NCS Core Abilities Z-009-1

CORE ABILITIES
A
Supplement
to
National Occupational Skill Standard
(NOSS)
All SKM Levels
Majlis Latihan Vokasional Kebangsaan

National Vocational Training Council
Kementerian Pembangunan Sumber Manusia
Ministry of Human Resources
CORE ABILITIES
MLVK code letter: Z
All SKM Levels apply
Released for field testing: August 1999

Version 1a / first edition 1999
Year of print: 1999
Research & Editor

Reinhard Sachs
German Consultant for Vocational Education and Training
This SUPPLEMENT to
National Occupation Skill Standard
was developed in
Collaboration
between
The Malaysian Government

~ Ministry of Human Resources ~
and
The German Government
~ Ministry for Economic Cooperation (BMZ) ~
Under a Program of
Malaysian – German Technical Cooperation
in the field of
Vocational Education and Training
Majlis Latihan Vokasional Kebangsaan

National Vocational Training Council
Kementerian Sumber Manusia, Malaysia
Ministry of Human Resources, Malaysia
Aras 7 & 8, Blok D4, Parcel D
Pusat Pentadbiran Kerajaan Persekutuan
62502 PUTRAJAYA
Tel: 03 – 8886 5000
Faks: 03 – 8889 2423
 National Vocational Training Council 1999

Ministry of Human Resources, Malaysia
All Rights Reserved
CORE ABILITIES
A Supplement to
Table of Content
CORE ABILITIES 2
The Concept of Workplace Competencies 3
The Development of CORE ABILITIES 3
The Characteristics of CORE ABILITIES 4
CORE ABILITIES in CBTE
The Performance-based Model 4
Contextual Learning 5
The Application of CORE ABILITIES in the Development
of Learning Packages 5
CORE ABILITIES and the Development of NOSS 6
Field Testing of CORE ABILITIES 6
Transferability of Competencies 6
Other Aspects for the Application of CORE ABILITIES 6
Panel Members for CORE ABILITIES “DACUM” Workshop 7
Panel Members for CORE ABILITIES Ability Analysis Workshop 8
CORE ABILITIES Profile (Chart) 10
CORE ABILITIES Profile (list format) 14
Sijil Kemahiran Malaysia -SKM -
Classification of Malaysian National Occupational Skill Standard
Level 1s – 5 17
CORE ABILITIES Performance Indicators 18
Appendix 60
Application of Academic and Related Skills
Performance Indicators
CORE ABILITIES
A
Supplement
to
(NOSS)
1
CORE ABILITIES
Recent discussions concerning Technical Education and Skills Training in Malaysia, the
development of National Occupational Skill Standard (NOSS), and the growing acceptance
of Competency-Based
Training and Education
(CBTE) in Malaysia’s
training institutions
have resulted in the
decision to identify
skills or abilities that are
generic to many jobs
and professions within
all areas of industry.
In Malaysia, the word

“skill” is often
misinterpreted in
vocational education,
and is usually defined
as physical
(psychomotor) skills.
Therefore, the terms
CORE ABILITIES will
be used to replace the
“generic skill”. 1
These “generic skills” have be identified as the learning tools or enabling requirements, which
can assist the trainee in the acquiring and applying subject or job specific knowledge skills and
comprehension to his work. Incorporating Core Abilities into training provides realistic outcomes
that can make learning more relevant and add to the trainee’s sense of achievement.
The development of CORE ABILITIES in Malaysia conforms to the global trend towards
Competency-based Training with the similar developments in the following countries:
• Key Competencies (Australia)
• Employability Skills (Canada)
• Core Skills (Great Britain)
• Key Qualifications, Project and Transfer Oriented Training (Germany)
• Essential Skills (New Zealand)
• Workplace Know-How / SCANS Competencies (USA)
The CORE ABILITIES in this document are to be seen as a Supplement to NOSS
1
The word ‘skill’ used in this document is conceived as a composite of three completely interdependent
components:
cognitive, effective and psychomotor behaviour
or in traditional terms: the combination of knowledge, skills and attitude
2
The Concept of Workplace Competencies
The concept of ‘Competency’ focuses on what is expected of an employee in the
workplace, rather than on the learning process; and it facilitates the ability to transfer and
apply skills and knowledge to new situations and environments.
Competency is a broad concept that includes all aspects of work performance and not just
narrow task skills.
Competency includes the requirement to:

• perform individual tasks (task skills)
• manage a number of different tasks within the job (task management skills)
• respond to irregularities and breakdowns in routine (contingency management skills)
• deal with the responsibilities and expectations of the work environment, including
working with others (job/role environment skills)
Competency Based Training and Education (CBTE) has been introduced into Malaysia’s
vocational education and training with the following objectives:
• to increase the efficiency of Malaysia’s workforce, and
• to focus on what people can do as a result of training.
The decision to develop CORE ABILITIES was also aimed at making vocational education
and training more effective and more directly related to industry needs as CORE
ABILITIES enhance the transfer and application of skills and knowledge to new situations
and working environments.
The Development of CORE ABILITIES

The set of CORE ABILITIES described in this document was developed using the DACUM
Job Analysis and Task Analysis process as applied by NVTC for the development of
Malaysian National Occupational Skill Standard (NOSS).
Information from overseas sources (Australia, Canada, Germany, UK and USA) was used
for supplementary reference and verification purposes.
The Characteristics of CORE ABILITIES

CORE ABILITIES are considered essential for effective participation in the emerging
patterns of work and work organization.
They focus on capacity to apply knowledge and skills in an integrated way in work
situations. CORE ABILITIES are generic in that they apply to work generally rather than
being specific to work in particular occupations, jobs and industries.
This characteristics means that the CORE ABILITIES are not only essential for effective
participation in work but are also for effective participation in further education and life-long
learning.
3
CORE ABILITIES
• Essential and generic to the world of work:
The set of CORE ABILITIES should be confined to those capabilities that are essential
for young people entering any sector of work, as well as for people already employed,
facing challenges of a changing job environment.
• Of value to all people:

The set of CORE ABILITIES has value for all people regardless of the path they follow
in the world of work.
• Cross-curricular:
The set of CORE ABILITIES does not constitute a curriculum or set of subjects, nor do
individual CORE ABILITIES relate only to particular subject areas. Rather, the CORE
ABILITIES can be developed and applied across the range of areas of learning
comprising the curricula of school and training programs.
• Able to be developed in a wide range of settings:

The set of CORE ABILITIES can be learned through variety of educational and training
settings and programs.
• Focus on outcomes:
The CORE ABILITIES describe outcomes of learning rather than processes by which
these outcomes may be achieved.
• Focus on application:
Central to the concept of competence is the application of knowledge, skills and
understanding in an integrated way; competencies do not constitute bodies of
knowledge as such.
• Integrated in practice:
The integrated nature of the CORE ABILITIES and the ways in which they are applied
to work activities means that, in practice, they overlap with each other to some extent.
• Required a foundation of knowledge, skills and understanding:

The CORE ABILITIES require a basis of knowledge, skills and understanding which
need to be integrated and applied to achieve a purpose or complete a task.
CORE ABILITIES in CBTE

The Performance-based Model
Performance-based instruction helps make the link between what is taught and what the
skills learners will actually apply in their jobs or life roles.
To plan strategically for instruction, educators need to:

• Identify WHO the learners are.
• Set goals for WHAT the learners need.
• Establish criteria for determining WHEN learners have achieved their goals.
• Plan strategies for HOW they are going to get there.
4
Contextual Learning
Theory, process knowledge and practice are elements of learning, which need to be
integrated and put into context when designing training curriculum.
The separation of learning into “theory” and “practical”

classes should be avoided in the curriculum design for HOW
technical and training. WHEN
WHAT
The Performance-based Model at right is shown as a
disk, which contains the critical elements of WHO
performance-based instructional design.
In performance-based instructional design, course

developers build from the centre out. By designing
outwards they will determine WHAT the learner has to
accomplish before deciding HOW to accomplish it.
The National Occupational Skill Standard (NOSS) describes the Tasks and the
performance standards for a specific job and job level, which will serve as the guideline for
the identification of WHAT.
The Application of CORE ABILITIES in the Development of Learning Packages

The WHAT of a course module includes a set of core abilities, generic and specific tasks
and competencies together with their corresponding performance standards, and learning
objectives.
CORE ABILITIES are enabling

requirements needed for the Job
Generic Competencies for
development of specific competencies Specific Industry or
Specific
and they address skills that can be Occupational Area
Competencies
transferred beyond the context of a Generic
specific learning experience. CORE
ABILITIES
Specific Job applicable to
CORE ABILITIES are an important in an CORE many
factor in performing TASK effectively Occupational ABILITIES Industries or
and efficiently. NOSS Performance Area or Occupations
Standards provide the observable and Industry
measurable criteria which are Competencies
essential for performance assessment.
CORE ABILITIES are incorporated

into the learning activity, which
describes HOW the learners will learn
specific competencies.
The performance assessment activities tell learners how they will demonstrate WHEN they
have mastered specific tasks/competencies. The performance indicators provided are
used as a guideline.
5
In Competency-based Training the course developer does not “think up” test questions,
instead a performance assessment task is designed which is based on the specific
competency or a NOSS Performance Standard.
CORE ABILITIES and the Development of NOSS

The list of CORE ABILITIES may be utilized during the development of new and the
revision of existing NOSS.
As such, the provided list should be discussed by the JOB Analysis panel to identify the
respective CORE ABILITIES for the Job.
In this case, the proposed listing of the CORE ABILITIES to SKM levels may be overruled
due to specific Job requirements and industrial settings.
Field Testing of CORE ABILITIES

Course developers and end-users, as well as industry based trainers, are encouraged to
field test the set of CORE ABILITIES described in this document and to provide critical
feedback for the improvement and further development of CORE ABILITIES.
Transferability of Competencies
CORE ABILITIES and job specific competencies are defined so that they are transferable
to new situations.
There is evidence, however that any skill transfer may be limited unless the application of
the skill is taught in multiple contexts and situations over an extended period of time. It is
therefore important to teach learners to apply what they have learned to new and different
situations and to utilize what earlier experience has taught them. This applies to both off-
the-job and on-the-job training scenarios.
Other Aspects for the Applications of CORE ABILITIES

CORE ABILITIES require a foundation of knowledge, skills and comprehension. Since
CORE ABILITIES are connected to SKM levels 1 to 5, some additional performance
indicators for the application of academic and related skills are provided in the appendix for
field testing.
• Applied Mathematics
• Locating Information
• Reading for Information
• Applied Technology
• Listening/Speaking
• Writing
• Teamwork
• Problem Solving
6
Panel Member for CORE ABILITIES – “DACUM” Workshop
Ms Helen Wong Yuet Yu

Allied Link Express Sdn Bhd, Petaling Jaya
Mr Richard Lim
Association of Forwarding Agents Port Klang, Port Klang
Mr Thirukesan Patmanathan
Binariang Sdn Bhd, Petaling Jaya
Mr Benjamin Keng Kiat Beng

Doyan Oceanic Sdn Bhd, Port Klang
Mr Tan Kok Tien

Guolene Packing Industries Berhad, Shah Alam
Mr Henry Lim Ah Chye

Industrial Forwarding & Shipping Sdn Bhd, Port Klang
Dr Tan Keng Song

Institut Bank-Bank Malaysia, Kuala Lumpur
Ms Susan Lee
Ms Yap Siew Eng

Mr Lee See Chee

Motorola Malaysia, Petaling Jaya
En. Mohd Salleh Othman

Telekom Malaysia Bhd Telekom Training College, Kuala Lumpur
Dr Joseph C.L. Fong

United Vehicle Industries Sdn Bhd, Klang
Facilitator
Mr. Reihanrd Sachs
National Vocational Training Council, Kuala Lumpur
7
Panel Member for CORE ABILITIES Analysis Workshop
Mr Michael Ng
Accord Container Line (M) Sdn Bhd, Port Klang
Mr Richard Lim
Association of Forwarding Agents Port Klang, Port Klang
Ms Woo Kit Mooi

Bayers (Malaysia) Sdn Bhd, Klang
Ms Janice Lim Siok Eiah

Cheng Hua Engineering Works Sdn Bhd, Klang
Mr Benjamin Keng Kiat Beng

Doyan Oceanic Sdn Bhd, Port Klang
Mr Tan Kok Tien

Guolene Packing Industries Berhad, Shah Alam
Mr Henry Lim Ah Chye

Industrial Forwarding & Shipping Sdn Bhd, Port Klang
En. Awaldin bin Mohd. Arif

Industrial Testing & Engineering Inspection Sdn Bhd, Subang Jaya
Dr Tan Keng Song

Ms Susan Lee
Ms Yap Siew Eng

En. Halim Azhar bin Hj. Mohd. Yatim

Institut Kemahiran Tinggi Belia Negara Sepang (IKTBN), Sepang
Ms Audra Chin Kwai Lai

Malaysian Textile Manufacturers Association, Kuala Lumpur
En. Hazizul bin Zamrud

Melaka Industrial Skills Development Centre, Melaka
Mr Anthony Koh Boon Leng

Motorala Malaysia Sdn Bhd, Petaling Jaya
Mr K. Velayutham
Perak Entrepreneur & Skills Development Centre, Pusing
8
Mr Thillainathan
Perak Entrepreneur & Skills Development Centre, Pusing
En. Mohd. Saffian bin Abdul Majid

Port Klang Authority, Port Klang
Mr Tan Yew What

Siemens Components (Advanced Technology), Melaka
Mr Ricky Lim Chee Beng

Siemens Components (Advanced Technology), Melaka
Dr Joseph C.L. Fong

United Vehicle Industries Sdn Bhd, Klang
Facilitator
Mr. Reihanrd Sachs
National Vocational Training Council, Kuala Lumpur
9
CORE ABILITY Profile
GROUP ABILITIES
Locate and Process Identify and gather Document information, Utilize basic IT
Information information procedures or processes applications
01 01.01 L1 01.02 L1 01.03 L1
Analyse information Utilize the Internet to Utilize word processor to

locate and gather process information
information
01.04 L2 01.05 L2 01.06 L2
Utilize database Utilize spreadsheet Utilize business graphic

applications to locate applications to locate application to process
and process information and process information information
01.07 L3 01.08 L3 01.09 L3
Apply a variety of Apply thinking skills and

mathematical techniques creativity
01.10 L3 01.11 L3
Exchange/Communicate Interpret and follow Follow telephone/ Communicate clearly

Information manuals, instructions telecommunication
and SOP’s procedures
02 02.01 L1 02.02 L1 02.03 L1
Prepare brief reports and Read/interpret flowcharts Write memos and letters
checklists using and pictorial information
standard forms
02.04 L1 02.05 L1 02.06 L2
10
GROUP ABILITIES
Utilize Local Area Prepare pictorial and Prepare flowcharts
Network (LAN)/Intranet graphic information
to exchange information
02.07 L2 02.08 L2 02.09 L3
Prepare reports and Convey information and

instructions ideas to people
02.10 L3 02.11 L3
Work and Interact with Apply cultural Demonstrate integrity Accept responsibility for
People requirements to the and apply ethical own work and work area
workplace practices
03 03.01 L1 03.02 L1 03.03 L1
Seek and act Demonstrate safety skills Respond appropriately

constructively upon to people and situations
feedback about work
performance
03.04 L1 03.05 L1 03.06 L1
Resolve interpersonal Develop and maintain a Manage and improve

conflicts cooperation within work performance of
group individuals
03.07 L1 03.08 L2 03.09 L3
Provide consultation and Monitor and evaluate Provide coaching/

counselling performance of human on-the job training
resources
03.10 L3 03.11 L3 03.12 L3
11
GROUP ABILITIES
Develop and maintain Facilitate and coordinate Liase to achieve
team harmony and teams and ideas identified outcomes
resolve conflicts
03.13 L3 03.14 L3 03.15 L3
Identify and assess Identify staff training

client/customer needs needs and facilitate
access to training
03.16 L3 03.17 L3
Plan and Organize Work Organize own work Set and revise own Organize and maintain
Activities activities objectives and goals own workplace
04 04.01 L2 04.02 L2 04.03 L2
Apply problem solving Demonstrate initiative Allocate work

strategies and flexibility
04.04 L2 04.05 L2 04.06 L3
Negotiate acceptance Develop and negotiate Prepare project/work

and support for staffing plans plans
objectives and strategies
04.07 L3 04.08 L4 04.09 L4
Utilize science and

technology to achieve
goals
04.10 L4
12
GROUP ABILITIES
Manage Resources Implement project/work Inspect and monitor Allocate and record
plans work done and/or in usage of financial and
progress physical resources
05 05.01 L3 05.02 L3 05.03 L4
Delegate responsibilities Coordinate contract and

and/or authority tender activities
05.04 L4 05.05 L4
Work within and with Understand systems Comply with and follow Identify and highlight
Systems chain of command problems
06 06.01 L1 06.02 L1 06.03 L1
Adapt competencies to Analyse technical Monitor and correct

new situations/systems systems performance of systems
06.04 L1 06.05 L2 06.06 L2
Develop and maintain Identify and analyse

networks effect of technology on
the environment
06.07 L3 06.08 L4
Note: The levels (L) indicated in this CORE ABILITY Profile are considered general guidelines, and are
connected to the respective SKM Levels and general job functions. However, different settings
may apply depending on the work environment and industry-specific requirements.
13
01 Locate and Process Information Level

01.01 Identify and gather information 1
01.02 Document information, procedures or processes 1
01.03 Utilize basic IT applications 1
01.04 Analyse information 2
01.05 Utilize the Internet to locate and gather information 2
01.06 Utilize word processor to process information 2
01.07 Utilize database applications to locate and process information 3
01.08 Utilize spreadsheet applications to locate and process information 3
01.09 Utilize business graphic application to process information 3
01.10 Apply a variety of mathematical techniques 3
01.11 Apply thinking skills and creativity 3
02 Exchange/Communicate Information
02.01 Interpret and follow manuals, instructions and SOP’s 1
02.02 Follow telephone/ telecommunication procedures 1
02.03 Communicate clearly 1
02.04 Prepare brief reports and checklists using standard forms 1
02.05 Read/interpret flowcharts and pictorial information 1
02.06 Write memos and letters 2
02.07 Utilize Local Area Network (LAN)/Intranet to exchange information 2
02.08 Prepare pictorial and graphic information 2
02.09 Prepare flowcharts 3
02.10 Prepare reports and instructions 3
02.11 Convey information and ideas to people 3
03 Work and Interact with People

03.01 Apply cultural requirements to the workplace 1
03.02 Demonstrate integrity and apply ethical practices 1
03.03 Accept responsibility for own work and work area 1
03.04 Seek and act constructively upon feedback about performance 1
03.05 Demonstrate safety skills 1
03.06 Respond appropriately to people and situations 1
14
03.07 Resolve interpersonal conflicts 1
03.08 Develop and maintain a cooperation within work group 2
03.09 Manage and improve performance of individuals 3
03.10 Provide consultation and counselling 3
03.11 Monitor and evaluate performance of human resources 3
03.12 Provide coaching/on-the job training 3
03.13 Develop and maintain team harmony and resolve conflicts 3
03.14 Facilitate and coordinate teams and ideas 3
03.15 Liase to achieve identified outcomes 3
03.16 Identify and assess client/customer needs 3
03.17 Identify staff training needs and facilitate access to training 3
04 Plan and Organize Work Activities

04.01 Organize own work activities 2
04.02 Set and revise own objectives and goals 2
04.03 Organize and maintain own workplace 2
04.04 Apply problem solving strategies 2
04.05 Demonstrate initiative and flexibility 2
04.06 Allocate work 3
04.07 Negotiate acceptance and support for objectives and strategies 3
04.08 Develop and negotiate staffing plans 4
04.09 Prepare project/work plans 4
04.10 Utilize science and technology to achieve goals 4
05 Manage Resources
05.01 Implement project/work plans 3
05.02 Inspect and monitor work done and/or in progress 3
05.03 Allocate and record usage of financial and physical resources 4
05.04 Delegate responsibilities and/or authority 4
05.05 Coordinate contract and tender activities 4
06 Work within and with Systems

06.01 Understand systems 1
06.02 Comply with and follow chain of command 1
06.03 Identify and highlight problems 1
06.04 Adapt competencies to new situations/systems 1
06.05 Analyse technical systems 2
06.06 Monitor and correct performance of systems 2
15
06.07 Develop and maintain networks 3
06.08 Identify and analyse effect of technology on the environment 4
Note: The levels (L) indicated in this CORE ABILITY Profile are considered general guidelines, and are
connected to the respective SKM Levels and general job functions. However, different settings
may apply depending on the work environment and industry-specific requirements.
16
Sijil Kemahiran Malaysia (SKM)
Classification of Malaysian
National Occupation Skill Standard Levels 1 – 5
A NOSS is defined as a specification of the competencies

NOSS expected of a skilled worker/professional who is gainfully
DEFINITION employed in Malaysia for an occupation area and level as
required by industries.
Level of Job Function Example SKM Sijil Kemahiran Malaysia (SKM)

Education Job Title Level Malaysian Skill Certificate
Definition of Levels 1 – 5
Competent in applying a significant range of

fundamental principles and complex techniques
Bachelor of
across a wide and often unpredictable variety of
Technology
Manager, contexts. Very substantial personal autonomy
Management
Level 5 and often significant responsibility for the work
Stage Engineer of others and of the allocation of substantial
Advanced
resources feature strongly, as do personal
Diploma
accountabilities for analysis and diagnosis,
design, planning, execution and evaluation.
Competent in performing a broad range of

complex technical or professional work
Executive, activities, performed in a wide variety of
Diploma Assistant Level 4 contexts with a substantial degree of personal
Engineer responsibility and autonomy. Responsibility for
the work of others and the allocation of
Supervising resources is often present.
Stage
Competent in performing a broad range of
varied work activities, performed in a variety of
Advanced Supervisor contexts, most of which are complex and non-
Level 3
Certificate Technician routine. There is considerable responsibility and
autonomy and control or guidance of others is
often required.
Competent in performing a significant range of

varied work activities, performed in a variety of
Assistant
Certificate Level 2 contexts. Some of the activities are non-routine
Technician
Operations & and require individual responsibility and
Production autonomy.
Stage
Competent in performing a range of varied work
Certificate Operator Level 1 activities, most of which are routine and
predictable.
17
How to Read the CORE ABILITIES Document
Group of
CORE ABILITY No. CORE ABILITIES No.
SN/Z-01.01-1
CORE ABILITIES Group: Locate and Process Information Level of

application
01.01 Ability: Identify and gather information Level: 1 according to
SKM levels
Performance Indicators: 1–5
CORE ABILITY
• The need for information is established
• The kind of information needed is identified Performance
• A variety of information sources is identified and used as reference (e.g. observation, Indicators
people, text, drawings, charts, pictures, database, electronic and non-electronic provide
libraries and networks) evidence in
• Information is located and its appropriateness is determined the
• Information is gathered and screened for accuracy and reliability achievement
• Information is compiled and recorded in an appropriate format of CORE
ABILITIES
Released for field testing: August 1999 Version: 1a /first edition 1999
Date of Release Version

CORE ABILITIES
Performance
Indicators
18
SN/Z-01.01-1
CORE ABILITIES Group: Locate and Process Information
01.01 Ability: Identify and gather information Level: 1
Performance Indicators:
• The need for information is established
• The kind of information needed is identified
• A variety of information sources is identified and used as reference (e.g. observation,
people, text, drawings, charts, pictures, database, electronic and non-electronic libraries
and networks)
• Information is located and its appropriateness is determined
• Information is gathered and screened for accuracy and reliability
• Information is compiled and recorded in an appropriate format
Released for field testing: August 1999 Version: 1a/first edition 1999
SN/Z-01.02-1
01.02 Ability: Document information, procedures or Level: 1

processes
• The purpose is established
• Information, procedures or processes are examined and screened for relevance and
importance
• The typical format to record/document is identified and applied according to purpose and
target group
• Ethical principal are adhered to (e.g. confidentiality etc.)
• Sources and credits of the information etc. are acknowledged and recorded
• Documents are filed and stored according to established procedures (e.g. filing system,
access rights, etc.)
19
SN/Z-01.03-1
01.03 Ability: Utilize basic IT applications Level: 1
• The purpose for the IT application is established
• The operation of computers in a stand-alone (or in a network) environment is demonstrated
• Basic commands of operating system software are applied
• Files and disks are managed
• Suitable software, equipment and tools for the task are selected
• Problems and errors with equipment and software are handled in a measure are systematic
manner
• Computer-virus problems are taken into consideration and counter measures are applied.
• The transfer of concepts, knowledge and skills from one technology to another is carried
out (e.g. paper information to IT- format etc.) according to established formats and quality
standards
• Ethical behaviour in computer use is demonstrated
20
SN/Z-01.04-2
01.04 Ability: Analyse information Level: 2
• The information is observed in systematic manner (e.g. note-taking, skimming, concept
maps, etc.)
• The relevance, importance and reliability is established
• Patterns, interrelationships and trends are identified
• Facts and issues are clarified and established
• Relevant professional, technical and industry standards are met in research methodology
used to examine evidence
• Conclusions are made and are supported by facts
• Findings are recorded and shared with people involved, if necessary
SN/Z-01.05-2
CORE ABILITIES Group: Locate and Process information
01.05 Ability: Utilize the Internet to locate and gather Level: 2

information
• The operation of computer hardware and internet application software is demonstrated
• The information requirements are established
• Appropriate search engines are identified and utilized
• Information is filtered and selected according to requirements
• Safety precautions and virus-protection (e.g. firewall, virus scanning etc.) are adhered to
• Downloaded information is stored in adequate format
• Ethical and legal principles in Internet use are demonstrated
21
SN/Z-01.06-2
01.06 Ability: Utilize word processor to process information Level: 2
• Operation of computer in a stand-alone and a network environment is demonstrated
• Suitable word processing software, equipment and tools for the task are selected
• The format and type of the information is determined
out (e.g. paper information to IT-format, scanning/OCR technology, etc.) according to
established formats and quality standards
• The document is composed, edited and formatted according to the requirements and the
software features (e.g. spell-checking etc.)
• The integration of other software features is demonstrated (e.g. database, spreadsheet,
graphics)
• The document is printed using hardware and software features
• Information is filed/stored, retrieved and back-ups are made according to established
formats and procedures
• Problems and errors with equipment and software are handled in a logical and systematic
manner
• Computer-virus problems are taken into consideration, and counter measures are applied.
• Ethical standards of computer usage are adhered to
22
SN/Z-01.07-3
01.07 Ability: Utilize database applications to locate and Level: 3

process information
• Operation of computers in a stand-alone and a network environment is demonstrated
• Suitable database applications, equipment and tools for the task are selected
out (e.g. paper information to IT-format, scanning/OCR technology, etc.) according to
• The information is composed, edited and formatted according to the requirements and the
software features (e.g. filtering, sorting, etc)
• The integration of other software features is demonstrated (e.g. reports, import/export,
spereasheet, graphics)
• The report/database is printed using hardware and software features
• Problems and errors with equipment and software are handles in logical and systematic
manner
• Computer-virus problems are taken into consideration, and counter measures are applied
23
SN/Z-01.08-3
01.08 Ability: Utilize spreadsheet applications to process Level: 3

information
• Suitable spreadsheet applications, equipment and tools for the task are selected
out (e.g. import of database information, scanning/OCR technology, etc.) according to
• Spreadsheets are composed using mathematical concepts, etc.
• Spreadsheets are tested, edited and formatted according to the requirements, and the
software features (e.g. filtering, sorting, calculations, etc.)
• The integration of other software features is demonstrated (e.g. report, import/export,
database, graphics)
• The spreadsheet is printed using hardware and software features
• Information is filed/stored, retrieved, and back-ups are made according to established
manner
24
SN/Z-01.09-3
01.09 Ability: Utilize business graphic application to process Level: 3

information
• Suitable computer graphics applications, equipment and tools for the task are selected
• The format and type of the graphic information is determined
out ( e.g. import of graphics, scanning technology, etc.) according established formats and
quality standards
• Graphics are composed, edited and formatted according the requirements and the software
features
• The integration of other software features is demonstrated (e.g. import/export, merging with
word processor, desktop publishing etc.)
• The graphics are printed using hardware and software features
manner
• Ethical behaviour in computer use is demonstrated
25
SN/Z-01.10-3
01.10 Ability: Apply a variety of mathematical techniques Level: 3
• The situation that requires mathematics is identified
• Potential mathematical strategies are assessed (including models, geometric
representations of formulas, elementary algebraic equations, descriptive statistical
methods, and mathematical reasoning) for suitability and effectiveness
• The degree of accuracy for the answers is established
• Estimations to answers are made
• Mathematical operations to implement selected strategies are executed
• Appropriate technology and tools are utilized (e.g. calculator, computers, spreadsheets, etc)
• Numerical answers are checked for errors and the appropriate fit between problem and
answers
• The transfer of mathematical strategies from one situation to another is demonstrated.
26
SN/Z-01.11-3
01.11 Ability: Apply thinking skills and creativity Level: 3
• The subject under discussions is clearly identified
• Distinctions between facts and opinion are established
• Inferences and relations to other sources of information are recognized
• A variety of sources is utilized to synthesize information
• Rules or principles underlying relationships between objects are identified and applied to
problem solving
• Alternative solutions, processes or decisions are formulated and its potential consequences
are identified
• Viewpoints/arguments are supported with reasons and evidence and feedback form others
is considered
• The transfer of thinking strategies from one situation to another is demonstrated
• Behaviour is consistent with the ethical standards within and occupation or profession
27
SN/Z-02.01-1
CORE ABILITIES Group: Exchange Communicate Information
02.01 Ability: Interpret and follow manuals, instructions, and Level: 1

Standard Operation Procedures (SOP)
• The purpose of information is identified
• The source is identified and required information is obtained (e.g. people, text, drawings,
charts, maps, pictures, database, electronic and non-electronic libraries and networks,
videos, etc.)
• Strategic for reading, listening, observing effectively are demonstrated (note-taking, asking
for clarification, looking up unfamiliar terms, etc.)
• Understanding of the instructions is demonstrated through appropriate actions or
applications
SN/Z-02.02-1
02.02 Ability: Follow telephone / telecommunication Level: 1

procedures
• The purpose of the telecommunication is established
• The appropriate medium of telecommunication is selected (e.g.telephone, fax, e-mail,
voice-mail)
• The contact particular are identified (e.g. name, company, telephone/fax etc ) and updated
• Skills in the operation of telecommunication equipment is demonstrated (e.g. special
features, call forwarding, fax polling, etc.)
• Calls are received and screened/forwarded
• Established telephone etiquette is adhered to
• Effective listening and speaking skills are demonstrated using acceptable language
• Information exchanged is clear and accurate with necessary details and clarification
• Message are recorded and forwarded according to established procedure
28
SN/Z-02.03-1
02.03 Ability: Communicate clearly Level: 1
• Thoughts and information are expressed clearly and concisely
• The choice of words /jargon is adjusted to meet the needs of others
• Effective listening skills and feedback is demonstrated
• The impact of non-vertical communication and cultural diversity is taken into account (e.g.
body language)
• Options to overcome language difference or difficulties are utilized (e.g. using of signs,
sketching, etc.)
• Appropriate recording methods are utilized (note-taking, recording devices)
SN/Z-02.04-1
CORE ABILITIES Group: Exchange/Communicate Information
02.04 Ability: Prepare brief reports and checklist using Level: 1

standard forms
• The appropriate format/standard from is selected according to established procedures
• The necessary information/data is identified, verified and assembled
• Appropriate language/jargon is used
• The information is checked before submission
• Established deadlines for submission are met
29
SN/Z-02.05-1
02.05 Ability: Read/Interpret flowcharts and pictorial Level: 1

information
• The purpose of the graphic information is established
• The meaning of symbols and signs is understood and clarified (e.g. making inquiries, using
dictionaries, legends, etc.)
• Strategies to read and observe effectively are demonstrated (note-taking, asking for
clarification, looking up unfamiliar terms/symbols, etc.)
• Understanding of the graphic instructions is demonstrated through appropriate actions and
feedback.
30
SN/Z-02.06-2
02.06 Ability: Write memos and letters Level: 2
• The purpose of communication is established
• Information sources are identified (e.g. notes, data, etc )
• Addressee is identified
• Ideas and information are gathered, organized and compiled
• Format is established (handwritten, typed, word processing)
• Appropriate writing tools are utilized. (e.g. word processor)
• A clear and concise language and tone is used
• Standard rules of language and structure (jargon, grammar, spelling, punctuation) are
applied.
• The information is checked before submission
• File copies are produced and filed
• Established deadlines for submissions are met.
31
SN/Z-02.07-2
02.07 Ability: Utilize Local Area Network (LAN)/Intranet to Level: 2

exchange information
• The source operation of computer hardware and LAN/Intranet application software is
demonstrated
• The information requirements are established
• Access is established according to established procedures (addressee ID, password, ID,
access rights)
• Information is transmitted and received
• Date safely precautions and virus-protection (e.g. firewall, etc) are adhered to
• Information is stored in an adequate format
• Ethical principles in LAN use are demonstrated
32
SN/Z-02.08-2
02.08 Ability: Prepare pictorial and graphic information Level: 2
• Information sources are identified (e.g. notes, date, observation, etc.)
• Original ideas and information are gathered, organised, compiled and verified
• Appropriate graphic format is selected according to the purpose and suitability for the
reader (complexity, familiarity)
• Appropriate tools and technology are utilized (e.g. computer graphics applications software,
etc.)
• Standard rules of graphic language and structure (symbols, icons, etc.) are applied
• The graphic information is checked for consistency of meaning with the original before
submission
33
SN/Z-02.09-3
02.09 Ability: Prepare flowcharts Level: 3
• Information sources are identified (e.g. process data, observations, etc.)
• Original ideas and information are gathered, organized, compiled and verified
• Appropriate flowchart format is selected according to the purpose and suitable to the reader
(complexity, familiarity)
• Appropriate tools and technology are utilized (e.g. computer flowchart applications software
etc.)
• Standard rules of flowchart language and structure (symbols, icons, etc.) are applied.
• The flowchart information is checked for consistency of meaning with the original idea
before submission
34
SN/Z-02.10-3
02.10 Ability: Prepare reports and instructions Level: 3
• Information sources are identified (e.g. notes, technical data, abservations, etc.)
• Original ideas and information are gathered, organized, compiled and verified.
• Appropriate language and format is selected according to the purpose and suitability for the
reader (complexity, familiarity)
• Appropriate tools and technology are utilized (e.g. computer word processor, graphics
applications software, scanners, etc.)
• A clear and concise language and tone is used
• Standard rules of language and structure (jargon, grammar, spelling, punctuation) are
applied
• Complex structures are re-framed using visual, numerical and symbolic representations
(maps, drawings pictures, charts, etc.)
• The information is checked for consistency of meaning with the original before submission
35
SN/Z-02.11-3
02.11 Ability: Convey information and ideas to people Level: 3
• Individual and cultural differences are recognized and taken into account
• Information and ideas are presented in a concise, organized way, with clearly stated
objectives and conclusions
• Information and ideas are presented in a way which meets the needs of others and is
expressed in terms suited to them
• Messages are easily understood through use of plain, clear language suited to the receiver
• Complex concepts or arguments are presented effectively through organization of material
(e.g. visuals) and choice of language suited to the receiver
• People are given the opportunity to seek clarification through questions and answers
• Receivers are encouraged to provide feedback.
SN/Z-03.01-1
CORE ABILITIES Group: Work and Interact with People
03.01 Ability: Apply cultural requirements to the workplace Level: 1
• The beliefs and customs of various ethnic groups are recognized
• An understanding and respect for the sensitivities in various cultural groups is maintained
• Effect of cultural differences within teams is considered
• Cultural, ethnic and gender sensitivity is demonstrated
• Behaviour that reduce tension, social isolation and prejudice are exhibited
36
SN/Z-03.02-1
03.02 Ability: Demonstrate integrity and apply ethical Level: 1

practices
• An understanding of the concept of honesty and integrity is demonstrated
• Commitments to and personal undertakings with clients and colleagues are consistently
honoured
• Official information is used in a way which maintains confidentiality
• Privacy principles are adopted and complied with
• Established standards and codes of practice are adhered to
SN/Z-03.03-1
03.03 Ability: Accept responsibility for own work and work Level: 1
area
• The work area is kept clean and safe according to set standards and policies
• Tasks are completed to the standard expected in the workplace
• Work is self monitored according to requirements for job quality, timelines, resources use
and protection of environment
• Appropriate work site locations, facilities and equipment are used to complete assigned
tasks
37
SN/Z-03.04-1
03.04 Ability: Seek and act constructively upon feedback Level: 1

about work performance
• Work performance is discussed on a regular basis with supervisor/team members
• Constructive criticism is accepted
• Strategies for improvement, agreed at feedback meetings with supervisors and others, are
implemented within a determined time frame
• Suggestions for areas of self development are sought from supervisors, staff members and
clients
SN/Z-03.05-1
03.05 Ability: Demonstrate safety skills Level: 1
• Work is performed in accord with Occupational Health and Safety policies and rules
• Hazardous chemicals and goods are used, moved, stored and disposed of, in accord with
OH & S policies/rules
• Apparent hazards are reported to supervisor and/or safety officer in a timely and
appropriate way
• Emergency and evacuation procedures are known and workplace can be evacuated with
due regard to safety of people and environment
38
SN/Z-03.06-1
03.06 Ability: Respond appropriately to people and situations Level: 1
• Individual and cultural differences are recognized and taken into account
• Responses are adjusted to meet the needs of others
• Issues and ideas are raised and addressed assertively when interacting with others both
individually and in a group
• Inquiries are referred to other sources when it is appropriate
SN/Z-03.07-1
CORE ABILITIES Group: Work and interact with people
03.07 Ability: Resolve interpersonal conflicts Level: 1
• The nature of the conflict and parties involved are identified
• An attempt is made to maintain communication
• Problems are clarified
• Possible solution are examined, discussed or proposed
• Reasonable compromises are offered/reached
• A win-win situation is sought to resolve disputes
• The impact of assertive, aggressive and passive behaviour is identified in the prevention
and de-fusing of conflicts
• A mediator is involved to interact in deadlock situations when necessary
39
SN/Z-03.08-2
03.08 Ability: Develop and maintain a cooperation within Level: 2

work group
• An understanding of the contributions of others to the work group is demonstrated
• Assistance is offered to others in the work group when appropriate
• Assistance is accepted when offered by other team members
• An understanding of individual and cultural differences when working with others in the
work group is displayed
• Constructive suggestions are made in meetings of the work group
• Issues are raised and pursued assertively within the work group
• The requirements and views of others in the work group are considered when solving
problems
• An understanding of how work group decisions are made is demonstrated
• Others are informed of developments affecting their work functions
SN/Z-03.09-3
03.09 Ability: Manage and improve performance of Level: 3

individuals
• Regular, constructive feedback on each staff member’s performance is given through both
formal both formal and informal processes, based on mutually agreed performance
expectations
• Performance problems are addressed in a fair, constructive and timely manner in
accordance with relevant guidelines and procedures
• Strategies for the improvement of performance are discussed and implemented (e.g.
training activities)
40
SN/Z-03.10-3
03.10 Ability: Provide consultations and counselling Level: 3
• Personal and cultural differences are taken into account when dealing with staff
• Day-to-day supervision and guidance of staff is undertaken in accordance with principles of
equity and non-discrimination using counselling practices
• Counselling skills are used in formal and informal counselling sessions in accordance with
organizational policies
• Standard of professional and ethical behaviour for employees are set by the example of
their superiors
• Work contributions or suggestions from staff are continually sought and encouraged
SN/Z-03.11-3
03.11 Ability: Monitor and evaluate performance of human Level: 3

resources
• Performance standards and expectations are established and explained to staff
• Regular, constructive feedback on each staff member’s performance is given through both
formal and informal processes, based on mutually agreed performance expectations
• Constructive feedback on group/team performance is given through both formal and
informal processes
• Performance problems are addressed in a fair, constructive and timely manner in
accordance with relevant guidelines and procedures
• Records of performance evaluation/performance appraisal are updated according to
established procedures
• Proposal to upgrade performance are discussed with candidates or team
41
SN/Z-03.12-3
03.12 Ability: Provide coaching/on-the-job training Level: 3
• Training needs of the staff in the area are identified, assessed and recorded
• On-the-job training is provided to the requirement standard
• The application of information concerning the job and it’s relevance to task is explained and
conveyed to relevant parties
• Learning opportunities are provided to allow staff to develop relevant skills
• Staff are encouraged to attend training courses and to take up other development
opportunities
• Work group goals are met by the provision of technical supervision or guidance
• Training is used as a means of resolving problems in the work area
SN/Z-03.13-3
03.13 Ability: Develop and maintain team harmony and Level: 3

resolve conflicts
• Team goals are established according to company policies and procedures
• Hierarchy and operating procedures are established and understood by team members
• Cooperation in the workplace is actively fostered through appropriate work allocation
• The appreciation of all achievement is demonstrated
• Team members are encouraged to share information, ideas and opinions
• Conflict is identified (e.g. assertive, aggressive or passive behaviour) and resolved with
minimum disruption to work group function
• Cultural differences are taken into account when dealing with conflicts in a cross-cultural
setting
• Active participation of team members in team building and problem solving activities is
fostered
42
SN/Z-03.14-3
03.14 Ability: Facilitate and coordinate teams and ideas Level: 3
• Goals and politics are established and explained to team
• Positions and areas of responsibility are established and logically justified
• Credibility and leadership is established through competence and integrity
• Work contributions or suggestions from staff are sought and encouraged
• Suggestions are accepted, or rejected in a constructive manner
• Work flow and practices are established, utilizing the skills of the team members
• Staff are provided with support guidance and supervision necessary to perform work safely
and successfully
• Conflict between staff members is addressed in accordance to personnel practices
SN/Z-03.15-3
03.15 Ability: Liase to achieve identified outcomes Level: 3
• Contact (peers, bosses, subordinates, clients, period contractors, and/or suppliers) are
identified for formal and informal liaison in relation to the work
• Informal communication channels within and outside the organization are developed and
maintained
• Spoken and written message are easily understood through use of plain, clear language
suited to the receiver
• Complex concepts or arguments are presented affectively through the organization of
material and choice of language which is suited to the receiver
• Issues are negotiated with key parties in a way which works towards an established
outcome
• Outcomes are recorded
43
SN/Z-03.16-3
03.16 Ability: Identify and assess client/customer needs Level: 3
• Client needs and expectations are defined and checked with the client to ensure they are
accurate
• Client needs are assessed against product or service provider’s capacity to meet them
• Feedback from client is sought in regard to his level of satisfaction with services/products
provided
• Problems are resolved without disruption to work and/or brought to the client’s attention
where necessary
• Clients are advised of actions to be taken to facilitate the completion of work
SN/Z-03.17-3
03.17 Ability: Identify staff training needs and facilitate Level: 3

access to training
• Job profiles are established and discussed with staff
• Competency development requirements are assessed in accordance with established staff
development plans
• Training needs of staff are identified and discussed with relevant staff members
• Training strategies are developed and discussed with parties concerned
• Training needs are referred to training providers (on-the-job and off-the-job training)
• On-the-job training provided to the required standard
• Staff are encouraged to attend training courses and to take advantage of other
development opportunities
• Training is recommended/coordinated in accordance with identified needs, organizational
policy and work flow requirements
• Application of new skills and knowledge in the workplace is encouraged and supported
• The effectiveness of training measures is monitored and recorded
44
SN/Z-04.01-2
CORE ABILITIES Group: Plan and organize Work Activities
04.01 Ability: Organize own work activities Level: 2
• The nature of work is assessed
• The desired outcome and constraints are determined
• The appropriate technology or method is identified
• Priorities are set before the work commences in consultation with others
• Effective time management techniques are used to meet priorities on time
• Work deadlines are established and work is completed within a specified time
• Priorities/deadlines are reviewed regularly and work altered according to review
• Responsibility for judgments and decisions is exercised in accordance with the established
level of accountability (*advanced levels only)
• Professional and technical standards of excellence are adhered to
SN/Z-04.02-2
04.02 Ability: Set and revise own objectives and goals Level: 2
• Reasonable/realistic work results or client needs are identified
• Objectives/action plans are stated as measurable targets with clear time frames
• The efficient usage of resources (e.g. money, space, technology, time) is established
• The work performance and usage of resources is determined
• Areas for improvement are identified
• Personal training needs to achieve goals are discussed with supervisors
• Action is taken to revise goals and objectives
45
SN/Z-04.03-2
04.03 Ability: Organize and maintain own workplace Level: 2
• Workplace and equipment are adjusted to suit the ergonomic requirements of the work
environment
• Equipment is used safely in accordance with Occupational Health and Safety standards
and operating guidelines
• Faulty/defective equipment and/or tools are identified and reported to issuing officer/
supervisor
• Good house-keeping standards are established
• Maintenance is carried out in accordance with standard workplace operating procedures
and/or in accordance with manufacturers specifications
SN/Z-04.04-2
04.04 Ability: Apply problem solving strategies Level: 2
• Problems as such are identified (i.e. identifying a discrepancy between what is and what
should be)
• Possible reasons for the problem are identified
• Inductive or deductive reasoning is applied to identify the cause of and possible solutions to
problems
• Alternatives and their consequences in relation to the problem are identified
• Possible solutions to the problem are explored using a variety of resources
• Advantages and disadvantages of each solution are determined
• Appropriate action is determined and discussed
• Appropriate action is implemented and its results are evaluated and shared with relevant
parties
46
SN/Z-04.05-2
04.05 Ability: Demonstrate initiative and flexibility Level: 2
• The task is identified
• Problems or challenges requiring changes in procedures or processes are identified
• Alternative work methods are identified and suggested
• Willingness to take on new tasks is demonstrated
• Work practices are modified to adapt to change
• Possible options are taken into account when following instructions
• Suggestions for improving work practices are communicated to others
• Problems in carrying out instructions or completing work are identified and communicated
to others
SN/Z-04.06-3
04.06 Ability: Allocate work Level: 3
• Individual work assignments are identified
• Work is allocated so that it can be completed within a specified time and budget
• The requirements to achieve specified quality standards are determined (e.g. ISO 9000)
• Instructions are communicated taking into account the individual differences and skills of
staff
• Feedback and advices is provided to staff about tasks, work methods and performance
standards (time and quality)
47
SN/Z-04.07-3
04.07 Ability: Negotiate acceptance and support for Level: 3

objectives and strategies
• Objectives and strategies are drafted
• Parties concerned are identified
• Tasks, roles, and responsibility of the parties involved are drafted
• Parties are informed and invited/involved in the planning and implementation processes
• Plans are presented in a format appropriate to the audience and in a way which gains their
support (create win-win situations)
• Reasonable compromises are negotiated
• The results/decisions are incorporated into the planning/implementation process
SN/Z-04.08-4
04.08 Ability: Develop and negotiate staffing plans Level: 4
• The nature and complexity of the work is identified
• Particular competency requirements for staff members are identified
• Employees’ skills knowledge and experience are all considered when matching staff
members to tasks
• Staff training and development are considered
• The availability of staff is discussed with the parties involved (e.g. staff, supervisors, HR
department, etc.)
• Job profiles for additional staff are identified and discussed with respective parties
• Occupational Health and Safety matters and hazards that may arise on the job are taken
into account
• Staffing plans are generated and forwarded to parties involved
48
SN/Z-04.09-4
04.09 Ability: Prepare project / work plans Level: 4
• Plans are developed which are consistent with and linked to the company’s objectives
• A timeline for work to progress is established which identifies the methods to be employed
and milestones against which progress can later be checked
• Relevant personnel, including other supervisors and staff, are consulted as part of the
planning process
• Plans are developed in accordance with accepted organization practice and procedures
(e.g. use technology, computers and software, database systems)
• Materials, services and equipment are identified
• Plans reflect an optimum use of available resources over a designated time frame
• Plans and evaluations are communicated to others within the organization as necessary
• Plans are prepared in accordance with relevant legislation, standards and guidelines
• Occupational Health and Safety matters and any special hazards (e.g. environmental
impact, etc.) are identified
SN/Z-04.10-4
04.10 Ability: Utilize science and technology to achieve goals Level: 4
• Scientific principles in problem-solving and decision-making are identified and applied
• Appropriate application of mathematics to the collection, analysis and use of information is
demonstrated
• Technology and equipment used to analyse, simulate, and solve problems are utilized (e.g.
computers, experts systems, database systems etc.)
• Appropriate application of technology to provide services etc. is demonstrated
49
SN/Z-05.01-3
CORE ABILITIES Group: Manage Resources
05.01 Ability: Implement project/work plans Level: 3
• Details of work plans are communicated to others within organization when required
• Resources are acquired, allocated and used to meet agreed project objectives, according to
plan
• Work methods are designed and organized to meet job, client and staff requirements
• Materials and equipment are provided promptly to employees
• Risk factors are identified and contingency plans for allocation of resources are developed
and maintained
• Safety equipment etc. required for work is acquired and provided to employees
• Work plans are monitored according to regulations
• Work conforms to prior estimates and any variations have been costed
• Monitoring result and evaluations are communicated to others within the organization as
required
50
SN/Z-05.02-3
05.02 Ability: Inspect and monitor work done and/or in Level: 3

progress
• Work specifications are established
• Work is inspected in accordance with established standards in compliance with quality,
safety, and time/budget requirements
• Work-in-progress and/or completed is checked and recorded accurately for consistency
with original job requirements and any subsequent variations
• Work is certified in accordance with established standards
• Problems and variations to work are identified and promptly communicated to employees
and others in the organization
• Effective solutions are selected and developed to overcome problems, so that remedial
action is taken when necessary
• Verbal and/or written reports on the progress of the work are provided to clients and others
when required
51
SN/Z-05.03-4
05.03 Ability: Allocate and record usage of financial and Level: 4

physical resources
• Resources and budget are identified and verified
• Resources are acquired and deployed promptly in accordance with relevant guidelines
• Work plans reflect an optimum use of available resources over a designated time frame
• Records of resources allocation and usage are current and are completed according to
relevant guidelines and procedures
• Systems which enable timely collection, management and processing of information are
utilized and maintained
• Potential for overspending is identified and remedial action taken when required
• Expenditure is made within approved budget
• Established prices are reflected on invoices/bills
• Costs associated with work are reported in accordance with organization practices and
procedures
• Established prices paid for services/product are at or below the generally accepted market
price
• Established prices are in line with period contracts or individually negotiated prices
52
SN/Z-05.04-4
05.04 Ability: Delegate responsibilities and/or authority Level: 4
• Hierarchy and authority is established
• Areas of responsibility and authority for the respective parties are identified
• Existence of individual and cultural differences are recognized and taken into account
• Tasks to be delegated are defined and are within the competence of staff
• Training requirements are identified and access to training is provided in a timely manner
• Delegation of responsibilities is supported by appropriate authority
• Parties concerned with the delegation of responsibilities/ authority are informed
• A monitoring/report system is established
SN/Z-05.05-4
05.05 Ability: Coordinate contract and tender activities Level: 4
• Contracts or tender are called for and approved in accordance with established guidelines
and standards
• Tender specifications and documents are prepared in accordance with established
guidelines
• Bids are received in accordance with contract and tender guidelines
• Bids are processed within specified time and budget constraints
• Applications are evaluated against agreed specifications
• Accepted tender is monitored and assessed against document specifications and permitted
variations are incorporated
• Contract or tender is completed within accepted tender cost and time constraints to the
organization’s or client’s satisfaction
53
SN/Z-06.01-1
CORE ABILITIES Group: Work within and with Systems
06.01 Ability: Understand systems Level: 1
• Social, organizational and technological systems in the workplace are established
• The relationships between system structures and goals is recognized
• Demands from the systems/organization are recognized and responded to
• The need to operate effectively within social, organizational and technological systems is
accepted and demonstrated
• The acceptance of formal and informal codes of social / organizational systems is
demonstrated
SN/Z-06.02-1
06.02 Ability: Comply with and follow chain of command Level: 1
• An understanding of hierarchy and authority is demonstrated
• The roles and the contributions of others to the work process is identified
• An understanding of the own role and responsibilities is demonstrated
• Guidance is sought when it is required
• The acceptance of authority is demonstrated
• Information on where to find things/people to get job done is shared with the work team
54
SN/Z-06.03-1
06.03 Ability: Identify and highlight problems Level: 1
• An understanding of established procedures and quality standards is demonstrated
• A monitoring system is established
• Procedures and system performance are monitored
• Discrepancies between reality and expectations are recognized
• Attempts are made to identify the root of the problem and to correct problems within
established guidelines
• Appropriate personnel is informed about situations and problems
SN/Z-06.04-1
06.04 Ability: Adapt competencies to new situations/ Level: 1

systems
• Current skills and knowledge or set of competencies are assessed
• Situations are recognized which require adaptation of skills or competencies
• Competencies required for new situation or systems are identified and plans are made to
acquire them
• Goals are established for broadening the scope of competencies for personal and
employment purpose
• Assistance is sought to transfer competencies to new situations if necessary
55
SN/Z-06.05-2
06.05 Ability: Analyse technical systems Level: 2
• The system is identified and investigated
• The function of different parts of machines or systems is identified
• Interdependencies and interactions with other machines, technologies or systems are
investigated
• A variety of techniques and sources are employed to collect and organize information (e.g.
computers, observations, manuals, charts, SOP, experts, etc.)
• Cause and effect of technical systems is analysed
• Conclusions are discussed and recorded in an appropriate format (e.g. chart, drawings,
reports)
• Verbal and/or written reports are provided to clients and others as needed
56
SN/Z-06.06-2
06.06 Ability: Monitor and correct performance of systems Level: 2
• The technical system is identified and performance criteria are established
• Performance criteria is interpreted and verified
• Performance information is collected using appropriate methods and technology (e.g.
observation, instrumentation, computers, etc)
• Information is converted into an appropriate format for comparison (e.g. charts, graphs,
tables, etc)
• Numerical and/or logical concepts are applied to interpret data and information
(mathematics, statistics, etc)
• Trends in the performance of systems are established
• Conclusions are discussed and recorded
• Effective solutions are selected or developed to overcome problems, and remedial action is
taken where necessary
• Verbal and/or written reports are provided to clients and others as needed
57
SN/Z-06.07-3
CORE ABILITIES Group: Work within and with systems
06.07 Ability: Develop and maintain networks Level: 3
• The need and purpose for networks (personal contacts) is identified
• Mutual interests or needs are identified
• Contacts (peers, bosses, subordinates, clients, period contractors, and/or suppliers) are
identified for formal and informal liaison in relation to work
• Informal communication channels within and outside the organization are developed and
maintained
• Opportunities to meet and exchange information and ideas are created or utilized (formal
and informal settings, events, Internet, etc)
58
SN/Z-06.08-4
CORE ABILITIES Group: Work within and with systems
06.08 Ability: Identify and analyse effect of technology on Level: 4

the environment
• The technology to be applied is identified and investigated
• Environmental protection laws and regulations are identified
• Restrictions for the use of specific technologies or processes are determined
• The effects of technology on the natural and social environment are considered
• A variety of techniques and sources are employed to collect and organize information on
the effects (e.g. computers, observations, manuals, charts, SOP, experts, simulations, etc)
• Cause and effect of technology on natural environment is analysed
• Cause and effect of technology on social environment is analysed
• Any negative impact of technology or system on the environment is identified
• Alternative technologies are investigated to minimize the environmental impact
• Conclusions are discussed and recorded in an appropriate format (e.g. chart, drawings,
reports)
• Verbal and/or written reports are provided to respective parties as needed or required by
law.
59
Appendix
Application of Academic and Related Skills

Performance Indicators
CORE ABILITIES require a foundation of knowledge, skills and understanding.
Since CORE ABILITIES are connected to all SKM levels, some performance indicators for the
application of academic and related skills are provided for field testing.
• Applied Mathematics
• Locating Information
• Reading for Information
• Applied Technology
• Listening/Speaking
• Writing
• Teamwork
• Problem Solving
Sources:
The “Levels of Work Keys” described in this document are based on American College
Testing (ATC) Work Keys Score Interpretation Guide, modified and adapted to the
Malaysian Skill Certification System SKM Levels 1 – 5.
The definition for “Problem Solving” are adapted from Hay Group, Hay Guide chart for
evaluating Problem Solving.
60
Applied Mathematics
Applied Mathematics measures skill in applying mathematical reasoning to work-related
problems. There are five levels of complexity, 3 through 7, with Level 3 being the least
complex and Level 7 the most complex.
The levels build on each other, each incorporating the skills of the preceding levels.
Work Key Level 3 applicable to SKM Level 1

• Perform basic mathematical operations (addition, subtraction, multiplication and
division) and conversions from one form to another, using whole numbers, fractions,
decimals or percentages.
• Translate simple verbal problems into mathematical equations.
• Directly apply logical information provided to solve problems, including those with
measurements and Ringgit and Sen.

• Perform one or two mathematical operations (such as addition, subtraction or
multiplication) on several positive or negative numbers.
• Add commonly know fractions, decimals or percentages (e.g. ½, 0.75, 25%) or add
three fractions that share a common denominator.
• Calculate averages, simple ratios, proportion and rates, using whole numbers and
decimals.
• Reorder verbal information before performing calculations.
• Read simple charts or graphs to obtain information needed to solve a problem.

• Look up and calculate single-step conversions within English or non-English
measurement systems (e.g. converting ounces to pounds or centimetres to metres) or
between measurement systems (e.g. converting inches to centimetres).
• Make calculations using mixed units (e.g. hours and minutes).
• Determine what information, calculations and unit conversions are needed to find a
solution.
Work Key Level 6 applicable to SKM Level 3 to 4

• Calculate using negative numbers, fractions, ratios, percentages, mixed numbers and
formulas.
• Identify and correct errors in calculations.
• Translate complex verbal problem into mathematical expressions, using considerable
set-up and multiple-step calculations or conversions.
61
• Solve problems requiring multiple steps of logic and calculation.
• Solve problems involving more than one unknown, non-linear functions (e.g. rate of
change) and applications of basic statistical concepts (e.g. error of measurement).
• Locate errors in multiple-step calculations.
• Solve problem with unusual content or format or with incomplete or implicit information.
Locating Information
Locating Information measures skill in using information taken from workplace graphics
such as diagrams, blueprints, floor plans, tables, forms, graphs, charts and instrument
gauges.
There are four levels of complexity, 3 through 6, with Level 3 being the least complex and
Level 6 the most complex. The levels build on each other, each incorporating the skills of
the preceding levels.

• Find one or two pieces of information in elementary workplace graphics, such as
simple order forms, bar graphs, tables, flowcharts and floor plans.
• Fill in one or two pieces of information that are missing from elementary workplace
graphics.

• Find several pieces of information in straightforward workplace graphics, such as basic
order forms, line graphs, tables, instrument gauges, maps, flowcharts and diagrams.
• Summarize and/or compare information and trends in a single straightforward graphic.
• Summarize and/or compare information and trends among more than one
straightforward workplace graphic, such as a bar chart and a data table showing
related information.

• Summarize and/or compare information and trends in single complicated workplace
graphics, such as detailed forms, tables, graphs, maps, instrument gauges and
diagrams.
• Summarize and/or compare information and trends among more than one complicated
workplace graphics, such as a bar chart and a data table showing related information.

• Make decisions, draw conclusions, and/or apply information to new situations using
several related and complex workplace graphics that contain a great amount of
information or have challenging presentations (e.g. very detailed graphs, charts, tables,
forms, maps, blueprints, diagrams).
62
Reading for Information
Reading for Information measures skill in reading and understanding work-related reading
materials. There are five levels of complexity, 3 through 7, with Level 3 being the least
complex and Level 7 the most complex.
Although Level 3 is the least complex, it still represents a level of reading skill well above
“no skill at all”. The levels build on each other, each incorporating the skills of the
preceding levels.

• Identify uncomplicated key concepts and simple details.
• Recognize the proper placement of a step in a sequence of events, or the proper time
to perform a task.
• Identify the meaning of words that are defined within a passage.
• Identify the meaning of simple words that are not defined within a passage.
• Recognize the application of instructions from a passage to situations that are
described in the passage.

• Identify details that are more subtle than those in Level 3.
• Recognize the application of more complex instructions, some of which involve several
steps, to describe situations.
• Recognize cause-effect relationships.

• Identify the paraphrased definition of jargon or technical terms that are defined in a
passage and recognize the application of jargon or technical terms to stated situations.
• Recognize the definition of acronyms that are defined in a passage. Identify the
appropriate definition of words with multiple meanings. Recognize the application of
instructions from a passage to new situations that are similar to the situations
described in reading materials.
• Recognize the applications of more complex instructions to described situations
including conditional and procedures with multiple steps.

• Recognize the application of jargon or technical terms to new situations.
• Recognize the application of complex instructions to new situations. Recognize the less
common meaning of a word with multiple meanings from context.
• Generalize from a passage to situations not described in the passage. Identify implied
details.
• Explain the rationale behind a procedure, policy or communication.
• Generalize from a passage to a somewhat similar situation.
63
• Recognize the definitions of difficult, uncommon jargon or technical terms from context.
• Generalize from a passage to situations neither described in nor completely similar to
those in a passage.
Applied Technology
Applied Technology measure skills in solving problems of a technological nature, involving
the basic principles of mechanics, electricity, fluid dynamics and thermodynamics as they
apply to machines and equipment found in the workplace. There are four levels of
complexity, 3 through 6, with Level 3 being the least complex and Level 6 the most
complex.
Although Level 3 is the least complex, it still represents a level of applied technology skill
well above “no skill at all”. The levels build on each other, each incorporating the skills of
the preceding levels.

• Apply the elementary physical principles underlying the operation of uncomplicated
systems or tools.
• Recognize and identify relevant aspects of simple problems that involve one
uncomplicated system or tool.
• Select appropriate methods or materials needed to solve problems.

• Recognize, identify and order relevant aspects of one moderately complex system or
more than one uncomplicated system.
• Evaluate alternative solutions to determine the most appropriate one for the situation
presented.

• Solve problems based on one complex system, or one or more uncomplicated tools or
systems.
• Understand and apply moderately difficult principles of mechanics, electricity,
thermodynamics and fluid dynamics, in addition to understanding complex machines
and systems.
• Recognize, identify and order relevant aspects of a problem before reaching an
appropriate solution.

• Solve problems that do not contain all the information needed to solve them, and/or in
which the information provided may be out of logical order.
• Solve problems that contain extraneous information.
64
• Solve problems involving one or more tools or systems having a wide range of
complexity.
• Apply difficult physical principles.
• Understand and correctly interpret the interaction of several complex systems.
Listening/Speaking/Oral Communications
Listening measures skills in listening to and understanding work-related messages;
receiving information from customers, co-workers, or suppliers; and then writing down the
information to communicate it to someone else. Learners demonstrate their ability to
distinguish and communicate critical information and non-critical information. Critical
information consists of those details that the recipient of the message must have in order
to understand the message or act upon it (e.g. names, phone numbers, addresses, times).
Non-critical information can improve a message by providing details that further explain
the message or its tone, but the absence of this non-critical information does not interfere
with the recipient’s ability to understand and accurately act upon the message. Each
Listening level describes the content and quality of messages learners write to describe
an audio message.
Listening skills apply to Speaking skills as well (Oral Communications)
Level 0
• No meaningful information or totally inaccurate information.
Level 1
• Minimal pertinent information; enough context to provide clues as to gist of situation or
source of further information.
Work Key Level 0 – 1 is considered not sufficient for a work environment

• Some pertinent information; may have incorrect critical information, but sketch of the
situation is correct.

• All the critical information that is present is correct; may be missing a few pieces of
critical information.

• All critical information is given and is correct; may be missing subtle details or tone;
may have incorrect non-critical information that does not interfere with central meaning.
65
• All critical information is present and correct; response conveys insight into situation
through tone and/or subtle details.
Writing
Writing measures skill at writing work-related messages; receiving information from
customers, co-workers, or suppliers; and then writing down the information to
communicate it to someone else. Each Writing level rates the writing mechanics (such as
sentence structure and grammar) and writing style of messages learners write to
describe an audio message.
Level 0
• An attempt is made at the message, but the message is completely garbled with no
recognizable sentence structure.
Level 1
• Message conveyed inadequately; overall lack of proper sentence structure.
Work Key Level 0 – 1 is considered not sufficient for a work environment

• Message conveyed inadequately; weak sentence structure; large number of
mechanical errors.

• Message conveyed clearly; most sentences structure; some mechanical errors.
Work Key Level 4 applicable to SKM Level 3 and 4

• Message conveyed clearly; all sentences are complete; may have a few minor
mechanical errors; may have a choppy style.

• Message conveyed clearly; good sentence structure; no mechanical errors; highly
appropriate for business setting and situation; smooth, logical style.
66
Teamwork
Teamwork measures skill in choosing behaviour and/or actions that simultaneously
support team inter-relationships and lead towards the accomplishment of work tasks.
There are four levels of complexity, 3 through 6, with Level 3 being the least complex and
Level 6 the most complex.
Although Level 3 is the least complex, it still represents a level of teamwork skill well above
“no skill at all”. The levels build on each other, each incorporating the skills of the
preceding levels.

• Identify team goals and ways to work with other team members to accomplish those
goals.
• Choose actions that support the ideas of other team members to accomplish team
goals.
• Recognize that a team is having problem finishing a task and identify the cause of
those problems.

• Identify the organization of tasks and the time schedule that would help accomplish
team goals efficiently and effectively.
• Select approaches that accept direction from other team members in order to
accomplish tasks and to build and keep up good team relations.
• Identify behaviours that show appreciation for the personal and professional qualities of
other team members and respect for their diversity.
Work Key Level 5 applicable to SKM Level 3 and above

• Identify courses of action that give direction to other team members effectively.
• Choose approaches that encourage and support the efforts of other team members to
further team relationships and/or task accomplishment.
• Consider the possible effects of alternative behaviours on both team relationships and
team accomplishments and select the one that would best help the team meet its
goals.
Work Key Level 6 applicable to SKM Levels 4 and 5

• Identify the focus of team activity and select a new focus if that would help the team
meet its goals more effectively.
• Select approaches that show the willingness to give and take direction as needed to
further team goals (e.g. recognize the organization of team members’ tasks that would
best serve the larger goals of the team).
• Choose approaches that encourage a team to act as a unit and reach agreement when
discussing specific issues.
• Identify actions that would help manage differences of opinion among team members,
moving the team towards its goals while valuing and support individual diversity.
67
Problem Solving
Problem Solving is the ‘self starting’ thinking required by the job, which is used for
analysing, evaluating, creating, reasoning, arriving at and drawing conclusions. To the
extend that thinking is circumscribed by the standards or covered by procedures, or
referred to others.
Problem Solving has two dimensions:
A. The environment in which thinking takes place
B. The challenge presented by the thinking to be done
A. The environment in which thinking takes place

(a) Strict routine: (SKM L 1)
Thinking with detailed rules, instructions and/or rigid supervision
(b) Routine: (SKM L 1)
Thinking within standard instructions and/or close supervision
(c) Semi-routine: (SKM L 1)
Thinking within well defined procedures and precedents, somewhat diversified
and/or supervised.
(d) Standardized: (SKM L 2)
Thinking within substantially diversified, established (company) procedures and
standards, and general supervision.
(e) Clearly defined: (SKM L 2)
Thinking within clearly defined (company) policies, principles and specific
objectives, under readily available direction.
(f) Broadly defined: (SKM L 3)
Thinking within broad policies and objectives, under general direction.
(g) Generally defined: (SKM L 4)
Thinking with general policies, principles and goals under guidance.
(h) Abstractly defined: (SKM L 5)
Thinking within business philosophy and/or principles controlling human affairs.
B. The challenge presented by the thinking to be done

1) Repetitive: (SKM L 1)
Identical situations requiring solutions by simple choice of things learned.
2) Patterned: (SKM L 2)
Similar situations requiring solutions by discriminating choice of things learned.
3) Variable: (SKM L 3)
Differing situations requiring the identification and selection of solutions
through acquired knowledge.
68
4) Adaptive: (SKM L 4)
Situations requiring analytical interpretative, and/or constructive thinking and a
significant degree of evaluative judgment.
5) Uncharted: (SKM L 5)
Pathfinding situations requiring creative thinking and the development of new
concepts and approaches contributing significantly to the advancement of
knowledge and thought.
69
REKOD PENILAIAN KUMULITIF (RPK) - TEORI Helaian 1 drp. 1
SIJIL KEMAHIRAN MALAYSIA (SKM): NCS – CORE ABILITIES (TAHAP 1)
NAMA CALON: PUSAT BERTAULIAH:

PERINGATAN: 1. RPK ini hendaklah diisi dan disimpan dalam Rekod Bukti Pencapaian (Portfolio) Calon.
2. Pegawai Penilai (PP)/Tenaga Pengajar (TP) dan Pegawai Pengesahan Dalaman (PPD) perlu menandatangani hanya setelah calon lulus
penilaian teori Core Abilities.
3. Bukti-bukti pencapaian penilaian teori Core Abilities mesti disimpan dalam Portfolio Calon. PPD mesti menyemak bukti-bukti tersebut bagi
tujuan pengesahan dalaman.
Dilantik Sebagai : Pegawai Pengesah Dalaman Pegawai Penilai/Tenaga Pegawai Penilai/Tenaga Pegawai Penilai/Tenaga
Pengajar Pengajar Pengajar
Nama:
Contoh T/Tangan:
Z-009-1(M01) Work Place Safety Z-009-1(M02) Organizational Structure Z-009-1(M03) Work Within System
03.05 Markah Penilaian Teori: 06.02 Markah Penilaian Teori: 06.01 Markah Penilaian Teori:
06.04
Tarikh Penilaian Tarikh Penilaian Tarikh Penilaian
T/tangan PP/TP T/tangan PP/TP T/tangan PP/TP
T/tangan PPD T/tangan PPD T/tangan PPD

REKOD PENILAIAN KUMULITIF (RPK) - TEORI Helaian 2 drp. 2
SIJIL KEMAHIRAN MALAYSIA (SKM): NCS – CORE ABILITIES (TAHAP 1)
NAMA CALON: PUSAT BERTAULIAH:
Work Place Culture & Basic Information Communication Function

Z-009-1(M04) Z-009-1(M05) Z-009-1(M06)
Ethics Handling
03.01 Markah Penilaian Teori: 01.01 Markah Penilaian Teori: 02.01 Markah Penilaian Teori:
03.02 01.02 02.02
03.03 02.03
03.04 02.04
02.05
Tarikh Penilaian Tarikh Penilaian Tarikh Penilaian
T/tangan PP/TP T/tangan PP/TP T/tangan PP/TP
T/tangan PPD T/tangan PPD T/tangan PPD
Z-009-1(M07) Handling Problem Z-009-1(M08) Information Technology

06.03 Markah Penilaian Teori: 01.03 Markah Penilaian Teori:
03.06
03.07
Tarikh Penilaian Tarikh Penilaian
T/tangan PP/TP T/tangan PP/TP
T/tangan PPD T/tangan PPD

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CORE ABILITIES

All SKM Levels

Majlis Latihan Vokasional Kebangsaan

Released for field testing: August 1999

Research & Editor

The Malaysian Government

Majlis Latihan Vokasional Kebangsaan

 National Vocational Training Council 1999

In Malaysia, the word

The CORE ABILITIES in this document are to be seen as a Supplement to NOSS

Competency includes the requirement to:

The Development of CORE ABILITIES

The Characteristics of CORE ABILITIES

• Of value to all people:

• Able to be developed in a wide range of settings:

• Required a foundation of knowledge, skills and understanding:

CORE ABILITIES in CBTE

To plan strategically for instruction, educators need to:

The separation of learning into “theory” and “practical”

In performance-based instructional design, course

The Application of CORE ABILITIES in the Development of Learning Packages

CORE ABILITIES are enabling

CORE ABILITIES are incorporated

CORE ABILITIES and the Development of NOSS

Field Testing of CORE ABILITIES

Other Aspects for the Applications of CORE ABILITIES

Ms Helen Wong Yuet Yu

Mr Benjamin Keng Kiat Beng

Mr Tan Kok Tien

Mr Henry Lim Ah Chye

Dr Tan Keng Song

Ms Yap Siew Eng

Mr Lee See Chee

En. Mohd Salleh Othman

Dr Joseph C.L. Fong

Ms Woo Kit Mooi

Ms Janice Lim Siok Eiah

Mr Benjamin Keng Kiat Beng

Mr Tan Kok Tien

Mr Henry Lim Ah Chye

En. Awaldin bin Mohd. Arif

Dr Tan Keng Song

Ms Yap Siew Eng

En. Halim Azhar bin Hj. Mohd. Yatim

Ms Audra Chin Kwai Lai

En. Hazizul bin Zamrud

Mr Anthony Koh Boon Leng

En. Mohd. Saffian bin Abdul Majid

Mr Tan Yew What

Mr Ricky Lim Chee Beng

Dr Joseph C.L. Fong

01 01.01 L1 01.02 L1 01.03 L1

Analyse information Utilize the Internet to Utilize word processor to

01.04 L2 01.05 L2 01.06 L2

Utilize database Utilize spreadsheet Utilize business graphic

01.07 L3 01.08 L3 01.09 L3

Apply a variety of Apply thinking skills and

Exchange/Communicate Interpret and follow Follow telephone/ Communicate clearly

02 02.01 L1 02.02 L1 02.03 L1