Train The Trainer — NCS-004:2017
Prepared by Rex Lai
Panduan ulangkaji penuh untuk dua unit kompetensi: CU1 Determine Training Requirements (Analisis Keperluan Latihan / Training Needs Analysis) dan CU2 Design Training Course (Reka Bentuk Kursus). Dilengkapi aliran kerja, rajah, contoh jawapan tugasan, kuiz flashcard dan soalan peperiksaan. Tekan BM / EN di penjuru atas untuk tukar bahasa.
A complete revision guide for two competency units: CU1 Determine Training Requirements (Training Needs Analysis) and CU2 Design Training Course. It includes workflows, diagrams, sample assignment answers, flashcard quizzes and exam questions. Use the BM / EN switch at the top right to change language.
PETA / MAP Aliran Besar KursusThe Big Picture of the Course
Fahami "gambar besar" ini dahulu. Train The Trainer melatih anda menjadi jurulatih kompeten dengan dua hasil: (1) tahu apa latihan yang diperlukan (CU1 — Analisis Keperluan Latihan), dan (2) tahu bagaimana mereka bentuk kursus untuk memenuhi keperluan itu (CU2 — Reka Bentuk). Semua berpaksi pada konsep kompetensi.
Understand this "big picture" first. Train The Trainer prepares you to be a competent trainer with two outcomes: (1) knowing what training is required (CU1 — Training Needs Analysis), and (2) knowing how to design a course to meet that need (CU2 — Design). Everything centres on the concept of competency.
CU1 — Determine Training Requirements
Tujuan: kenal pasti keperluan latihan melalui Analisis Keperluan Latihan. Anda mengukur jurang antara prestasi yang dikehendaki dengan prestasi sebenar pekerja.
Purpose: identify training needs through a Training Needs Analysis. You measure the gap between the desired performance and the worker's actual performance.
CU2 — Design Training Course
Tujuan: reka bentuk kursus berdasarkan dapatan Analisis Keperluan Latihan. Anda bina standard (Job/Task Profile), tentukan penilaian, tulis hasil pembelajaran, dan rangka kursus serta masa.
Purpose: design a course based on the Training Needs Analysis findings. You build the standard (Job/Task Profile), determine assessment, write learning outcomes, and lay out the course and its timing.
ASAS / BASICS Pengenalan JPK & NOSSIntroduction: JPK & NOSS
Bahagian ini kerap keluar sebagai soalan objektif. Fahami latar belakang dan fungsi JPK serta struktur dokumen NOSS — ini "bahasa rasmi" sepanjang kursus.
This part often appears as objective questions. Understand the background and functions of JPK and the structure of the NOSS document — this is the "official language" of the whole course.
Latar Belakang JPK (ingat 3 tarikh)JPK Background (remember 3 dates)
Fungsi Utama JPKMain Functions of JPK
- Mentauliahkan pusat latihan; menilai & mempersijilkan berdasarkan Akta 652
- Membangunkan standard pekerjaan yang dinamik & fleksibel (NOSS)
- Membangunkan jurulatih (instructors) & pakar (experts)
- Mempromosikan jenama SkillsMalaysia
- Accredits training centres; assesses & certifies based on Act 652
- Develops dynamic, flexible occupational standards (NOSS)
- Develops instructors and experts
- Promotes the SkillsMalaysia brand
Persijilan Kemahiran (5 Tahap)Skills Certification (5 Levels)
- Level 1 SKM — Sijil Kemahiran Malaysia
- Level 2 SKM
- Level 3 SKM
- Level 4 DKM — Diploma Kemahiran Malaysia
- Level 5 DLKM — Diploma Lanjutan Kemahiran Malaysia
3 kaedah dapat sijil: PB (Pusat Bertauliah), SLDN (Sistem Latihan Dual Nasional), PPT (Pengiktirafan Pencapaian Terdahulu).
3 certification routes: PB (Accredited Centre), SLDN (National Dual Training System), PPT (Recognition of Prior Achievement).
Apa itu NOSS?What is NOSS?
Komponen Dokumen NOSSNOSS Document Components
| KomponenComponent | BahagianPart | Maksud ringkasBrief meaning |
|---|---|---|
| Standard Practice (SP) | STANDARD | Pernyataan amalan standard kerjaStatement of standard work practice |
| Competency Profile Chart (CPC) + Competency Profile (CP) | STANDARD | Carta & profil kompetensi (Duty & Task)Competency chart & profile (Duty & Task) |
| Standard Content (SC) | STANDARD | Kandungan standard (pengetahuan/kemahiran)Standard content (knowledge/skills) |
| Curriculum of Competency Unit (CoCU) | CURRICULUM | Kurikulum bagi setiap unit kompetensiCurriculum for each competency unit |
Menara Latihan vs AkademikSkills Training vs Academic
| Latihan Kemahiran (Akta 652)Skills Training (Act 652) | Akademik (Akta 679)Academic (Act 679) |
|---|---|
| Berasaskan PEKERJAANJOB-based | Berasaskan AKADEMIKACADEMIC-based |
| Pendekatan Sistem (input-proses-output)System approach (input-process-output) | Pendekatan SubjekSubject approach |
| Berasaskan KompetensiCompetency-based | Berasaskan PengetahuanKnowledge-based |
Takrifan 5 Tahap KompetensiDefinition of the 5 Competency Levels
- Tahap 1: kerja lazim & boleh dijangka
- Tahap 2: pelbagai konteks, tidak lazim + tanggungjawab/autonomi diri
- Tahap 3: kompleks & tidak lazim, mengawal & beri panduan kepada orang lain
- Tahap 4: kerja teknikal & profesional, bertanggungjawab atas kerja orang lain & agihan sumber
- Tahap 5: prinsip & teknik kompleks; analisis, diagnosis, rekabentuk, perancangan, pengendalian, penilaian
- Level 1: routine work that is predictable
- Level 2: varied contexts, non-routine + personal responsibility/autonomy
- Level 3: complex & non-routine, controls & guides others
- Level 4: technical & professional work, responsible for others' work & resource allocation
- Level 5: complex principles & techniques; analysis, diagnosis, design, planning, control, evaluation
Nota: Industri dikelaskan kepada 21 Seksyen MSIC (Malaysia Standard Industrial Classification), kod A–U — cth A=Pertanian, C=Pembuatan, F=Pembinaan, P=Pendidikan, Q=Kesihatan.
Note: Industries are classified into 21 MSIC Sections (Malaysia Standard Industrial Classification), codes A–U — e.g. A=Agriculture, C=Manufacturing, F=Construction, P=Education, Q=Health.
CU1 Apa itu Training Needs Analysis (TNA)?What is Training Needs Analysis (TNA)?
Analisis Keperluan Latihan ialah proses sistematik sebuah organisasi menilai jurang kemahiran kakitangan supaya mereka dapat melaksanakan kerja dengan berkesan. Ia bermula dengan gambaran tahap tinggi organisasi & matlamatnya, sebelum turun ke jenis latihan sebenar yang diperlukan.
Training Needs Analysis is a systematic process through which an organisation assesses its staff's skill gaps so they can do their jobs effectively. It begins with a high-level overview of the firm and its goals before drilling into the actual types of training required.
(Keperluan Latihan = Keupayaan Dikehendaki − Keupayaan Semasa peserta)(of the participants)
CU1 Kenapa & Bila TNA DijalankanWhy & When TNA is Done
Kenapa perlu TNA?Why do you need TNA?
Latihan memastikan kakitangan ada maklumat & kebolehan untuk melaksanakan tugas secara profesional. Jika wujud jurang antara prestasi dikehendaki & sebenar yang berpunca daripada kekurangan pengalaman/kebolehan — di situlah latihan berdasarkan analisis keperluan mengambil tempat.
Berguna untuk: menyelesaikan isu berulang, mengekang masalah, mencipta/bertindak atas peluang masa depan, dan memberi peluang pembelajaran & pertumbuhan.
Training ensures staff have the information & abilities to perform professionally. When a gap exists between desired and actual performance caused by a shortage of experience/ability — that is where needs-based training takes the lead.
It helps to: resolve recurring issues, keep problems at bay, create or act on future opportunities, and provide chances for learning & growth.
Bila perlu TNA?When should TNA be done?
Apabila organisasi gagal mencapai keuntungan/sasaran atau tidak pasti hala tuju. Faktor yang menjejaskan keupayaan kerja (rujukan: laporan PILAC):
- Kemahiran, pengetahuan atau pengalaman tidak mencukupi
- Kekurangan peralatan / sumber yang sesuai
- Pengurus & rakan sekerja tidak memberi motivasi
- Tiada standard / ekspektasi yang dikomunikasikan
- Etika atau keadaan tempat kerja yang lemah
When the organisation fails to reach profit/targets or is unsure of its direction. Factors that affect one's ability to do the job (per the PILAC report):
- Inadequate skills, knowledge or experience
- Lack of appropriate equipment / resources
- Managers & coworkers do not motivate
- No standards / expectations communicated
- Poor workplace ethics or conditions
CU1 3 Jenis Analisis Keperluan Latihan3 Types of Training Needs Analysis
Analisis ini menjawab soalan why, who, how, what, when. Tiga jenis: Knowledge (Pengetahuan), Skills (Kemahiran), Abilities (Kebolehan).
This analysis answers why, who, how, what, when. The three types are: Knowledge, Skills, Abilities.
PengetahuanKnowledge
Penting untuk pekerja baharu/graduan. Termasuk peraturan & pematuhan (compliance), prosedur dan amalan terbaik industri.
Crucial for new graduates. Covers regulations & compliance, procedures and industry best practices.
KemahiranSkills
Kemahiran praktikal buat kerja + kemahiran insaniah (hubungan pelanggan, kerja berpasukan) + teknologi baharu.
Practical job skills + soft skills (customer relations, teamwork) + new/unfamiliar technologies.
KebolehanAbilities
Keupayaan menyelesaikan masalah, urus risiko, urus diri & tetapkan objektif. Pekerja berdikari = lebih produktif.
The ability to solve problems, manage risk, self-manage & set objectives. Independent workers are more productive.
CU1 6 Kaedah Mengumpul Data TNA6 Methods to Collect TNA Data
Gunakan kombinasi kaedah supaya data kuantitatif & kualitatif dapat dianalisis. Pastikan kebolehpercayaan (reliability), kesahan (validity) & kebolehharapan.
Use a combination of methods so quantitative & qualitative data can be analysed. Ensure reliability, validity & trustworthiness.
| KaedahMethod | PeneranganDescription |
|---|---|
| Questionnaires (Soal selidik)(Surveys) | Tempat mula yang baik walau laporan diri kurang dipercayai. Tanya: sejauh mana pekerja rasa kompeten? Latihan apa mereka mahu?A good starting point even though self-reporting is unreliable. Ask: how competent do staff feel? What training do they want? |
| Observation (Pemerhatian)(Watching) | Buat beberapa kali dari masa ke masa, secara tidak formal & tanpa diberitahu. Pekerja perlu tahu ia untuk latihan, bukan hukuman.Conduct it multiple times over time, kept informal & unannounced. Staff should know it is for training, not punishment. |
| Interviews (Temu bual)(One-to-one) | Bercakap terus dengan pengurus & penyelia tentang apa yang mereka lihat.Speak directly with managers & supervisors about what they see. |
| Examining Work (Memeriksa kerja)(Reviewing output) | Adakah hasil kerja mencerminkan pengetahuan, kemahiran & kebolehan yang diharapkan untuk jawatan itu? Berkualiti atau ada ruang penambahbaikan?Does the output reflect the knowledge, skills & abilities expected for the role? Is it high quality or is there room to improve? |
| Assessments (Ujian)(Tests) | Ujian aneka pilihan ringkas (dalam talian) untuk menilai pengetahuan pekerja dengan cepat.A short multiple-choice test (online) to quickly evaluate staff knowledge. |
| Competitive Analysis (Analisis pesaing)(Benchmarking) | Tahu kedudukan anda dalam industri. Apa pesaing buat lebih baik? Mungkin pekerja perlu ulang kaji ringkas di satu bidang.Know where you stand in the industry. What do competitors do better? Staff may need a quick refresher in one area. |
CU1 5 Langkah Menjalankan TNA5 Steps to Conduct TNA
Ini aliran kerja teras CU1. Hafal urutan 5 langkah ini — selalu jadi soalan struktur & asas tugasan.
This is the core CU1 workflow. Memorise these 5 steps in order — they are a frequent structured question and the basis of the assignment.
Step 1 — Determine the Issues and Needs
Kenal pasti masalah & keperluan dahulu. Buat analisis "gap" untuk memeriksa pengetahuan & peranan sedia ada berbanding peranan yang diberi. Tentukan dulu sama ada latihan memang diperlukan. Lagi jelas standard sedia ada, lagi mudah tentukan jurang.
Identify the problems & needs first. Perform a gap analysis comparing existing knowledge & roles against assigned roles. First decide whether training is actually required. The clearer the existing standard, the easier the gap is to define.
Step 2 — Determine the Design / Methods
Tentukan: kumpulan sasaran, kaedah (temu bual, survey, strategi), jadual masa, dan personel bertanggungjawab. Survey mesti nyatakan target population dengan jelas.
Laporan TNA perlu kandungi: subjek latihan, kepentingan latihan, keperluan masa, current target group, potential target group, kekerapan latihan, output latihan.
Determine: the target group, methods (interviews, survey, strategy), the timeline, and the personnel in charge. The survey must clearly specify the target population.
The TNA report should contain: training subjects, importance of training, time requirements, current target group, potential target group, frequency, required outputs.
Step 3 — Collection of Data (Trainable Competencies)
Kutip & analisis data — komponen kritikal. Guna gabungan data kuantitatif & kualitatif. Nilai reliability, validity & trustworthiness. Kadangkala mengambil orang yang sudah ada pengetahuan lebih berfaedah daripada melatih.
Collect & analyse data — a critical component. Use a mix of quantitative & qualitative data. Assess reliability, validity & trustworthiness. Sometimes hiring people who already have the knowledge is more beneficial than training.
Step 4 — Conduct a Gap Analysis / Initiate TNA
Setelah soal selidik siap, rangka strategi bagaimana & kepada siapa ia diedarkan, dan cara cari sampel yang bermakna.
Rangka Pelan TNA: Background, Objectives, Schedule, Survey team, Methodology (pengumpulan & analisis data).
Once the questionnaire is ready, devise a strategy for how & to whom it is distributed, and how to find a meaningful sample.
The TNA Plan outline: Background, Objectives, Schedule, Survey team, Methodology (data collection & analysis).
Step 5 — Provide Feedback & Recommendations
Bincang defisit/jurang pembelajaran atau trend terkini industri/teknologi. Rekod aspek bermasalah, perbaiki soalan agar mudah dijawab. Langkah ini kritikal untuk kejayaan pelan TNA.
Akhirnya: sediakan senarai cadangan, utamakan (prioritise), dan teruskan dari situ.
Discuss learning deficits/gaps or the latest industry/technology trends. Record problematic areas and refine questions to be easier to answer. This step is critical to the success of any TNA plan.
Finally: create a list of recommendations, prioritise them, and proceed from there.
CU2 Reka Bentuk Kursus — Aliran Standard DevelopmentDesign Course — Standard Development Flow
CU2 ialah "kilang" anda membina kursus. Tiga fasa: (A) Job Profiling, (B) Task Profiling, (C) Assessment Determination — kemudian tulis Learning Outcomes, dan rangka Course Outline serta kiraan masa.
CU2 is your "factory" for building a course. Three phases: (A) Job Profiling, (B) Task Profiling, (C) Assessment Determination — then write Learning Outcomes, and lay out the Course Outline and timing.
A. Job Profiling — "A statement of WHAT to do"
Job Profiling memecahkan satu JAWATAN kepada DUTY (tugas-tugas besar) dan setiap Duty kepada TASK (tugas kecil).
Job Profiling breaks one POSITION into DUTY (major tasks) and each Duty into TASK (smaller tasks).
Peraturan kuantiti (standard NOSS)Quantity rules (NOSS standard)
- 1 Jawatan = sekurang-kurangnya 6 Duty1 Position = at least 6 Duties
- 1 Duty = sekurang-kurangnya 5 Task1 Duty = at least 5 Tasks
Peraturan EMAS:GOLDEN rule: VERB + OBJECT + QUALIFIER
Setiap Duty & Task mesti guna format ini sahaja.
Every Duty & Task must use only this format.
DefinisiDefinitions
DUTY = tugas-tugas besar bagi jawatan tersebut. TASK = tugas kecil bagi Duty yang dipilih.
DUTY = the major tasks of the position. TASK = the smaller tasks within a chosen Duty.
| JawatanPosition | Duty | Task 1 | Task 2 |
|---|---|---|---|
| Medical Staff Nurse | Perform body care | Carry out oral hygiene | Carry out skin hygiene |
| Gym Instructor | Perform body measurement | Measure body weight | Measure body height |
CU2 B. Task Profiling — "A statement of HOW TO DO"
Setiap Task dipecahkan kepada 3 lajur: Steps (amali/performance), Knowledge (pengetahuan), dan Abilities (Attitude, Safety, Environment).
Each Task is broken into 3 columns: Steps (performance), Knowledge, and Abilities (Attitude, Safety, Environment).
1. Steps (Amali)
- Mesti ada mula & akhir (minimum 3 steps)Must have a start & end (minimum 3 steps)
- Mesti ada verb + object + qualifierMust use verb + object + qualifier
- Setiap step = 1 teaching pointEach step = 1 teaching point
2. Knowledge (Pengetahuan)
- Setiap 1 step perlu minimum 1 knowledgeEach step needs at least 1 knowledge
- Ditulis dalam bentuk "TAJUK" (bukan ayat penuh)Written as a "TITLE/TOPIC" (not a full sentence)
3. Abilities (Attitude, Safety, Environment)
- Pemboleh untuk amali; pilih 1 paling menonjol, tulis bentuk tajukEnablers for the practical; pick the most prominent one, write as a title
- Attitude, Safety (diri/tempat/alatan + kerahsiaan)(self/place/equipment + confidentiality), Environment
Contoh penuh:Full example: "Wash dirty clothes"
| Task | Steps | Knowledge (Tajuk)(Title) | Abilities (A/S/E) |
|---|---|---|---|
| Wash dirty clothes | 1. Collect dirty clothes 2. Prepare washing machine 3. Prepare detergent 4. Perform washing 5. Hang the clothes |
1.1 Types & grades of clothing 2.1 Parts & function of machine 3.1 Types & effect of detergents 4.1 Washing procedure 5.1 Hanging method |
Attitude: Ikut arahanFollow instructions Safety: Keselamatan peralatan elektrikElectrical equipment safety Environment: Buang sisa di tempat ditetapkanDispose waste properly |
Perhatikan: bilangan Steps = bilangan Knowledge. Inilah corak yang penilai cari.
Note: the number of Steps = the number of Knowledge items. This is the pattern assessors look for.
CU2 C. Assessment Determination — "How WELL the work is done"
Tentukan kriteria / indikator bagi setiap Task — standard "sejauh mana baik" kerja itu dilakukan.
Determine the criteria / indicators for each Task — the standard of "how well" the work is done.
3 Indikator yang BOLEH diukur ✔3 indicators that CAN be measured ✔
- Accuracy — ketepatan
- Quality — kualiti
- Quantity / Time — kuantiti / masa
Perkataan yang TIDAK boleh diukur ✘Words that CANNOT be measured ✘
- Correct / Right
- Proper
- Appropriate
2 Jenis kriteria2 types of criteria
Performance Criteria = dunia pekerjaan / nilai pekerja. Assessment Criteria = nilai calon / dunia latihan — capai tahap minima berdasarkan Accuracy, Quality, Quantity.
Performance Criteria = the world of work / the employee's value. Assessment Criteria = the candidate's value / world of training — reach the minimum level based on Accuracy, Quality, Quantity.
CU2 Bina Learning Outcomes (Hasil Pembelajaran)Construct Learning Outcomes
Learning Outcome mesti SMART (Specific, Measurable, Achievable, Relevant, Time-bound) dan ditulis ikut formula tetap.
A Learning Outcome must be SMART (Specific, Measurable, Achievable, Relevant, Time-bound) and written using a fixed formula.
TEM = Tools, Equipment, Material.
3 Domain Learning Outcome3 Learning Outcome Domains
Knowledge → Cognitive
Verb cth:e.g. verbs: Explain, Define, Identify, State.
Skill → Psychomotor
Verb cth:e.g. verbs: Perform, Present, Operate, Produce.
Attitude → Affective
Verb cth:e.g. verbs: Observe, Comply, Adhere, Practise.
Contoh Learning Outcome mengikut domainLearning Outcome examples by domain
| Domain | Learning Outcome (TASK + USING TEM + SO THAT) |
|---|---|
| Psychomotor | "Wash dirty clothes using a washing machine, water, detergent and softener so that the clothes are free from dirt, fragrant and not torn, as the customer requires." |
| Cognitive | "Explain the 3 domains of learning outcome using information sheet 1, so that the domains are defined explicitly." |
| Affective | "Observe safety compliance using personal protective equipment so that accidents to the person, equipment and workplace are avoided." |
CU2 Bina Course OutlineDevelop the Course Outline
Course Outline = dokumen merancang kerja untuk majikan, trainer, supervisor. Langkah: kenal pasti format → kenal pasti komponen → sediakan course outline.
The Course Outline is a planning document for the employer, trainer and supervisor. Steps: identify the format → identify the components → prepare the course outline.
4 Dokumen Perancangan (jangan keliru!)4 Planning Documents (do not confuse them!)
| KomponenComponent | TujuanPurpose | KandunganContent |
|---|---|---|
| Task Profile | Mengenal pasti tugasan kerjaIdentify the work task | Tajuk tugas, peralatan, pengetahuan, kemahiran, sikapTask title, equipment, knowledge, skill, attitude |
| Course of Study | Merancang keseluruhan kursusPlan the whole course | Nama kursus, objektif umum, kandungan utama, kaedah, penilaian, tempohCourse name, general objectives, main content, methods, assessment, duration |
| Course Outline | Merinci satu topik dalam kursusDetail one topic in the course | Objektif topik, hasil pembelajaran, aktiviti, penilaian, bahan bantuTopic objective, learning outcomes, activities, assessment, aids |
| Pelan Mengajar (Lesson Plan) | Merancang sesi pengajaran harianPlan the daily teaching session | Tajuk, tujuan, langkah mengajar: persediaan, penyampaian, penggunaan, pengesahanTitle, aim, teaching steps: preparation, presentation, application, confirmation |
Jadual kandungan Course of Study (lajur penting)Course of Study content table (key columns)
| Task | Steps | HR | Mode | Knowledge | HR | Mode | Ability (A/S/E) |
|---|---|---|---|---|---|---|---|
| Determine Storage Procedure | Obtain work instruction; Study requirements; Finalize procedure | 6 | Demo & Practice | 1.1 Types of work instruction; 1.2 Importance of food storage; 1.3 Storage procedure | 3.5–4 | Lecture | Attitude: 5S; Safety: hygiene; Env: disposal |
TEM ratio ditulis sebagai TEM : Trainees, atau As Required (AR). Rujukan kursus: Buku, Manual, Internet.
The TEM ratio is written as TEM : Trainees, or As Required (AR). Course references: Book, Manual, Internet.
CU2 ⏱️ Kiraan Masa (Wajib hafal rumus!)Time Calculation (memorise the formulas!)
Bahagian paling teknikal & kerap keluar exam. Ada 2 kiraan: masa AMALI (psychomotor) dan masa TEORI (cognitive/lecture).
The most technical part and a frequent exam topic. There are 2 calculations: PRACTICAL time (psychomotor) and THEORY time (cognitive/lecture).
A. Kiraan Masa AMALI (per Task)A. PRACTICAL time (per Task)
| KomponenComponent | MasaTime |
|---|---|
| 1. Demo Time (oleh trainer)1. Demo Time (by trainer) | cth ½–1 jame.g. ½–1 hr |
| 2. Practice Time (latih tubi)2. Practice Time | Demo × 3 |
| 3. Assessment Time | min 2 jam, maks 5 jammin 2 hr, max 5 hr |
B. Kiraan Masa TEORIB. THEORY time
| KomponenComponent | MasaTime |
|---|---|
| Lecture Time (corak 4 langkah)Lecture Time (4-step pattern) | cth 2 jame.g. 2 hr |
| Assessment (cth 60 soalan objektif)Assessment (e.g. 60 objective questions) | cth 1 jam 30 mine.g. 1 hr 30 min |
Contoh penuh kiraan masa AMALI (1 Task)Full example: PRACTICAL time (1 Task)
Demo = 1 jam → Practice = masa expert × 3 = 3 jam → Penilaian = 2 jam
Demo = 1 hr → Practice = expert time × 3 = 3 hr → Assessment = 2 hr
✍️ CONTOHSAMPLE Jawapan Tugasan (Penilaian Prestasi)Assignment Answers (Performance Assessment)
Contoh jawapan konsisten (CU1 → CU2 guna kes sama). Kes contoh: pekerja Pembantu Stor di syarikat makanan, jurang dalam prosedur penyimpanan stok.
A consistent sample (CU1 → CU2 using the same case). Example case: a Store Assistant at a food company, with a gap in the stock storage procedure.
CU1 Contoh Jawapan — TNASample Answer — TNA
Borang Jurang KompetensiCompetency Gap Form
Skala 1 (lemah) – 5 (cemerlang). Jurang = Dikehendaki − Semasa.Scale 1 (weak) – 5 (excellent). Gap = Desired − Current.
| Bil | KompetensiCompetency | DikehendakiDesired | SemasaCurrent | JurangGap |
|---|---|---|---|---|
| 1 | Laksanakan prosedur penyimpanan stok makananPerform food stock storage procedure | 5 | 2 | 3 |
| 2 | Kawal suhu & kebersihan stor (FIFO)Control store temperature & hygiene (FIFO) | 5 | 3 | 2 |
| 3 | Rekod pergerakan stokRecord stock movement | 4 | 3 | 1 |
Borang TNA RingkasShort TNA Form
| ElemenElement | ButiranDetail |
|---|---|
| Kumpulan sasaranTarget group | 4 orang Pembantu Stor, gudang makanan4 Store Assistants, food warehouse |
| KaedahMethods | Observation + Interview + Examining work |
| Jurang utamaMain gap | Tidak mahir prosedur penyimpanan makanan (FIFO, suhu)Not skilled in food storage procedure (FIFO, temperature) |
| Keperluan latihanTraining need | Kursus "Prosedur Penyimpanan Stok Makanan"A "Food Stock Storage Procedure" course |
| Cadangan intervensiIntervention | 1) Latihan formal 1 hari 2) SOP ditampal di stor 3) Pemerhatian susulan1) 1-day formal training 2) SOP posted in store 3) Follow-up observation |
CU2 Contoh Jawapan — Reka Bentuk KursusSample Answer — Design Course
Course Outline
| Tajuk KursusCourse Title | Prosedur Penyimpanan Stok Makanan yang BetulProper Food Stock Storage Procedure |
| Sasaran pesertaParticipants | 4 orang Pembantu Stor4 Store Assistants |
| TempohDuration | 1 hari (8 jam termasuk rehat)1 day (8 hours incl. breaks) |
| Learning Outcome | Psychomotor: Laksanakan prosedur penyimpanan menggunakan senarai semak & kad stok supaya stok disusun FIFO & bebas kerosakan.Perform the storage procedure using a checklist & stock card so that stock is arranged by FIFO and free from damage. |
| KandunganContent | Jenis stok; FIFO & suhu; prosedur penyimpanan (amali); kebersihan; rekod kad stokStock types; FIFO & temperature; storage procedure (practical); hygiene; stock-card records |
| Profil jurulatihTrainer profile | Sijil TTT (NCS-004); pengalaman 5 tahun stor makananTTT certificate (NCS-004); 5 years food-store experience |
Jadual Pelaksanaan (Slot)Implementation Schedule (Slots)
| MasaTime | SesiSession | KaedahMethod |
|---|---|---|
| 9:00–10:30 | Teori: FIFO & kawalan suhuTheory: FIFO & temperature control | Lecture |
| 10:45–11:45 | Demo prosedur penyimpananDemo of storage procedure | Demo |
| 11:45–3:00 | Amali / latih tubi (2 sesi)Practical / drills (2 sessions) | Practice |
| 3:00–4:30 | Penilaian amali + ujian objektifPractical assessment + objective test | Assessment |
| 4:30–5:00 | Maklum balas & penutupFeedback & closing | — |
🧠 INGATRECALL Cara Hafal Kreatif (Singkatan & Mnemonik)Creative Memory Tricks (Short Forms & Mnemonics)
Trik hafal pantas untuk fakta yang kerap keluar. Hafal singkatan + ayat lucu — lebih mudah diingat dalam dewan peperiksaan.
Quick memory hooks for facts that appear often. Memorise the short form + a silly sentence — far easier to recall in the exam hall.
🔑 5 Langkah TNA → I-D-C-G-F
Issues · Design · Collect · Gap · Feedback
Ayat: "I Don't Care, Give Feedback" 😄
Sentence: "I Don't Care, Give Feedback" 😄
🔑 6 Kaedah TNA → Q-O-I-E-A-C
Questionnaire · Observation · Interview · Examining work · Assessment · Competitive analysis
Ayat: "Quick Owls Inspect Every Animal Closely" 🦉
Sentence: "Quick Owls Inspect Every Animal Closely" 🦉
🔑 3 Jenis TNA → KSA
Knowledge, Skills, Abilities. Pasangkan dengan domain →Pair it with the domains → KSA maps to CPA (Cognitive, Psychomotor, Affective). Macam akauntan "CPA"!Like the accountant "CPA"!
🔑 Job/Task → 6-5-3-1 + VOQ
6 Duty → 5 Task → 3 Steps → 1 Knowledge. (kira menurun: 6,5,…3,…1)
6 Duties → 5 Tasks → 3 Steps → 1 Knowledge (count down: 6,5,…3,…1)
VOQ = Verb + Object + Qualifier. Cth:e.g. Wash · clothes · dirty.
🔑 Learning Outcome → T-U-S
Task + Using (TEM) + So that. MestiMust be SMART.
TEM = Tools, Equipment, Material.
🔑 Assessment → A-Q-Q
Boleh diukur:Measurable: Accuracy, Quality, Quantity/Time. Ayat:Sentence: "A Quick Quiz".
Elak (tak boleh ukur):Avoid (not measurable): Correct, Proper, Appropriate.
🔑 Pelan Mengajar → 4P
Persediaan, Penyampaian, Penggunaan, Pengesahan — semua "Pe-"!
All 4 steps start with "P" (in Malay): Persediaan (Preparation), Penyampaian (Presentation), Penggunaan (Application), Pengesahan (Confirmation).
🔑 Masa Amali →Practical time → P = 3D
Practice = Demo × 3. Penilaian: ingat "2-ke-5" (min 2, maks 5 jam).Assessment: remember "2-to-5" (min 2, max 5 hours).
Cth: 1 + 3 + 2 = 6 jam.e.g. 1 + 3 + 2 = 6 hours.
🔑 JPK → 71 · 89 · 06
1971 LLPPKK → 1989 MLVK → 2006 JPK (Akta 652). Ingat: "71, 89, 06".
1971 LLPPKK → 1989 MLVK → 2006 JPK (Act 652). Remember: "71, 89, 06".
🔑 5 Tahap & Sijil5 Levels & Certs
1-2-3 = SKM (Sijil), 4 = DKM (Diploma), 5 = DLKM (Diploma Lanjutan). Naik: Sijil → Diploma → Diploma Lanjutan.
1-2-3 = SKM (Certificate), 4 = DKM (Diploma), 5 = DLKM (Advanced Diploma). Rising: Certificate → Diploma → Advanced.
🔑 Kaedah PersijilanCert Routes → PB · SLDN · PPT
Pusat Bertauliah · Sistem Latihan Dual Nasional · Pengiktirafan Pencapaian Terdahulu. Ingat 3 "P/S": dua mula dengan P, satu S.Two start with "P", one with "S".
🎯 EXAM Tip, Senarai Semak & IstilahTips, Checklist & Glossary
10 Perkara WAJIB hafal10 things you MUST memorise
- Rumus jurang: Training Needs = Desired − Current capability
- 3 jenis TNA = KSA (Knowledge, Skills, Abilities)
- 6 kaedah TNA (Q-O-I-E-A-C)
- 5 Langkah TNA (I-D-C-G-F)
- Duty/Task/Step = Verb + Object + Qualifier
- 1 Jawatan ≥ 6 Duty; 1 Duty ≥ 5 Task; 1 Task ≥ 3 Steps; 1 Step ≥ 1 Knowledge
- Formula LO: Task + Using (TEM) + So That — mesti SMART
- 3 domain: Cognitive, Psychomotor, Affective
- Boleh diukur: Accuracy, Quality, Quantity/Time (elak correct/proper/appropriate)
- Masa: Practice = Demo × 3; penilaian amali min 2 maks 5 jam
- Gap formula: Training Needs = Desired − Current capability
- 3 types of TNA = KSA (Knowledge, Skills, Abilities)
- 6 TNA methods (Q-O-I-E-A-C)
- 5 TNA Steps (I-D-C-G-F)
- Duty/Task/Step = Verb + Object + Qualifier
- 1 Position ≥ 6 Duties; 1 Duty ≥ 5 Tasks; 1 Task ≥ 3 Steps; 1 Step ≥ 1 Knowledge
- LO formula: Task + Using (TEM) + So That — must be SMART
- 3 domains: Cognitive, Psychomotor, Affective
- Measurable: Accuracy, Quality, Quantity/Time (avoid correct/proper/appropriate)
- Time: Practice = Demo × 3; practical assessment min 2 max 5 hours
Senarai semak tugasan ✔Assignment checklist ✔
- CU1 & CU2 guna kes sama
- Borang jurang ada lajur dikehendaki/semasa/jurang
- Semua Duty/Task/Step ikut Verb-Object-Qualifier
- LO ada TEM & "so that" yang boleh diukur
- Jadual kursus ada masa, sesi, kaedah, rehat
- CU1 & CU2 use the same case
- Gap form has desired/current/gap columns
- All Duty/Task/Step follow Verb-Object-Qualifier
- LO has TEM & a measurable "so that"
- Schedule has time, session, method, breaks
Silap biasa ✘Common mistakes ✘
- Knowledge ditulis ayat panjang (patut tajuk)
- Guna perkataan tidak boleh diukur
- Lupa qualifier pada Duty/Task
- Practice time = demo time (patut ×3)
- Keliru Course of Study vs Course Outline vs Pelan Mengajar
- Knowledge written as long sentences (should be a title)
- Using non-measurable words
- Forgetting the qualifier on Duty/Task
- Practice time = demo time (should be ×3)
- Confusing Course of Study vs Course Outline vs Lesson Plan
Glosari istilahGlossary
| SingkatanAbbrev. | MaksudMeaning |
|---|---|
| JPK | Jabatan Pembangunan Kemahiran (Dept. of Skills Development) |
| NOSS | National Occupational Skills Standard |
| TNA | Training Needs Analysis |
| KSA | Knowledge, Skills, Abilities |
| TEM | Tools, Equipment, Material |
| LO | Learning Outcome |
| PB / SLDN / PPT | Pusat Bertauliah / Sistem Latihan Dual Nasional / Pengiktirafan Pencapaian TerdahuluAccredited Centre / National Dual Training System / Recognition of Prior Achievement |
| SKM / DKM / DLKM | Sijil / Diploma / Diploma Lanjutan Kemahiran MalaysiaMalaysian Skills Certificate / Diploma / Advanced Diploma |
| A/S/E | Attitude / Safety / Environment |
| AR | As Required |
🃏 QUIZ Flip Quiz — Flashcard UlangkajiFlip Quiz — Revision Flashcards
Klik mana-mana kad untuk pusing (flip) dan lihat jawapan. Semua dari slaid CU1 & CU2. Kad ikut bahasa yang dipilih (BM/EN).
Click any card to flip it and see the answer. All from the CU1 & CU2 slides. Cards follow the chosen language (BM/EN).
📝 EXAM Soalan Contoh + JawapanSample Questions + Answers
Bahagian A = objektif (klik "Tunjuk jawapan"). Bahagian B = struktur dengan jawapan model. Semua dari slaid.
Part A = objective (click "Show answer"). Part B = structured with model answers. All from the slides.