Singapore Workforce Skills Qualification
System: An Introduction
Issued by the Singapore Workforce Development Agency (WDA)
Copyright 2007 © Singapore Workforce Development Agency.
Table of Contents
Purpose of this guide
Introduction
2
2
Part I – Introduction of the Singapore Workforce Skills Qualifications
System
A. The WSQ System
B. Objectives and Principles of WSQ
C. Benefits of WSQ
D. Three-tier Skills Sets
E. Types of WSQ Frameworks
F. Supporting Infrastructure for Training and Assessment Pathways
G. WSQ Credentialing System
H. WSQ Framework Development Process
I. Quality Assurance System
J. Professional Documents
K. WSQ Competency Based Training Programme
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5
6
6
7
8
10
11
14
15
16
Part II – Interpretation of Competency Standards
A. What is Competency?
B. What are Competency Standards?
C. Interpretation and Application of the Competency Standards
D. Learning Outcomes
E. Contextualising the Competency Standard
18
19
20
22
22
Part III – Application of the WSQ Framework for Learning and
Development
A. Using the WSQ Framework to Identify Training Needs and Evaluate Training
Effectiveness
B. Using the WSQ Industry Framework for Development of Competency
Profiles for use in Career Development and Facilitating Progression
C. Using the WSQ Industry Framework for Assuring Quality within the
Organisation
24
Annex A
Annex B
Annex C
Annex D
Annex E
Annex F
29
30
32
33
35
36
Copyright 2007 © Singapore Workforce Development Agency.
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1
Purpose of this guide
This guide is designed for the stakeholders of the Singapore Workforce Skills
Qualifications (WSQ) system, who have the intention of adopting WSQ as inhouse or external training programmes. It aims to give a good understanding
of the objectives, design principles and essential aspects of the WSQ system.
It may be used as supplementary reading for the WSQ Advanced Certificate
in Training and Assessment, CU1 – Interpret the Singapore Workforce Skills
Qualification Framework.
This guide comprises of three parts:
Part I - Introduction of the Singapore Workforce Skills Qualifications
System
Part II - Interpretation of WSQ Competency Standards
Part III - Application of the WSQ Framework for Learning and Development
Target audience and the Application of WSQ Framework
Trainers
Assessors
Curriculum Developers
Training Managers / Administrators
Human Resource Managers
Management Representatives
Describe, interpret and apply the
WSQ Framework objectives,
principles and information, in the
design, development, delivery and
assessment of training
Using the WSQ Framework to identify
training needs and evaluate training
Using the WSQ Framework to design
and plan career development and
facilitate career progression
Using the WSQ Industry Framework
to ensure quality within the
organisation
Introduction
In 2004, the Singapore Workforce Development Agency (WDA) embarked on
the development of an integrated national Continuing Education and Training
(CET) system to support human capital development and skills formation.
The system known as the Workforce Skills Qualifications System (WSQ) was
launched by Dr. Ng Eng Hen, Manpower Minister, on 27 October 2005. It is
now the unifying element in our skills formation strategy. It links competency
standards and generic employability skills with job-relevant training for
occupations and industries, and gives recognition to this training as set of
CET occupationally-linked qualifications
For the workers, WSQ provides a road map to identify and develop skills that
are relevant. Using the WSQ, industries can link their competency needs to
the occupational structure of the industry. The competencies required by the
industries are constantly changing; therefore it is important for workers to
Copyright 2007 © Singapore Workforce Development Agency.
2
have skills sets to remain employable in the changing workplace across
various industries. As of August 2007, WDA - together with various partners have developed 12 frameworks and 147 qualifications in 10 different
industries.
Copyright 2007 © Singapore Workforce Development Agency.
3
PART I – INTRODUCTION OF THE SINGAPORE WORKFORCE SKILLS
QUALIFICATIONS SYSTEM
A. THE WSQ SYSTEM
WSQ, or the Singapore Workforce Skills
Qualifications, is a national credentialing system
(1)* that trains, develops, assesses and recognises
workers for competencies they need to stay
employable.
Based on standards developed by the Singapore
Workforce Development Agency (WDA) and various
industries, WSQ ensures workers acquire
workplace skills needed by employers.
With clear career progression pathways (2)*,
workers can also use WSQ to upgrade their skills
and plan their careers. As training and assessment
are competency-based (3)*, not academic-based,
workers
have
to
demonstrate
the
right
competencies before they are certified.
Experienced and competent workers however, can
opt for WSQ certification without training, as its
entry criteria are skills and knowledge, not formal
qualifications. Therefore, WSQ is accessible to all
workers (4)*,
The quality of WSQ is assured (5)* by WDA, from
the development of competency standards,
accreditation of training providers to the award of
qualifications.
* Refer to Annex A for a more detailed explanation.
Copyright 2007 © Singapore Workforce Development Agency.
Key Features of
WSQ System
• Competencybased
programmes
• Based on Adult
learning principles
• Access is based
on work related
knowledge and
skills
• Recognition of
Prior Learning
(work experience,
credentials)
• Assessment is
performancebased
• Training is flexible
catering to both
work-based and
off-site.
• Learning can be
single module to
fill competency
gaps, or build up
to full
qualifications
• Industry agreed
standards
• International
Benchmarks
4
B. OBJECTIVES AND PRINCIPLES OF WSQ
Objectives
Principles
1. To professionalize the industry:
1. Authority to give employees the
assurance that the competencies
• Where the industry lacks CET
obtained are recognised by
qualifications and the support of a
employers and are validated by
Pre-employment Education and
the industry.
Training (PET) system.
2. To
enhance
labour
market 2. Accessibility to ensure that
employees can access the skills
flexibility and skills portability:
upgrading pathways and benefit
• Where growing industries have
from
structured
training.
high demand for skilled workers
Generally, there are no academic
(high
potential
of
skills
prerequisites to WSQ. The WSQ
conversion).
system recognises employees’
• Where
movement
between
existing skills, work experiences
companies within industry is
and credentials. Training is offered
expected.
in different modes, such as on-the
–job,
so
as
to
increase
3. To establish skills standards for
opportunities for upgrading.
workers:
• As objective benchmarks for the
3. Relevance to both employees
skill level of workers.
and employers. The training that
employees get must be useful and
improve their opportunities for
finding and keeping jobs, and
advancing their careers.
4. Progression
for
employees’
career as they upgrade their skills
and achieve excellence in their
respective fields.
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C. BENEFITS OF WSQ
The WSQ system serves and benefits three key stakeholders - employers,
workers, and training providers.
Employers
Workers
Training
Community
Benchmark best
practices
Plan career path
Provide clear and
relevant training
outcomes
Guide job description
development
Upgrade skills
Ensure quality
endorsed training
Improve performance
management systems
and
training programmes
Describe skills clearly to Obtain capability
employers
development from
WDA
Establish employees’
career paths
Obtain portable
credentials
for existing skills
Guide training needs
analysis
Assess skills against
established work
standards
Facilitate recruitment of Support and promote best
competent staff
practices in the workplace
Provide skills
assessment
D. THREE-TIER SKILLS SETS
The WSQ system provides systematic skills sets that are essential for all
occupational levels across industry sectors. Generic Skills are skills sets
relevant to all workers across all industry sectors. Industry Cluster Skills
are skills sets common within a particular industry cluster. Occupational
skills are job specific skills sets. These skills sets are the foundation of
respective WSQ frameworks.
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Job specific
skills required
to perform
one’s work
Broad industry
skills and
know-how
Generic and
portable
skills
applicable
for all
industries
Occupational
Skills
Industry Cluster
Skills
For Operations,
Supervisory &
Managerial
Levels
Generic Skills
E. TYPES OF WSQ FRAMEWORKS
The WSQ system comprises both the generic skills frameworks and the
industry specific skills frameworks. Each WSQ framework is made up of a
comprehensive set of professional documents, namely, competency
standards, curriculum training and assessment guide, qualification
documents, and a competency map. Details of these professional
documents can be found in Section J. To date, WDA has developed 12
WSQ frameworks, as listed below. Summary information about the 12
frameworks can be found in Annex B. For the latest update, please refer
to WDA website http://www.wda.gov.sg
ƒ
Generic skills frameworks
o Employability Skills System
o Service Excellence WSQ
ƒ
Industry specific skills frameworks
o Community and Social Services WSQ
o Finance WSQ
o Food and Beverage WSQ
o InfoComm WSQ
o Landscape WSQ
o Precision Engineering WSQ
o Retail WSQ
o Security WSQ
o Tourism WSQ
o Training WSQ
WDA will continue to develop the generic skills and industry skills
frameworks to serve the training and development needs of Singapore’s
workforce. There are 9 frameworks currently under development (see
Annex C). The estimated completion date of these frameworks is in 2008.
For latest update, please refer to WDA website http://www.wda.gov.sg
Copyright 2007 © Singapore Workforce Development Agency.
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F. SUPPORTING INFRASTRUCTURES
ASSESSMENT PATHWAYS
FOR
TRAINING
AND
As a national credentialing system, WSQ caters for workers who need
skills upgrading or skills conversion. There are two pathways for workers
to obtain WSQ qualifications:
•
•
Train and Assess Pathway
Assessment Only Pathway
Facilitated
Learning
Train and Assess
Pathway
Workplace
Assessment
Worker
Challenge Test
Assessment-Only
Pathway
Recognition of
Prior Learning
(RPL)
1.
Train and Assess Pathway
Workers and employers may choose the train and assess pathway for
bridging of skills gaps or for the development of new skills sets. Training
can be conducted in-house or by an external provider. Upon the
completion of training, workers are required to take assessments which
are accredited by WDA or their appointed Course Accreditation Body.
Varied training strategies should be utilized to optimize learning and to
address different learning styles. These are some possible options:
a.
Classroom delivery
Learners will undergo a structured and facilitated training programme
to learn, and acquire the necessary competencies. Classroom delivery
should have a more interactive and student-centred style of learning
and use a flexible range of learning and delivery tools, such as
worksheets, manipulative tools, and power point slides. Classroom
delivery is considered the most general form among the training
strategies found in both the PET and CET.
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b.
E-Learning
Similar to classroom delivery, E-learning is also a structured and
facilitated training programme. In addition, E-learning allows learners to
learn at their own pace. This mode of learning is self-directed. It is
important to note that preparations are required before starting an Elearning course. Learners should be provided with learning materials,
such as handouts or compact disc upon the registration of the course.
They should also be given instruction manuals to facilitate their online
learning. In addition, they should be given a contact number to call so
that they can get help for any technical problems that may occur in
their course of the E-learning.
c.
On the Job Training (OJT)
On-the-job training is conducted with the use of the actual tools,
equipment, documents or materials that are utilized in a normal
working situation by the course attendees. On-the-job training is
usually most effective for vocational work.
Under the Training Pathway, assessment can be done in the form of
facilitated learning and workplace assessment:
a.
Facilitated Learning
Facilitated learning is an approach characterised by a high degree of
involvement by learners in all aspects of their own learning (e.g., in the
setting of objectives and assessment). The facilitator adopts the role of
a "guide on the side" who provides resources and support to learners.
Individuals taking this pathway will undergo training to acquire the
necessary competencies. Assessment is incorporated into this mode of
learning.
b.
Workplace assessment
Workplace assessment refers to the assessment of day-to-day working
practices undertaken in the working environment. Workplace
assessment has the advantage of offering high validity, as actual
performance in the workplace is examined. This assessment pathway
is required for all learners apart from those who have taken the
facilitated learning pathway approach.
Only approved training organisations (ATOs) may conduct WSQ training
and assessment. Please refer to the ATO application guide available at
http://www.wda.gov.sg for more details.
Copyright 2007 © Singapore Workforce Development Agency.
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2.
Assessment-Only pathway (AOP)
The AOP is designed for experienced and competent workers who wish
to certify their competencies. Workers who have the relevant work
experiences can choose to do AOP. The assessment will be conducted
at dedicated assessment centres appointed by WDA. These centres are
known as AOP providers. AOP providers must provide both the
Challenge Test and the Recognition of Prior Learning.
a.
Challenge Test
In a challenge test, participants will be tested on their specific skills
and assessed against the pre-determined performance criteria set
by the industry.
b.
Recognition of Prior Learning (RPL)
RPL is the acknowledgement of a person’s skills and knowledge
acquired through prior training, work or life experience, which may
be used to grant status or credit in a subject or module. Workers
who are already competent and are able to produce proof and
evidence of their competency will typically take this pathway. The
evidence may be in the form of documentations, third party reports,
video recording of their performance, testimonials, resume,
training evaluations, and training records.
G. WSQ CREDENTIALING SYSTEM
WDA is the main awarding body of WSQ credentials and qualifications.
Qualifications under the WSQ credentials include the following:
1.
Statement of Attainment (SOA)
An SOA is awarded to workers who have successfully fulfilled the
assessment requirement of an accredited assessment that is aligned to
one WSQ competency standard. Each SOA has a corresponding WSQ
credit value. 1 WSQ credit value (cv) is equivalent to 10 recommended
training and assessment hours. (1 cv = 10 hrs). The credit value is predetermined at the point of development.
2.
WSQ Qualifications
WSQ Qualifications are awarded to workers who have successfully
acquired all required SOAs as stipulated by the relevant qualification
rules. There are 7-levels of WSQ qualifications, each level indicating the
corresponding complexity of knowledge, depth of skills and accountability
of the occupation demand. Please refer to Annex D for details about the
7-levels of qualifications. Each industry framework will have its own set of
qualifications, the levels of qualification deferring from industry to industry.
All WSQ qualifications are guided by a set of qualification design rules
and minimum credit values.
Copyright 2007 © Singapore Workforce Development Agency.
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Level
7
6
5
4
3
2
1
Qualification
Graduate Diploma
Graduate Certificate
Specialist Diploma
Diploma/ Professional
Diploma
Advanced Certificate
Higher Certificate
Certificate
Minimum
Credit Value
15
15
15
20
15
10
10
Sample of WSQ SOA and Qualification:
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H. WSQ FRAMEWORK DEVELOPMENT PROCESS
The development process of the WSQ framework involves close collaboration
with the industries. The stages of the development process are:
(1) Industry and
Manpower Needs
Analysis
(7) Continual
Review and
Evaluation of the
CS and the industry
framework
(2) Industry
Scoping &
Identification of
Segment for
development
(6) Capability
Development of
Training Providers
(5) Implementation
of the CS and the
industry framework
using Industry Early
Adopters/Quality
Providers
(3) Formation of
Sectoral Manpower
Skills and Training
Council
(4) Validation and
Endorsement of the
CS and the industry
framework by
industry
1.
Industry and Manpower Needs Analysis
Before any WSQ Framework is considered for development, an Industry and
Manpower Needs Analysis study should be conducted for the targeted
industry. The study will be done in consultation with relevant economic
agencies and industry lead bodies. It would cover the identification of skills
gaps, labour demand, and include a survey of the industry growth trends
resulting from global competition.
2.
Industry Scoping and Identification of Segment for Development
This involves the identification of priority sectors or critical skills gaps within
the industry requiring the intervention of WDA. At this stage, the expected
outcomes of the WSQ industry framework will be identified. The parameters
for the development the WSQ framework are also established at this juncture.
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It is critical at this stage to gain agreement and support from industry
stakeholders with the planned framework that will build commitment to the
development.
3.
Formation of Manpower Skills and Training Council (MSTC)
Each WSQ framework is developed with the support of an Industry Manpower
Skills and Training Council (MSTC). The council comprises of senior
management of companies and organisations representing the industry. Each
MSTC would comprise representatives from leading companies, SMEs,
associations, unions and economic agencies.
The MSTC’s term of reference requires it to provide inputs on the manpower
and skills needs of the sector and the workforce development plans and
strategies to sustain and transform the industry including the development
and implementation of WSQ.
4.
Validation & endorsement of the Competency Standards (CS) and
the industry framework by Industry
The framework comprising the Competency Map; Industry Framework
Qualifications Document, Competency Standards, and Curriculum, Training
and Assessment Guides together with benchmarking report are tabled at
MSTC meetings for validation and endorsement. The MSTC’s support and
endorsement is critical to the continuing relevance of the framework for the
industry.
5.
Implementation of the CS and the industry framework by Industry
Early Adopters and Quality Providers
The framework would usually be implemented by Industry Early Adopters and
CET institutes. Early adopters may include in-house and external providers.
Quality Providers are training organisations funded by WDA to conduct
training and provide placement services to the public. This is to ensure
greater success of the implementation and to allow for fine-tuning of the
framework after the initial runs before rolling out to the rest of the industry.
6.
Capability Development of Training Providers
Capability development interventions include the provision of one-to-one
consultations with training providers, publication of guide books, organisation
of seminars and forums, and identification of strengths and areas for
improvement during Continuous Improvement Review (CIRs) conducted
annually.
7.
Continual Review and Evaluation of the CS and the industry
framework
Regular reviews are conducted to ensure that the framework continues to be
relevant to the needs of the industry, and to enable enhancements to be
Copyright 2007 © Singapore Workforce Development Agency.
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made based on the inputs gathered from key stakeholders which include
employers, workers and training providers.
A case example of the development of the WSQ industry framework in Retail
can be found in Annex E.
I. QUALITY ASSURANCE SYSTEM
The quality assurance system provides the backbone for the WSQ ESS and
WSQ industry frameworks in the WSQ system. A strong quality assurance
framework is important to build up public confidence in the WSQ system.
The quality assurance system includes processes for:
1.
The pre-delivery accreditation which is mandatory for course and
organisation audits.
•
Accreditation is put in place to ensure that the approved course
satisfies the competency requirements of the WSQ ESS and the WSQ
industry frameworks, and is accessible to workers through appropriate
delivery modes and resources. Accreditation process also ensures that
the course will be delivered by a quality training organisation using
suitably qualified trainers. An organisation approved to deliver
stipulated training and/or assessment services will be known as an
Approved Training Organisation (ATO)
2.
The post-delivery accreditation which is known as the Continuous
Improvement Review (CIR) is used to monitor training effectiveness, impact
and outcomes.
•
Upon approval, every ATO is expected to maintain and upkeep the
standard of delivery in training and assessment. Every ATO is further
expected to pursue continuous improvement to uplift their quality of
design and delivery. WDA will periodically validate the internal quality
assurance system and capability of each ATO under CIR.
This comprehensive quality assurance system ensures that the WSQ training
and assessment delivered by providers have met the accredited criteria and
continue to maintain high standards of delivery. Besides the accreditation and
CIR, WDA also put in place various capability development initiatives.
Capability Development
WDA recognises that the success of WSQ is underpinned by three critical
factors:
• Qualified and professional trainers, assessors, and curriculum
developers;
• Established adult CET institutions with state-of-the-art facilities and
systems; and
Copyright 2007 © Singapore Workforce Development Agency.
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•
Relevant and updated generic and industry specific competency
frameworks
Therefore, WDA has implemented various capability development initiatives,
which include:
• Publishing practical guides to assist the WSQ stakeholders;
• Developing the Advanced Certificate in Training and Assessment
(ACTA);
• Planning and organising all related development programmes for
stakeholders;
• Organising Capability Development forums to keep the practitioners
up-to-date on latest development in WSQ and sharing of best practices;
and
• Developing local subject matter experts to be competency-standard
developers and curriculum developers
J. PROFESSIONAL DOCUMENTS
Professional documents refer to the full publications of the Competency Map,
Competency Standards, the Curriculum Training and Assessment Guide,
Qualification Documents.
•
Competency Map
The map provides quick reference of the competency categories, the
title of competency standards and the qualification design. The map
helps the reader to have a quick understanding of the framework
design. It could be used to illustrate career progression.
•
Competency Standards
The Competency Standards document articulates in detail the required
underpinning knowledge, skills, performance criteria, range and context
of a particular task. This document acts as the reference point for the
development of training programmes and assessments which will lead
to the certification of worker competence in accordance with the said
competency standards.
•
Curriculum, Training and Assessment Guides (CTAG)
The Competency Standards are simply reference documents and are
not ready training materials. The CTAG provides training and
assessment advice to achieve effective training and assessment. In the
course of designing a training and assessment programme, the
designer must refers both the Competency Standards and the CTAG.
•
Qualification Documents
This document articulates the qualification design permutations and
rules of combination. It also details the credit values of the
qualifications and the relationship between qualifications.
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•
Standard Curriculum and Standard Assessment Plan
WDA will develop standard curriculum and standard assessment plans
if the need arises. Such instances include exigencies that require the
roll-out of training and assessment to bridge critical skills gaps. WDA
will make available these curriculum and assessment plans to key
stakeholders.
K. WSQ COMPETENCY BASED TRAINING PROGRAMME
WSQ competency based training programmes typically builds on the main
idea of measuring a trainee’s competency or mastery of specific knowledge
and skills against a certain standard.
Workers who undergo competency-based training progress through the
programme by demonstrating the specified competencies through a variety of
assessment tasks. One instance of an assessment task that can be
administered is that of role-playing. Assessment tasks provide a realistic
gauge of the transferability of skills gleaned from the classroom to the
workplace.
1.
Characteristics of competency-based training programmes
The following
programmes:
are
the
characteristics
of
competency-based
training
•
Competencies are carefully selected for each specific industry
•
Participants’ knowledge and skills are assessed as they enter the
programme. Those with satisfactory knowledge and skills may bypass
training where the said competencies have already been attained
•
Detailed and precise training materials are keyed to the competencies
to be achieved and are designed to support the acquisition of
knowledge and skills
•
Flexible training approaches include large group methods or small
group activities – all involving a high degree of involvement from the
participants. The participatory approach is essential as:
a. it is meant to generate a sense of ownership of decisions and
actions, and
b. it allows the participants to influence and share control over
development initiatives and the decisions and resources which
affect them.
Participants could participate in their learning through activities such
as role-playing, group discussions, course feedback etc.
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•
A wide range of supporting materials including prints, audiovisuals and
simulations (models) keyed to the skills being mastered will be used.
•
Methods of instruction involve mastery learning, the premise that all
participants can master the required knowledge or skill, provided
sufficient time and appropriate training methods are used
•
Satisfactory completion of training is based on the achievement of all
specified competencies; the assessment of the achievement will be
both criterion and evidence based. Criterion based assessment
involves the learner being assessed against a fixed and clearly
articulated industry standards of criteria. Evidence based assessment
involves collecting evidences during an assessment to indicate the
level of competency the learner has attained from the course of his/her
training.
2.
Benefits of competency-based training programmes
The following are the related benefits of competency-based training
programmes:
•
•
•
•
Workers will achieve competencies required in the performance of their
jobs
Confidence levels of workers can increase as they succeed in
mastering specific competencies
Workers will have the ability to transfer skills and knowledge to the
workplace.
Training objectives can be measured
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PART II: INTERPRETATION OF COMPETENCY STANDARDS
A. What is Competency?
Competency refers to the ability to perform a specific work task or function
with the right knowledge, skills and attitudes. Knowledge, skills and
attitudes are components a person needs and uses in an occupation that is
both observable and measurable and that forms the basis for competencybased criteria.
The concept of competency incorporates 'the ability to transfer skills and
knowledge to new situations and environments' as well as the performance of
tasks expected in the workplace. This broader concept can be characterised
into five different interrelated dimensions. They are:
The ability to transfer
knowledge, skills and
attitudes to new tasks and
to new situations.
The performance of tasks
to the required standards.
Transfer Skills
The capacity
to deal with
the
complexities
of the
workplace
which include
taking work
related
responsibility
and working
with others
Job & Role
Management
Skills
Task Skills
Competency
Competency
Task
Management
Skills
The
management
of a number
of different
tasks to
complete a
whole work
activity. Often
these skills
will be visible
as they do
their job.
Contingency
Management Skills
The ability to respond to
irregularities and contingencies
(such as breakdowns; unexpected
results or product variations)
Case example of the five competency dimension of a hotel receptionist
Task skills – attending to queries made by customers
Task management skills – attending to queries made by customers, and
giving the correct forms to customers when requested.
Contingency management skills – seeking help from colleagues or senior
workers when the requested form cannot be found at the usual storing place.
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Job and role management skills – attending to queries made by customers
that do not directly pertain to your job functions e.g. a customer wants to know
where the nearest bank is, in addition to the operating hours.
Transfer skills – applying the same customer service skills when transferred
over to hotel telephone helpdesk.
B. What are Competency Standards?
The collective detailed framework that provides a description of the
competency is known as a Competency Standard. In other words,
Competency Standards are statements of the skills, knowledge and attitudes
expected of people in various positions and roles in the workplace. The use of
Competency Standards does not imply new standards of performance but is
instead a tangible articulation of current standards. Competency Standards
provide guidance on how people can work better as they express the best
practices of the industry.
Competency Standards are not course materials and it must be translated into
a curriculum before training and assessment can take place. However, it can
be a good guide for the best practices in training and assessment.
A Competency Standard comprises of the following components:
• WSQ framework
This identifies the industry for which the competency standard was
originally developed.
• Competency category
This provides information on the broad area or function in which these
competencies are mainly found. This information is used to provide
additional contextual information on the background of the competency
standard.
• Competency unit code
This serves as a shorthand and a quick way for identifying the various
characteristics of the competencies in the standard.
• Competency unit title
The title of the competency unit. A competency unit describes a particular
work role, duty or function, which forms the smallest group of skills,
knowledge and abilities set able to be recognized separately for
certification.
• Competency Descriptor
This section should give an overview of what the competency standard
covers. It should also indicate the context in which the skills, knowledge
and attitudes would be useful. This could mean specifying the functions in
which this set of competencies is normally required. The information in this
description of the competency standard is important in facilitating the
Copyright 2007 © Singapore Workforce Development Agency.
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search for common portable competency standards by other WSQ
framework developers.
• Competency Level
The level reflects the level of complexity and depth of learning required by
the competencies in the standard.
• Credit Value
A credit value will be assigned to the competency unit by WDA based
upon the WSQ Credit System.
• Performance Criteria
State the performance criteria in behavioural terms. It specifies the
expected performance outcome, the evaluative criterion, and any condition
where applicable.
• Range and Context
This specifies the range and context under which competence
performance must be demonstrated.
• Underpinning Knowledge
It lists the underpinning knowledge the learner is required to acquire and
that may influence how the task is performed.
• Evidence Sources
This provides information on the type and quality of evidence required to
demonstrate competence.
Take for example, Provide Wine Service, a Competency Standard for a
Higher Certificate in Food & Beverage (Service). As a Competency Standard,
it represents the list of skills that can be acquired on wine service. A worker
who is assessed and deemed competent under this Competency Standard
will be able to execute a range of skills from describing and recommending
wine to decanting and serving it.
In summary, Competency Standards set the benchmark for performance.
Please see Annex F for a sample of the Competency Standards and its
components.
C. INTERPRETATION AND APPLICATION OF THE COMPETENCY
STANDARDS
It is important to understand the concept of Competency Standards before
learning the actual application of it. The industry determines the Competency
Standards, as it sets the skills, knowledge and attitudes that are required to
function competently in the job.
Copyright 2007 © Singapore Workforce Development Agency.
20
Using the Retail industry as a case example:
In the Retail industry, there are different competency categories for the
different jobs that fall under this industry, such as:
•
•
•
•
Merchandising and Marketing
Sales and Customer Service
Store Operations
Support Services
For each of these competency categories, there are a series of competency
units. For instance, in the competency category of Merchandising and
Marketing, include the following competency units:
• Buy Merchandise
• Coordinate Merchandise Display
• Handle Merchandise Display
• Provide Marketing and Promotion support etc.
For each of the competency units, there will then be a series of competency
elements. For example in the competency unit of Buy Merchandise, includes
the following competency elements:
• Analyses market, products and suppliers
• Plan product range
• Establish supplier relations
The chart below shows the interpretation and application processes of the
Competency Standards in the Retail industry.
Retail Industry
Merchandising
and Marketing
(Competency
C t
)
Buy
Merchandise
(Competency
Unit)
Sales and Customer
Service
Coordinate
Merchandise
Display
Analyses market, products
and suppliers
(Competency Element)
Handle
Merchandise
Display
Plan product range
Copyright 2007 © Singapore Workforce Development Agency.
Store
Operations
Support
Services
Provide
Marketing and
Promotion
support
Establish supplier relations
21
D. LEARNING OUTCOMES
1.
What are Learning Outcomes?
Learning outcomes are measurable, and they should identify the knowledge,
skills and attitudes that participants should have acquired because of their
training or work experience.
2.
How Do We Identify Learning Outcomes?
Learning outcomes typically focus on what the participants will be able to do,
not just on the textbook knowledge that will be gained. However we must not
treat the two as separate entities as they are closely interrelated.
In order to remain focused on what they will be able to do, use words like:
• Demonstrate
• Analyse
• Evaluate
• Perform
• Develop
• Design
• Apply
• Rationalise
• Apply
• Plan
• Establish
Using the earlier example of the Buy Merchandise competency unit, some
possible learning outcomes for this unit includes:
•
•
•
•
•
•
analyse market, products and suppliers
plan product range
establish supplier relations
establish, negotiate and implement an order and supply process and
the supply of goods
apply relevant knowledge and understanding to the above tasks
perform the tasks across a range of retail settings.
E. CONTEXTUALISING THE COMPETENCY STANDARD
Generally, our job context and content will be influenced by the organisational
culture and the work environment of that organisation or industry. Therefore, it
is essential to contextualise the competency standards to meet the work
requirements, in addition to any legal, industry and organisation
requirements.
Copyright 2007 © Singapore Workforce Development Agency.
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Using the Retail Industry as a case example:
Imagine you are the Training and Human Resource Development Manager of
a male fashion boutique company and you are contextualising the
competency standard to suit your organisation needs in training a new group
of fashion merchandiser for your organisation. You want to focus on the
competency category of Merchandising and Marketing, and would like to
narrow down your options to the competency unit of Buy Merchandise with
specific focus on the competency element of Analyse Market, Products and
Suppliers.
Retail
Industry
Merchandising
and Marketing
Buy
Merchandise
(Competency
Category)
(Competency
Unit)
Analyse market,
products and
suppliers
(Competency Element)
Your company is involved in the sales of male fashion clothing. Therefore
when contextualising the competency element of Analyse Market, Products
and Suppliers, it will be relevant to focus on the analysis of the fashion market
of male shoppers and the potential suppliers that are distributing male fashion
clothing.
Without contextualising the competency element of Analyse Market, Products
and Suppliers to your organisation’s needs, your merchandiser may not be
able to carry out his/her task effectively.
Therefore, contextualising to meet the organisation needs is very important,
as this would enable workers to learn the right set of competencies needed to
function effectively in a specific organisation/job environment.
In addition, contextualising is important so that the legal, industry and
organisation requirements can be met. Some of the legal, industry and
organisation requirements are:
• Legal requirements -. E.g. Consumer Protection Act, Environmental
Public Health
• Industry requirements - E.g. relevant Codes of Practice, Workplace
Safety and Health Act
• Organisational requirements - E.g. organisational policies and
procedures, health and safety guidelines, standard operating
procedures.
Copyright 2007 © Singapore Workforce Development Agency.
23
PART III: APPLICATION OF THE WSQ FRAMEWORK FOR LEARNING
AND DEVELOPMENT
A. USING THE WSQ FRAMEWORK TO IDENTIFY TRAINING NEEDS AND
EVALUATE TRAINING EFFECTIVENESS
The analysis of gaps in skills and knowledge identifies what workers will need
to learn in order to be fully competent in their current and future job scopes.
The filling of skill and knowledge gaps involves formal or informal training
provision.
The WSQ framework can be used in identifying training needs and evaluating
training effectiveness for the workers as illustrated below:
Identifying Training Needs and Evaluating Training Effectiveness for the
Worker
Assess and identify areas where the worker’s skills
and knowledge does not meet the
industry/occupation standards
Identify types of training needed to address the
worker’s skills and knowledge gaps
Conduct the relevant training for the worker
Conduct assessment after training to evaluate
training effectiveness for the worker
Identifying training needs and evaluating the training effectiveness for the
workers can be done during the recruitment phase and during
employment.*
Employers can measure the worker’s performance against the WSQ
framework to determine the level of competency the worker is at.
Employers can use the assessment to identify and map the areas where the
industry standards have not been met by the workers. As people learn in
different ways, employers could identify the types of training needed to match
the types of training needed for the workers and assess if the training method
suits learning preferences of the workers. If this is done in a systematic and
Copyright 2007 © Singapore Workforce Development Agency.
24
proper manner, it could speed up the workers learning and reduce the
organisation’s training costs. Employers need to conduct the appropriate
assessment after the training to assess if the workers can competently
perform the specific task after the training. Employers also need to evaluate
the effectiveness of the training.
* Recruitment Phase
Identify and evaluate the candidate’s competency levels
against the WSQ Competency Standards
Determine whether the candidate can competently
perform the job he/she has applied for
No
Yes
Reject the candidate’s
application
Employ the candidate. (If the candidate
cannot competently perform certain
tasks as required by the job, send the
candidate for the necessary training).
* Employment
Identify and evaluate a worker’s competencies
against the WSQ Competency Standards
Discuss with the worker the types of training
he/she needs to undergo to acquire all the
competencies to peform the task effectively
Determine the appropriate training programme for
the worker to enrol in
Evaluate and assess the worker to determine the
effectiveness of the training programme
B. USING THE WSQ INDUSTRY FRAMEWORK FOR DEVELOPMENT OF
COMPETENCY PROFILES FOR USE IN CAREER DEVELOPMENT AND
FACILITATING PROGRESSION
Copyright 2007 © Singapore Workforce Development Agency.
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Human Resource Departments (HRD) or Training and Development
Departments (TDD) can use the WSQ industry framework to develop a series
of Competency Profiles for the different job roles in the organisation.
The HRD or TDD should identify the following when developing the
organisation’s Competency Profiles:
• Competencies required for the whole organisation,
• Generic roles of the workers
• Functional or occupational areas of the workers.
Competency Profiles can be used to facilitate the career development
progression of workers once properly developed.
Case Example:
A tour agency company has a chain of shops selling and promoting different
types of tour packages. A shop manager, a number of sales promoters and a
number of tour guides operates each shop. The HR manager from that
company was tasked to develop a Competency Profile for the tour guides.
First, the HR manager will conduct an occupation and task analysis to
determine the required competencies, and the series of tasks that the tour
guides will need to perform in the course of their work.
Second, the HR manager will map the existing competency levels of the tour
guides with the WSQ Tourism Competency Standards.
Last, the manager will then use the mapped results to produce the
Competency Profile of the tour guides as illustrated below
Sample Competency Profile of the Tour Guides
Job Scope: Delivering Tour Programmes
Job Description:
1. Greet and register visitors, and issue any required identification badges
and/or safety devices.
2. Provide directions and other pertinent information to visitors.
3. Attend to visitors’ needs
Occupation Competencies
Competency
Unit
1. Provide
Information
to visitors
Competency
Element
Give
directions to
visitors
Underpinning
Knowledge
•
Importance of
providing clear
directions from
current position to
destination
•
Site knowledge
•
Area knowledge
•
communication skills
Copyright 2007 © Singapore Workforce Development Agency.
Performance Criteria
•
•
•
Determine visitor’s needs,
e.g., ask open-ended
questions.
Identify most direct route
from current location to
destination.
Provide clear, concise
directions, which may
include:
o verbal describing the
route to destination
o using a site or area
26
•
•
•
Assist visitor
groups
•
•
•
Importance of
recognising group
needs
Importance of
organizing
information for groups
Importance of
working with group
leader to handle
information services
•
•
•
•
map to identify current
position
o pointing out
destination on map
o marking route to
destination on site or
area map
Confirm that visitor
understands directions to
destination, e.g., repeat
verbal instructions.
Mention landmarks on
route to destination.
Give visitor site or area
map to keep, if applicable.
Co-ordinate information
services with group
leader/tour co-ordinator, if
possible.
Confirm arrangements that
have been made in
advance. Arrangements
may include:
o pre-purchased
vouchers for group
members
o special tours or
programmes
o specific seating time
for meals at site
facilities
o special needs, e.g.,
wheelchair rentals
Provide site literature (e.g.,
maps, brochures,
schedules, score cards) to
group leader/tour coordinator for distribution to
group.
Address individual
information requests.
With the competency profiles developed, it will be easier to identify any gaps
between the existing competency levels of the tour guide and the Tourism
industry’s Competency Standards. The HR manager can then use this
identified information to develop appropriate strategies for the facilitation of
the tour guides’ career development and progression.
The HR manger can:
• Assess the competencies needed for the tour guides
• Assess the competencies needed for the next level of job if the
company has the intention in promoting the tour guides to the next
level (e.g.senior tour guides with supervisory roles)
• Discuss the relevant training programmes that can be taken with the
tour guides, to facilitate their career progression .
Copyright 2007 © Singapore Workforce Development Agency.
27
•
Monitor the acquisition of the competencies by the tour guides after
attending the training programmes and assess their readiness for the
next job level.
C. USING THE WSQ INDUSTRY FRAMEWORK FOR ASSURING QUALITY
WITHIN THE ORGANISATION
The WSQ system builds on the previous developments of the National Skills
Recognition System (NSRS). The WSQ system is more comprehensive than
NSRS. It comprises a full competency map covering all occupations in an
industry section with clear certification points, career development and
training pathways and nationally recognised qualifications. The WSQ industry
competency framework is comprised of a generic platform of employability
skills and specific occupational skills aligned to individual jobs or job families.
As such, the adoption of the WSQ framework would be beneficial to an
organisation in ensuring that the quality of the organisation is constantly
aligned with industry standards. Overall, this would be beneficial to the whole
organisation, from the various stakeholders, to the workers, and the clients of
the organisation.
Quality assurance efforts within the organisation can include:
• Updating the organisational practices and policies to meet industry
standards
• Continuous assessment of workers’ performance against the specific
industry standards
• Counselling or re-training of workers to address performance gaps
Copyright 2007 © Singapore Workforce Development Agency.
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ANNEX A
Key Definitions
(1) National Credentialing System
A system that provides a formal structure for the training and certification
of the workforce. Workers undergoing WSQ training and assessments
will be issued a Statement of Attainment (SOA) after being certified
competent in a particular competency. A qualification will be awarded
after a worker has accumulated the required SOAs at a certain
occupational level.
(2) Clear progression pathways
WSQ training and qualifications are designed with career progression
pathways in mind. Workers are hence able to quickly acquire relevant
competencies to meet immediate industry and job changes, and can
switch careers if needed, as well as to plan for long-term career
progression.
(3) Competency-based
Knowledge, skills and attitudes required to perform a job task to the
satisfactory standard as endorsed by the industry. The training and
assessment focuses on the ability to perform rather than the obtainment
of academic knowledge.
(4) Accessible to all workers
Access to WSQ training and qualifications is not dependent on formal
education qualification. It takes into consideration the requisite literacy
and numeracy levels. In addition to any required assumed knowledge
and skills. This is to facilitate and increase training opportunities for
workers lacking in formal education.
(5) Quality of WSQ is assured
All training and assessment leading to the attainment of WSQ
certification and qualifications, must be accredited by WDA or WDA
appointed Course Accreditation Bodies.
Copyright 2007 © Singapore Workforce Development Agency.
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ANNEX B
Summary of the 12 Frameworks Developed by WDA
1.
Generic skills frameworks
• Employability Skills System (ESS)
ESS comprises both the Workplace Literacy and Numeracy
(WPLN) and Workplace Skills (WPS). These are the essential
skills which all workers in Singapore are expected to possess.
• Service Excellence WSQ
These are service related competencies that cut across industries.
Although the framework caters to all level of workers, the focus is
on management level service competencies.
2.
Industry specific skills frameworks
• Community and Social Services WSQ
The framework caters to 9 sub-sectors within the Community and
Social Services industry.
• Finance WSQ
The framework caters to professionals within 10 sub-sectors of
financial services industry. FICS or the Finance Industry
Competency Standards is the name of the set of Finance
competency standards.
• Food and Beverage WSQ
The F&B WSQ covers both the F&B services and culinary
competencies for the professionals in the F&B industry.
• InfoComm WSQ
The framework was specially designed for the ICT professional.
NICF or the National InfoComm Competency Framework is the
name of the set of infoComm competency standards.
• Landscape WSQ
The framework caters to all levels of professionals within
horticulture and landscape industry, covering 5 sub-sectors.
• Precision Engineering WSQ
The framework covers both the technical and generic tracks within
Precision Engineering industry, with the focus on the technical
competencies.
• Retail WSQ
The framework covers all levels of workers within Retail industry,
covering 9 sub-sectors.
Copyright 2007 © Singapore Workforce Development Agency.
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• Security WSQ
The framework covers all occupational levels within the security
industry.
• Tourism WSQ
The framework covers 6 sub-sectors within the tourism industry,
namely, Accommodation, Travel and Tour, Attractions, MICE,
Gaming, Spa and Wellness.
• Training WSQ
The framework serves all training and development personnel
across all industries. The framework provides the essential skills
for trainers, assessors, curriculum developers who are rendering
services to WSQ industries.
Copyright 2007 © Singapore Workforce Development Agency.
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ANNEX C
List of Frameworks Currently Under Development
1.
Generic skills framework
• Workplace Health and Safety Professional WSQ
2.
Industry specific framework
• Workplace Health and Safety Trades WSQ
• Aerospace WSQ
• Manufacturing Generic WSQ
• Process Engineering WSQ
• Floristry WSQ
• Creative WSQ
• Human Resource and Leadership WSQ
• Spa and Wellness (part of Tourism WSQ)
Copyright 2007 © Singapore Workforce Development Agency.
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ANNEX D
Levels of WSQ Qualifications
Level 7 - Graduate Diploma / Level 6 - Graduate Certificate [minimum credit
value – 15 cv]
•
•
•
•
•
Ability to apply, integrate and contextualise skills and knowledge in a
broad range of professional or specialist work activities in complex and
changing contexts.
The knowledge acquired is highly sophisticated and has evolved
through original research.
Work activities comprise tasks involving a high level of organisational
and resource management, with accountability and autonomy for own
as well as responsibility over others' processes and outputs within very
broadly defined boundaries.
Activities are mainly self-directed requiring a significant degree of
strategic thinking and judgment.
The difference between a Graduate Diploma and a Graduate
Certificate may be in breadth and depth within the field. Usually the
Graduate Certificate is done over a period of 6 months (full-time study)
or 1 year (part-time study). The Graduate diploma is done in 1 year
(full-time study) or 2 years (part-time study).
Level 5 - Specialist Diploma
•
•
•
•
[minimum credit value – 15 cv]
Ability to apply, integrate and contextualise skills and knowledge in a
range of complex, technical or professional and specialist work
activities in a variety of contexts, some of which are unpredictable.
The knowledge acquired involves a strategic and critical understanding
of current developments in the field of study and related disciplines.
Work activities comprise tasks involving substantial organisational and
resource management, with accountability and significant autonomy for
own processes and outputs and responsibility over others within
defined boundaries.
Activities are carried out under very minimal supervision requiring a
significant degree of strategic thinking and judgment.
Level 4 - Diploma/ Professional Diploma
•
•
•
•
[minimum credit value – 20 cv]
Ability to apply and contextualise skills and knowledge in a broad range
of high level technical or professional work activities in a wide variety of
contexts.
The knowledge acquired involves a sound understanding of theoretical
concepts.
Work activities comprise tasks involving a substantial degree of
individual accountability and autonomy for self and responsibility over
others within broad boundaries.
Activities are carried out under minimal supervision requiring a
significant degree of judgment and decision making.
Copyright 2007 © Singapore Workforce Development Agency.
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Level 3 - Advanced Certificate
•
•
•
•
[minimum credit value – 15 cv]
Ability to apply and contextualise skills and knowledge in a range of
work activities and in a variety of contexts, most of which are complex
and non-routine in a variety of contexts.
The knowledge acquired is procedural with elements of abstraction and
theory.
Work activities comprise tasks involving the guidance of others and
some planning and allocation of resources.
Activities are carried out under general supervision requiring a
significant degree of judgment.
Level 2 - Higher Certificate [minimum credit value – 10 cv]
•
•
•
•
Ability to perform a range of work activities, some of which are nonroutine and complex, in a variety of contexts.
The knowledge acquired is mainly factual or procedural with some
understanding of relationships and associations.
Work activities comprise tasks employing higher skills sets mainly
undertaken by front-line supervisors involving some accountability
within specified boundaries.
Activities are carried out under frequent supervision requiring some
judgment or reasoning.
Level 1 – Certificate [minimum credit value – 10 cv]
•
•
•
•
Ability to perform a range of work activities, most of which are routine
and in a stable and predictable context.
The knowledge acquired is mainly factual and procedural requiring
basic comprehension skills.
Work activities comprise basic tasks mainly undertaken by persons in
entry level or operational occupations with some accountability within
clearly specified boundaries.
Activities are carried out with clear instructions and under close
supervision requiring minimal judgment.
Copyright 2007 © Singapore Workforce Development Agency.
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ANNEX E
Case Example of the WSQ Development Process – Development of the WSQ
industry framework in Retail
Industry and Manpower Need Analysis
In 2004, WDA proposed the development of a Retail framework after conducting a
manpower needs analysis. Retail companies expressed interest for a framework to be
established in the retail sector to bridge skills gaps.
Industry Scoping and Identification of Segment for Development
During the design and development phase, a range of retail qualifications was proposed
based on the general workforce profile of the retail industry cluster, advice from the
industry, international comparisons and benchmarking. Also the skill standards and
curriculum available in Singapore were mapped. In addition, set of occupational groupings
have been developed from sample groups of retail companies
Formation of Manpower Skills and Training Council (MSTC) / Industry Skills and
Training Council (ISTC)
The Industry Skills and Training Councils (ISTC) comprising representatives from leading
retailers, Singapore Retailer Association, Singapore Manual & Mercantile Workers’ Union
and Spring Singapore was set up in this phase.
Validation of Framework & Endorsement of Frameworks by Industry
The ISTC was involved in every stage of the WSQ framework development, with the
provision of inputs on the structure and components of the Retail framework. The Retail
framework was only implemented after approval and endorsement by the ISTC in 2004.
Implementation of Framework using Industry Early Adopters/ Lead Providers
The Retail framework was initially implemented through the supermarket chain store of
Cold Storage Singapore Pte Ltd. The Singapore Institute of Retail Studies (SIRS) was
subsequently appointed as lead provider in January 2006 to implement the framework
with the development of Retail WSQ courses, and to provide training and job placement
services for the Retail sector.
Capability Development of Training Providers
Capability Development of SIRS and other training providers include regular sharing
sessions, one-to-one consultations and the identification of strengths and areas for
improvement during Continuous Improvement Reviews (CIR).
Continual Review and Evaluation of Framework
As part of the continuous improvement process, a review and evaluation was conducted
for the Retail framework in 2006.
Copyright 2007 © Singapore Workforce Development Agency.
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ANNEX F
Sample of A Competency Standard and its Components
Competency category –
Refers to the general
categories of the nature of the
job/work such as Customer
Service, Security, and
Tourism. Under the
Employability Skills System
(ESS), competency category
refers to the individual
employability skills
Competency unit code and
title – Unit code refers to a
grouping of tasks which make
up the job functions. In short, it
provides a general description
of the competency. The
competency title is the name
given to the training module.
Competency descriptor – A
general description of the
competency requirements in
the competency unit.
Competency level – Refers
to the three occupational
levels of our workers –
Operations, Supervisory and
Managerial. In addition, it
sets the platform for targeting
the audience for the different
competency training levels.
Credit value - A unit of
measure assigned to a
course or course equivalent
learning.
Competency elements –
Part of a dimension of a
competency standard. It
describes the specific
skills and knowledge and
attitudes that are required
for a specific competency
unit.
Assumed skills &
knowledge –
Refers
to
an
assumed set of skills
and knowledge that
a learner possessed
prior to taking the
training.
Copyright 2007 © Singapore Workforce Development Agency.
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Underpinning
knowledge – Specifies
an essential underlying
knowledge or theory in
supporting the ability to
demonstrate
the
competency
that
is
learnt or build upon.
Performance
criteria
Specifies the activities, skills,
knowledge and understanding
that provide evidence of
competent performance for
each element of competency.
For example under the tourism
competency
standard
providing wine service, the
performance criteria would
include knowing major types of
wine and their characteristics –
from still to dessert wine, grape
variety and characteristics, to
relevant statutory regulations
and more.
Range and context Part of a dimension of a
competency standard. It
provides the type of
contexts to which the
performance
criteria
apply, covers items that
are achievable or to be
performed
across
by
workers, such as types of
equipment, products and
services,
types
of
customers.
Evidence sources - A
dimension of a competency
standard. Activities from
which the types of evidence
required
to
prove
competent
performance
may be obtained. The
evidences include product
evidence, process evidence
and knowledge evidence
Copyright 2007 © Singapore Workforce Development Agency.
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