Articles

Training Development to Eliminate Competency Gap at Component Rebuild Section (PT LC)

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Workers are an important factor in and have a very important role in carrying out tasks in a company. Companies understand that skilled workers can provide excellent results. Improved worker performance leads to increased productivity and desired results, thus affecting the quality of the product.  Competence is a key factor that improves employee performance. This level of proficiency has a direct impact on the work of each worker. The current problem is that there is a difference in competence between the company’s needs and the competence of the available workforce. The subjects of this research are employees of PT Lignite Coal, especially those who work in the Component Development Section and the objects in this study are work competency variables and employee performance. The instruments used in data collection are observation, focus group discussions and interviews and data management or documents related to existing training. This research uses an analysis method with an open coding process. Open coding is an approach to theme pieces and incorporates several concepts identified during data collection in an organized and systematic way. By obtaining data related to competency gaps that occur in the Component Rebuild Section, it can be analyzed for training programs developed from existing training programs to be more on target and according to work needs in the Component Rebuild Section so that there are no more competency gaps. The research data shows that there is a competency gap that occurs due to differences in the adaptability, knowledge and expertise of each tradesperson in the component rebuild section (remanufacturing process).

The results of this study indicate that training has a positive and significant effect on increasing employee competence which can improve employee performance which affects the quality of the product. Training programs with the right material and the right delivery method by adapting to the latest technology will greatly help in eliminating competency gaps and developing employee competencies so that employees are able to work well where employees are able to adapt to new technology and are able to increase their knowledge which in turn is able to analyze and provide recommendations for improvements which ultimately affect the performance of components that are able to achieve the specified target life.

Teaching Design Process for Modules Belonging to the Specialized Knowledge Block of Information Technology for University Students According to the Competency Approach

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The article begins by summarizing the content of “Teaching through a Competency-based Approach”, analyzing the curriculum of specialized courses in Information Technology, emphasizing the crucial role of this field in various aspects of life and national development. The focus of the article is on the training objectives in the field of Information Technology, particularly the aim to educate bachelor’s degree holders with sufficient knowledge, skills, and political qualities to meet industry requirements. The article lists key Information Technology courses such as databases, computer networks, system analysis and design, programming, information security, artificial intelligence, and software development. Subsequently, the article describes important factors in the teaching process, including teaching tools and methods. This encompasses the necessity of using tools such as simulation software, instructional videos, and diverse teaching methods such as problem-based learning, project-based learning, and case study-based teaching. Finally, the article presents a detailed design process following the competency-based approach, from establishing training outcome standards, aligning objectives with standards, to identifying conditions and criteria for competency implementation in real-world professional settings. The article proposes a specific teaching plan for each specialized course, ensuring the integration of knowledge, skills, and attitudes, as well as the integrity of the teaching process. The article serves as a comprehensive guide on how to design teaching in the field of Information Technology using a competency-based approach. It highlights challenges and opportunities for improving the quality of education in this field in Vietnam.

Information and Communication Technology Integration in Teacher Education Programmes: Assessment of Science Education Lecturer’s Competencies in Rivers State, Nigeria

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The relevance of information and communication technology in developing nations of the world like Nigeria cannot be undermined, considering the indispensable role it plays in nations’ development and provision of basic facilities for improvement in standards of living of citizens. In this context, science education lecturers need to be fully equipped with basic skills in information and communication technology. This study therefore, is an attempt to assess Science Education Lecturers’ competency in information and communication technology in Rivers State. Descriptive survey design was adopted and the sample comprised 85 Science Education Lecturers in Rivers State Tertiary Institutions. The instrument was Competency in Information and Communication Technology Questionnaire validated by two Science Education Lecturers. The instruments’ reliability coefficient of 0.76 was determined by test-retest method using Pearson Product Moment Correlation formula. Mean and standard deviation were used for answering research questions while hypotheses were tested using t-test at .05 level of significance. Findings of the study revealed low level of competency of science education lecturers in information and communication technology with regards to use of presentation tools to support on-line instructions, test, assignments, e-mail, face book, internet and cybercafé, analysis of a course work, results computation, course evaluation, word processor for personal and instructional purpose, spreadsheet for personal and instructional purpose, collection and storage of data and decision making. There was no significant difference in male and female lecturers’ level of competency in information and communication technology as well as university and college of education science education lecturers in Rivers State. It was recommended among others that Government should ensure adequate training of science education lectures on the use of information and communication technology facilities and also assist them acquire laptops and software packages.