Search Results

Construction graduates are currently in high demand by contractors in all types of construction work. The diversity of employment opportunities for construction management graduates, increase the need in having a portfolio for skills to work efficiently and effectively with other professions in the industry. Consequently, there are numerous [technical and vocational education and training] TVET institutes that potentially produce local workforce as highly skilled workers in the construction industry. However, it is believed that, there is a persisting lack of generic competency among the construction graduates and an absence of strategic framework for Malaysian construction graduates. Therefore, this research investigates generic competencies required by construction graduates in the management scopes from the perspectives of the construction practitioners. Drawing on a construction graduates generic competencies and roles, and tasks framework, a structured questionnaire survey was used to elicit data from construction practitioners in the industry. The data was analyzed using Rasch Measurement Model with PCA, item and person reliability and item measure analysis. Result from this research indicates that industries require graduates to perform more on analytical and critical thinking in the project management phase. Moreover, in the construction management phase, it has been found that industries expect construction graduates to perform more on teamwork competency. Furthermore, this research identified that site management phase request more on problem-solving and teamwork competency from construction graduates. Therefore, it is believe that these research findings will be useful in assisting the universities and industries to improve the generic competency amongst construction students by providing valuable insight and expanding current knowledge-base of those elements and variables required by industries.

Published abstract. Show less

During On-Job Training (OJT), students are assessed by using the OJT (Organisation) assessment rubric. However, soft skill elements in the current assessment rubric are quite general in assessing students according to the job scope for Diploma in Construction Technology. The items in the current assessment rubric are not specific to assess soft skills of site supervisors which are important in the construction industry. Therefore, this study aims to identify the soft skill elements for OJT (Organisation) assessment rubric for Construction Technology students. The research design for this study is a survey that was carried out quantitatively through questionnaires involving contractors of G4 to G7 as the population of this study and administered to 180 contractors by using simple random sampling. After document analysis and expert validation process, five items were selected to be the constructs of soft skills and 21 items were chosen to be the elements for soft skills. From the Rasch Model analysis which referred to the Infit and Outfit values, one item was discarded which was Item C05 because it showed out-of-range values for both the Mean Square Infit and Outfit as well as the Z Standard value for Infit and Outfit. This finding was validated by experts. As a result, only 20 elements were accepted to be elements of the OJT (Organisation) assessment rubric. However, according to the item polarity analysis, all 21 elements were accepted to be elements in the OJT (Organisation) assessment rubric. The data analysis also indicated that both item and person reliability were good. The five constructs identified from this study were communication skill, critical thinking and problem-solving skill, teamwork, ethics and professional moral and leadership skill. In conclusion, this study was able to identify specific soft skills for site supervisors which could help to solve the problem of the general assessment elements in the current OJT rubric. Students may use these elements as a reference for job scope during OJT. Therefore, it is suggested to conduct a study for determining the descriptors for the soft skill elements.

Published abstract. Show less

For developing nations to meet the demand for skills in the twenty-first century, [technical and vocational education and training] TVET is essential. The TVET institution actively creates a skilled workforce to meet the needs of the nation's labour market to meet those demands. As a result, efforts are being made to improve the existing TVET institutions. This study looked into the difficulties faced by TVET institution managers when handling their relationships with collaboration. The quantitative approach used in this study was the survey design approach. The right respondents are chosen for this study using purposeful sampling techniques. A total of 53 directors of TVET institutions in Malaysia and 30 representatives from industry were chosen as respondents for this study. The Rasch measurement model was used to analyze the data.

This study identified managerial skills and common barriers as the two main obstacles to the collaboration between Malaysian TVET institutions and industries. Technical, human, and conceptual skills are the three categories used to categorize managerial skill barriers. Technically, directors are unable to put knowledge into practice because they lack computer proficiency, managerial knowledge and experience, and methods and techniques for performance monitoring tools. Conceptually, directors struggle to plan long-term objectives, articulate strategies and comprehend the organizational structure of their industry. Finally, directors lack the ability to manage relationships between organizations and the drive to launch partnerships with the sector. While this was going on, the common TVET institution-industry collaboration barriers were grouped into four categories: governance issues, funding and financial issues, management issues in collaboration, and industry-institution culture issues.

Published abstract. Show less

On Job Training (OJT) (organisation) assessment rubric is widely considered instrumental in assessing Diploma in Construction Technology students with required competencies to function effectively in the work environment. OJT remains predominantly process-focused with little attention to the criteria in OJT (organisation) assessment rubric. The aim of this study is to develop constructs and elements for OJT (organisation) assessment rubric. The research design for this study is a survey that was carried out qualitatively through document analysis to identify the constructs and elements in the OJT (organisation) assessment rubric. From meta data analysis, 110 elements are identified to be the constructs and elements in OJT (organisation) assessment rubric. After the expert validation process using questionnaire form as an instrument, only 75 elements are valid to be included in the OJT (organisation) assessment rubric while 35 elements discarded. The majority of experts agreed that four elements are suitable to be constructs of soft skills, 5 items are suitable to be constructs of technical skills while remaining 66 elements divided into technical skills and soft skills. Based on the 66 elements, 45 elements are technical skills and 21 elements in soft skills. Therefore, it is suggested to conduct a pilot study for the reliability of constructs and elements of developed OJT (organisation) assessment rubric of Diploma in Construction Technology.

Published abstract. Show less