Abstract
This paper discusses the new task of industry personnel as coaches in the National Dual Training System (NDTS), a newly introduced training initiative for producing k-workers in Malaysia. The decision to introduce this initiative was made by the Malaysian Cabinet on the 19th May 2004 with the hope that it will resolve the issue of skilled workers being produced, but not meeting the needs of the industry. The initiative began in 2005 for four skill sets, i.e., manufacturing tools (tool and dies), automatic control process, automotive mechanics and plant operations. In this new system, the industry plays an important role to ensure 70 percent of the training is carried out at the workplace and the rest 30 percent of the training will be carried out at the training institution premises. After completion of the four semester program, apprentices are awarded the NDTS k-Worker Certificate. Since the industry personnel plays a greater role than before through the newly introduced system, the understanding of new tasks of industry personnel as coaches to the apprentices is explored. The analysis of literature shows that different levels of personnel, i.e., executive, supervisory and senior technician require different skill sets in carrying out the coaching tasks. Based on this requirement, therefore, the potential enhancement programs required to equip these personnel with necessary skills can be developed.
Highlights
In its vision to become a developed nation by the year 2020 Malaysian leadership has stressed that the nation “should not be developed in the economic sense
The implementation of National Dual Training System (NDTS) in Malaysia involves industry personnel who are appointed as coaches and this may be successful if they are exposed and trained to acquire the techniques of instruction and teaching/learning social skills (Gibbons-Wood and Lange, 2000; Rahim and Khadijah, 2010)
The changing work environment because of the implementation of NDTS leads to modifications in job content of industry personnel, skills requirements and the demand for new knowledge among those involved
Summary
In its vision to become a developed nation by the year 2020 Malaysian leadership has stressed that the nation “should not be developed in the economic sense. The implementation of NDTS in Malaysia involves industry personnel who are appointed as coaches and this may be successful if they are exposed and trained to acquire the techniques of instruction and teaching/learning social skills (Gibbons-Wood and Lange, 2000; Rahim and Khadijah, 2010) This new system requires three categories of personnel to carry out training program at the workplace, i.e., executives, supervisors and senior technicians or senior skilled workers. According to Gerds and Hoepfner (2003), the TVET trainers must be able to have such requirement as follows: (i) provide a narrow linkage between their own pre-service (initial) and in-service (further) teacher training, and to use modern ways of distance and e-learning; (ii) have command of the vocational (practical) skills and theoretical knowledge they have to train their students; (iii) establish and conduct strong relationships and networks between their schools and the local/regional business in order to offer vocational training on needed and employable qualifications; (iv) develop demand-driven contents and forms (courses, programs, modules) of TVET programs; and (v) recognize the large variety of student’s demands, interests and prerequisites of learning. The coach at the workplace is the key personnel to turn to in the implementation of dual training system so that the apprentices understand the concept of dual training system; prepare the training structure; orientates the apprentices on the introduction to dual training system and responsibilities of apprentices and coaches; guides, mentors and evaluates apprentice’s performance throughout their training; executes training based on training standard; checks, endorses and verifies the log book entries; and prepares the final evaluation of the apprentice
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