Eight Discipline-Problem Based Learning in Industrial Training Program to Develop Future Proof Skills Among Graduate Engineers

Murugan Subramaniam,Hanzalah Mohamed Nor,Muhammad Khair Noordin

doi:10.3991/ijoe.v17i12.25481

Murugan Subramaniam, Hanzalah Mohamed Nor + Show 1 more

Open Access

https://doi.org/10.3991/ijoe.v17i12.25481

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Abstract

The mismatch of skills is one of the main reasons for unemployment. The analysis revealed employers’ agreement of graduate engineers’ performance in non-technical skills which is deemed to not meet their expectations. Therefore, to align with the needs of employers; universities are working hard to close the gap and begin to focus to produce work-ready engineers whom are good asset for the industry and those who are able to work with minimal supervision independently. The various jobs and non-technical skills triggered a vast change to the labor market with a prime shift in the skills required to thrive in the new environment anticipated but also to business structures that was requested from Industrial Revolution 4.0 (IR4.0). The nine skills would be Leadership, Flexibility and Adaptability, and Language literacy, Critical thinking and solving problems, Holistic, Entrepreneurial and Balance, Resilience, Values and Ethics, Compassion and Mindfulness, Creativity and Innovation. These skills or talents that recognize employees as competent are called as future-proof non-technical skills. The purpose of this paper is to upgrade the nine future-proof non-technical skills that are set especially for the engineering students through industrial training, and also to demonstrate the capability of Eight-Discipline-Problem based learning (8D-PBL); and things need to be emphasized in industrial training assessment method to ensure the objective of the industrial training is achieved.

Highlights

Compared to previous years, the Covid-19 pandemic caused the work placement of graduates to get much worse
Existence of a gap in students’ industrial training diagnostic, formative, and summative assessments; learning outcomes after completion of training; and host company supervisor competency in implementing industrial training and training engineering students [3]; which shows almost the same outcome according to the research conducted by [4] after five years. This illustrates that changes made to correct the enhancement of non-technical skills through industrial training still do not resolve the real root cause and still have a discrepancy in what we have developed and what the employer wants
40.7 % of respondents agreed that 8-Discipline-Problem based learning (8D-Problem Based Learning (PBL)) could be learned when they join the workforce upon graduation

Summary

Introduction

The Covid-19 pandemic caused the work placement of graduates to get much worse Everyone knows that this is only a beginning, and if proper action is not taken, the situation will become worse. This unforeseen circumstance pressures everybody to up-skill themselves, and for those who want to survive during this pandemic, up-skill is no longer optional. To overcome this issue, Higher learning institutions and the Ministry of Human Resources are conducting several up-skill programs for engineering students and graduate engineers, respectively, including developing non-technical skills through the Human Resources Development Fund (HRDF). To develop technical abilities in the particular period for the internship, an extensive and extensive internship programme is needed

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