Video summary

DIMENSI KOMPETENSI DALAM PENGEMBANGAN MUK (MATERI UJI KOMPETENSI)_ASAINDO-LSP PRAMINDO

Main summary

Key takeaways

Educational

Main Ideas / Lessons Conveyed

  • The video explains how to implement a “competency dimension” approach when developing competency assessment instruments (e.g., test/assessment materials for competency tests), replacing older, exam-style models with competency-based assessment.
  • It emphasizes that competency is broader than a single skill. Competency is assessed through multiple dimensions that together reflect real workplace performance.
  • It provides a practical 5-step methodology for building competency-based assessment instruments, including:
    • Question design aligned to qualification levels (e.g., Bloom’s taxonomy)
    • Validation of the instrument

Core Concept: “Competency Dimension”

The competency dimension covers broad competency elements, including:

  1. Task skills (bag skill)

    • Ability to carry out tasks according to standards or SOP.

  2. Task/behavior management skills (bag management skill)

    • Ability to manage tasks in the workplace according to one’s role.

  3. Contingency management skills (contingency management skill)

    • Ability to handle problems/contingencies, including problem solving and managing unexpected situations.

  4. Job role/requirement compliance skills (follow requirements / good practice)

    • Ability to follow workplace rules, including good practice and SOP/work instructions relevant to the role.

  5. Transfer skills (file/transfer skills)

    • Ability to apply competency in different contexts, such as different locations, new requirements, new participant characteristics, or different stakeholder needs.

How the Competency Dimension Is Used in Learning and Design

Learning/delivery sequence (as described)

The video mentions a common sequence used in learning/delivery strategies:

  1. Task skill
  2. Task management skill
  3. Contingency management skill
  4. Transfer skill (followed by the sequence described)

Design tool applications

The approach is also used to guide:

  • Learning objectives
    • Linked to ABCD/CP-style formulations, where the “dimension” relates to Audience–Behavior–Condition–Degree (degree = how much the learner is competent).
  • Learning modules and learning strategies
    • Ensuring the five dimensions are not neglected.
  • Competency-based assessment development
    • Ensuring assessors measure more than only one aspect of competency.

Methodology: 5 Steps to Implement Competency Dimensions in Assessment Instrument Development

1) Determine the focus of the assessment material

Define:

  • Target group (who is assessed)
    • Could be derived from training experience or independent learning.
  • Assessment objectives, such as:
    • Certification
    • Placement/graduation
    • RPL (Recognition of Prior Learning)
  • Assessment context, especially the workplace environment
    • Identify where and how evidence can be collected (evidence sources)

Clarify relationships:

  • Between competency standards and evidence
  • Between who conducts the assessment and the assessment setting

2) Decide the competency dimensions and relevant assessment benchmarks

  • Agree on competency dimensions based on:
    • National standardization systems
    • International consensus (as described)
  • Dimensions emphasized:
    • Task skills / skill (bag skill)
    • Task management skills
    • Contingency management skills
    • Transfer skills

Identify and integrate assessment benchmarks for the evidence required, referencing:

  • Competency standards (primary/mandatory)
  • Other contextual documents, such as:
    • Curriculum assessment criteria
    • Company/industry performance context
    • Product specifications
    • Customer/organizational guidelines

Key emphasis: use competency standards as the core, while other references provide assessment context.

3) Identify question types by qualification level (Bloom’s Taxonomy)

The video maps question creation across cognitive levels:

  • Remember: describe, mention, list, write down
  • Understand: explain, compare, discuss, estimate, illustrate, etc.
  • Apply: complete, use, check, resolve, classify, etc.
  • Analyze: compare/contrast, investigate, categorize, identify, etc.
  • Evaluate/Recommend: decide, choose, plan/design (as described)
  • Create: construct/design/imagine (as described)

Use these levels to tailor questions to the assessed person’s qualification level.

4) Create assessment questions aligned to each competency dimension

For each dimension, the video explains typical question structures and the evidence to trigger.

4a) Task skills (SOP/work instructions/task steps)

Create questions based on:

  • Competency elements + workplace context + SOP
  • Work instructions from “KUK” (as referenced in subtitles)
  • Knowledge/skills/work readiness from “KUK”

Example approach:

  • Ask for the steps to perform a task aligned to SOP/work instructions.

4b) Task management skills (task management principles)

Use task management principles such as:

  • PDCA (Plan–Do–Check–Act)
  • POAC (Planning–Organizing–Actuating–Controlling)
  • or other task management systems

Example approach:

  • Ask how to manage tasks (prioritize, time-block, break down work, use to-do lists, delegation, etc.).

4c) Contingency management skills (problem/contingency handling)

Use workplace context to ask about:

  • identifying potential problems/contingencies
  • preventive measures
  • alternative corrective actions
  • verification/confirmation of corrective actions

The video notes coverage commonly up to ~4 core elements (and mentions up to 7 generally):

  1. identify potential contingencies
  2. preventive measures
  3. alternative corrective actions
  4. verification of corrective actions

4d) Job role / requirement compliance (good practice + workplace requirements)

Questions are based on:

  • Workplace environment requirements
    • Example: restaurant = good restaurant practice; drug industry = relevant practices
  • Role/position responsibilities
  • Compliance with good practice and SOP/work instructions
  • Communication and teamwork (as an example element)

4e) Transfer skills (new context/new requirements/new location)

Ask what the candidate does when context changes, such as:

  • new requirements
  • new participant characteristics
  • new stakeholder expectations
  • different location / different institution (“another LPK”)

Evidence focuses on:

  • analyzing differences in the new context
  • adjusting learning objectives/curriculum/syllabus accordingly

5) Validate the assessment instrument

Validation steps mentioned:

  • Expert review
    • assessment experts; relevant comparative references
    • roles referenced: master assessor, assessor/sensor, master instructor
  • Peer assessment with industry-relevant assessors
  • FGD (focus group discussion) or an assessor workshop
  • Field test / preliminary test with assessors and assessees

It also implies testing usability in:

  • workplace/basic assessment settings
  • learning process usage contexts

Example: Competency-Dimension-Aligned Question Design

Example competency unit: “Compiling a training program”

Task skills (recommendation/task)

  • “Mention steps for developing a training program…”

Expected multi-step answer includes:

  1. determine participant requirements
  2. compile training curriculum
  3. compile syllabus
  4. determine training resources
  5. validate the training program

Management skills

  • Questions about applying task management principles (e.g., PDCA/POAC), including planning, organizing, implementation, and quality control.

Contingency management

  • Example: participants not found / potential training client mismatch
  • Ask for:
    • preventive measures
    • alternative corrective actions
    • verification with stakeholders

Job role compliance

  • In a training institution workplace (LPK):
    • follow good practice, quality management system, SOP, work instructions
    • follow role-specific requirements

Transfer skills

  • Changes in participant context or stakeholder requirements
  • Changes in training location/institution (different LPK SOP context)
  • Adjust curriculum/syllabus and learning objectives accordingly

Speakers / Sources Featured

  • Surono (speaker)
  • ASAINDO–LSP PRAMINDO (organizational context/source referenced)
  • LSB PRAMINDO (inviting party referenced)
  • Master assessor / assessor / master instructor (roles referenced for validation)
  • Peers/industry assessors (source type referenced for peer validation)
  • National standardization system and international consensus standards (standards sources referenced)
  • Bloom’s Taxonomy (mentioned for qualification-level question types)

Original video