by the employee. However, most of the time
employers forget to evaluate the effect of trainings or courses provided to employees. Evaluation skill will help
employers in identifying the relevant training and courses and in determining the effective follow-up training
programmed for their employees. In an effective organization, employees who have received training or attended
courses should be giving training in return or at least help to prepare training for their colleagues.
5.5 Objective Preparation Skill
Preparing a complete and specific statement related to job output to be achieved. The targeted or stated
objectives should be achievable. They should consist of general objectives, specific objectives and if necessary
should specify the trainings that are required to achieve each specific objective. The skill also involves preparing
short-term objectives and long-term objectives. Skill in preparing objectives can make employees become focus
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on the task given by the employer.
5.6 Research Skills
Selecting, developing and using a suitable methodology such as statistics and data collection for formal inquiries
or tasks given. Research skills can facilitate in elevating the fixed benchmark. It is a part of improvement in the
existing system. Based on the research done, this skill will help employers to look at the increment in
competency or the needs of competency. It also provides space to look for and to study the employee’s trend in
carrying out the tasks given.
5.7 Training and Development Theory and Comprehension Technique
Knowing the suitable theory and method used in the training and development of an organization and using the
suitable and proper comprehension technique. Time and cost can be saved in carrying out additional training to
employees who need to improve their present knowledge and skills. This technique is also a requirement in
preparing relevant training and courses for the employees. Employers can prepare plans for training and staff
development by considering the target achieved in the assessment year.
6. Conclusion
In general, knowledge, skills and behaviors are the main characteristics in competency evaluation as proposed by
the competency model in Model for HRD Practice (McLagan, 1989). Competency can be divided into two
includes individual competency that involves evaluation towards employees, specifically for the technical
competency of technical human resources, and organizational competency for the development of technical
human resources. Both forms of competency complement one another because the quality of an organization is
evaluated based on employees’ performance and the productivity of the organization.
Technical and Vocational Education should go hand in hand because it’s more relevant to the market needs.
Industries need human resources and workers who possess not only skills in technical and vocational fields but
also have a quality and high job performance. Therefore, industries nowadays need competency evaluation for
the human resources and workers in order for them to be more competitive and competent in the tasks given.
Technical and vocational education not only contributes to the growth of the nation’s economy but also
demonstrates worker characters in an organization. It has the sustainable development characters through the
offering of programmed, curriculum development and implementation of teaching and learning that will produce
human resources and workers who are competent, dynamic and more competitive.
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