Competencies required by the industry coaches to perform new tasks in the implementation of the national dual training system in Malaysia
In the Nat~onal Dual Training System (NDTS), the industq plays an important role to ensure 70% of the training is carried out at the workplace. The rest 30 % of the training will be carried out at the training institution premises. The purpose of this study is to develop knowledge and understand...
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| 主要作者: | |
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| 格式: | Thesis |
| 语言: | English |
| 出版: |
2010
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| 主题: | |
| 在线阅读: | http://eprints.uthm.edu.my/3603/1/24p%20MOHAMAD%20SULAIMAN.pdf |
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| 总结: | In the Nat~onal Dual Training System (NDTS), the industq plays an important
role to ensure 70% of the training is carried out at the workplace. The rest 30 %
of the training will be carried out at the training institution premises. The
purpose of this study is to develop knowledge and understanding of the new
tasks for the industry personnel as coach in the emerging National Dual
Training System (NDTS) so that appropriate developmental opportunities can
be provided to assist in undertaking these tasks. This study has explored, firstly,
to identify the new tasks that were carried out by the coaches in the industries
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implementing NDTS; Secondly, the study has investigated the qualifications
required by different categories of the coaches in the implementation of NDTS
at workplace; and thirdly, the study has investigated whether is there any
significant different needs between categories of the coaches in terms of new
tasks. The population involved in the study were the coaches appointed by 159 companies that already agreed to joint NDTS programme. The study has used
questionnaires as a survey method to obtain data from coaches by using
standardized questions. Aside from surveys, this study also has employed
interview and expert's group discussion with industries personnel. The results of
study show that the expected NDTS Coaches need to acquire qualification and
competencies in all these factors such as training methodology, technical skills,
technical theoretical knowledge, curriculum development skills, management of
training activities, instructional evaluation and assessment, trainee's guidance
and placement, development of professional roles and performance, and
language proficiency |
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