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Employment Core Abilities Skills among Trainees with Physical Disabilities in Malaysia
Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 93 (2013) 1760 – 1765
3rd World Conference on Learning, Teaching and Educational Leadership - WCLTA 2012
Employment core abilities skills among trainees with physical disabilities ın Malaysia Abdul Latib, Azlan a *, Rajuddin, Muhammad Rashid b b
a First affiliation, Faculty of Education, Universiti Teknologi Malaysia, 81310, Johor Bahru, Malaysia Second affiliation, Faculty of Education, Universiti Teknologi Malaysia, 81310, Johor Bahru, Malaysia
Abstract This research was conducted to identify the Employment Core Abilities Skills (ECAS) among the Trainees with Physical Disabilities (TPD) in special vocational training institutions and sheltered workshops in Malaysia. The quantitative survey method using researcher made questionnaire adapted from Moraine Park Technical College Core Abilities Skills were used to measure the ECAS in the dimensions of work, communication, learning, cooperation, responsibility, self value and thinking skill. A purposive sampling technique was used in selecting the respondents, and 155 trainees participated in this survey. The data were analyzed using descriptive statistics and measurement modelling (MM) analysis using AMOS 16 to identify the core skills that are important to ECAS. The study shows that the level of ECAS among TPDs is high, and the MM analysis found that six out of seven core skills have an impact on the TPDs. The “work cooperatively” component was found not so important to ECAS compared to other components of skills. This research proposes several models and suggestions to the relevant departments, institutions, trainers and trainees that can be used as a guideline for employment, assessment, training, teaching and learning of ECAS for TPD in special vocational institutions. © 2013 The Authors. Published by Elsevier Ltd. Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı Keywords: Core skills; soft skills; employability skills; trainees with physical disabilities © 2013 Published by Elsevier Ltd. All right reserved.
1.
Background
According to the Department of Social Welfare (2008), persons with physical disability have the opportunity to get an education at an early age in Malaysia. In the tertiary education level, there are special vocational training centers established for trainees with physical disabilities (TPD) and adults offering training programs either at certificate level or an apprentice training program in selected sheltered workshops. To cope up with skilled labor shortages, employers need to utilize all available workers, including people with disabilities (PWD) (Klie, 2007). It is believed that PWD could be a rich source of manpower for Malaysian development and thereby making them more valuable citizens of the country. However, many of the PWD who finished secondary and post secondary education are still not employed (SUHAKAM, 2006; Guenther, Falk and Arnott, 2008). Up until December 2007, only 3% of the 220,250 registered PWD in Malaysia get employed in the workforce (Rosmawati, 2008). Employer needs worker that does not only posses technical expertise but also has soft skills like employability and core abilities (Williams-Myers, 2005; Esposto and Meagher, 2007). Anwar (2007), Brand (2005) and Taylor (2005) further stressed that core abilities skills play a more important role than technical skills and certificate. According to Blackorby and Wagner (1996), vocational training may be particularly important for students with
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1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı doi:10.1016/j.sbspro.2013.10.112
Abdul Latib Azlan and Rajuddin Muhammad Rashid / Procedia - Social and Behavioral Sciences 93 (2013) 1760 – 1765
1761
disabilities to get a skill especially those who often leave school poorly prepared for work. The special vocational institutions (SVIs) in Malaysia were established with different mission, objective and rule. Because of that, the researcher believes that the trainees from the different types of institutions, programs, and other demographic background will have comparatively different levels of employment core abilities skills (ECAS). The ECAS are essential in providing added value in training and employment. Taylor (2005) further emphasized the importance of assessing the students’ ECAS. By assessing the ECAS, the gaps between each skills can be indentified and thus, allow students to focus on closing the gaps during the training with the help of the trainers. The researcher, therefore intend to identify the level and the core skills that may affect ECAS among trainees with physical disabilities in the SVIs in Malaysia. 2.
Methodology
The research was pursued using quantitative research method. Survey questionnaires were administered to 115 purposively sampled respondents from various types of institutions, programs and different type of disabilities. The researcher identified the level of Employment Core Abilities Skill (ECAS) among trainees with physical disabilities (TPD) using a self-assessment questionnaire adapted from the core abilities component introduced by Moraine Park Technical College (MPTC), Honolulu Community College Performance Evaluation Sheet (HCCPES) and Madison Area Technical College Core Abilities Student Self Assessment (MATCCASSA). The content validity and reliability of the questionnaire was tested before administering the instruments to the respondents. The coefficient reliability of 0.818 obtained from the reliability test indicates that the instrument was reliable. For descriptive statistic, the mean, standard deviation and rank were used to show the differences in level of ECAS. The sequence data of the mean for each skill was arranged in a descending order and was compared to the assessment table scale introduced by Mohamed Najib (1999). Thereafter, the core skills and sub-skills in the ECAS were identified using Analysis of Moment Structures (AMOS) version 16. The Measurement Modelling as part of Structural Equation Model (SEM) approach was selected as one of the statistical technique for data analysis in this study because of its effectiveness in testing models in behavioral and social sciences (Hox and Bechger, 1998). The two-step modeling approach was adopted. In the first step, an initial measurement model that allows all latent constructs to correlate freely was developed. All non-significant correlation value was removed. In step two, a proposed measurement model was tested again to show the relationships among variables. The analysis has shown the relationship between items, core abilities skills and ECAS. By using AMOS, the researcher has produced an ECAS model. The low contribution and problematic item was deleted based on the requirement suggested by Gao, Mokhtarian dan Johnston (2008). For the purpose of this study, alternative measures of fit have been developed as suggested in AMOS 16 and by Maruyama (1998). The model is a good fit when Chi Square is (CS) ≤ 2.00, Ratio (2 or less), Adjusted Goodness-of-Fit Index (AGFI) (more than 0.9), Parcimonious Comparative Fit Index (PCFI) (closer to 1), Root Mean Square of Approximation (RMSEA) (less than 0.05), Akaike Information Criterion (AIC) (close to 0), Relative Fit Index (RFI) (≥0.95), and Normal Fit Index (NFI) (more than 0.9). However, Byrne in Maruyama (1998) has noted that the RMSEA presents standards of .05 or smaller as a good fit, .08 or smaller as a good fit, and .08-.10 as “mediocre fit”. Lastly, the reliability was tested and presented for each ECAS using the SPSS 16 to get the Alpha Cronbach value for the new measurement model (MM). 3. Findings The descriptive statistics using mean, standard deviation and rank was used in order to identify the dominant and non-dominant component of ECAS. Table 1 shows that the highest ranking is ‘value self positively’ and followed by ‘work cooperatively’. In the third and fourth rankings are ‘act responsibly’ and ‘work productively’. It was then followed by ‘learning effectively’, ‘communicate clearly’ and ‘thinking critically and creatively’ in the fifth, sixth and seventh rank. The mean value between 3.92 and 4.48 indicates that the mean is high for the overall ECAS. Meanwhile, Table 2 shows the rank analysis of all sub-skills or items that have been used in the questionnaire. The mean value in this analysis is between 2.45 and 4.71.
1762
Abdul Latib Azlan and Rajuddin Muhammad Rashid / Procedia - Social and Behavioral Sciences 93 (2013) 1760 – 1765
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The measurement model above shows that the overall variance of core abilities skill in ECAS was between .55 to .96 (WP .63, LE .92, CC.96, VS .55, AR .55 and TCC .55). The standardized regression weight (factor loading) for ECAS was between .74 and .98. By deleting some outlier samples and particular variables, the fit of a new trimmed model (modified measurement model) was within acceptable limits for goodness of fit. (Chi-square = 145.477; df = 98; p = .001; Ratio = 1.484; AGFI = .854; PCFI = .779; RMSEA = .057; AIC = 221.477; RFI = .844; and NFI = .873). The construct validity of a same particular variable to ECAS was tested using SPSS for Windows 16. The result shows that the value of Cronbach’s Alpha is .916 and standard deviation was above .913. This indicates that the 16 items have good internal consistency and were confidently capable of measuring ECAS accurately. Figure 1.1 shows that ECAS is influenced by six core abilities skills which are WP, LE, CC, VS, AR and TCC. This model also shows that the WP was influenced by WP1 (I am good in managing my time), WP2 (I can keep focused on task at hand), WP4 (I can be depended on to handle responsibilities) and WP5 (I can follow the work instruction given by the instructor/supervisor). The LE in ECAS was influenced by LE8 (I can organize information productively), LE10 (I like to ask questions if not understand) and LE11 (I am a quick learner). The CC was influenced with CC15 (I can speak clearly and be understood) and CC16 (I like to think before I speak). The VS was influenced by VSP 35 (I love myself and will do the best for myself) and VSP37 (I am concerned about my personal appearance). The AR was influenced by AR23 (I am always on time to work or class) and AR24 (I am a responsible person). The TCC was influenced by TCC30 (I only make decision after proper analysis of the situation), TCC31 (I can recognize the difference between fact and opinion) and TCC32 (I always have a rationale for my ideas and opinions). This model also shows that the WC does not influence the ECAS for the TPDs.
4.
Discussion
The overall mean of Employment Core Abilities Skill (ECAS) was shown to be high indicating that generally the trainees have considerable level of soft skills. ECAS was not developed only at the training institution but it is acquired during the life of the trainees. Many factors influencing the ECAS development include family, peers, past experience, education and training. ECAS is a personal attribute that is developed through formal or informal acquisition process both in school, at home and in the community. This personal attribute is also known as human capacity. According to Tipples (2004), human capacity refers to the skills, knowledge and attitudes people acquire and the know-how in using these skills. He added that human capacity development was influenced by the experience and interaction with society, family, school, and also related with culture, gender, and socialization. The findings show that the trainees with physical disabilities (TPDs), to a certain degree, have the nontechnical skills ability to work. The findings support the researcher’s belief that the TPDs have ECAS ability which is important in the workplace. However, the TPDs work ability also depends on their level of impairment. Robinson (2000) mentioned that the limitations of employing the disabled people is related to the lack of understanding about their capability, lack of knowledge and support and undifferentiated approaches to access and accommodation.
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Abdul Latib Azlan and Rajuddin Muhammad Rashid / Procedia - Social and Behavioral Sciences 93 (2013) 1760 – 1765
There is a need for the employer to understand the capabilities and abilities of the TPD. By knowing the level of the workers’ ECAS, the employer can then make suitable adjustments, provide appropriate training and support that will help them in the workplace. In Malaysia, the Job Coach program was introduced in 2006 by Japanese International Cooperation Agency (JICA) to support the people with disabilities (PWD) in many aspects including the rehabilitation, living, training and employment. The Job Coach will make an arrangement with the employer to adjust the work environment and the work area to suit the disabled employee in order to make them feel comfortable, work productively and stay working with the employer (JKKM, 2010). The National Council on Intellectual Disability (2009) further stressed that PWD can work productively in the open competitive work force if provided with the right support. However, a suitable action needs to be taken to raise the number of Job Coaches in Malaysia to support the trainees and workers with disabilities in the workforce. Special vocational institution (SVI) is one of the formal training institutions for the TPDs that help to enhance those skills formally or informally. Guenther, Falk and Arnott (2008) stated that training is the best way to improve employment outcomes. They also mentioned that vocational education training has shown to be an important tool to assist a transition from welfare to work. As the SVI is under the Welfare and Rehabilitation Institution, it is believed that the training provided can increase the trainee’s hard and soft skills which are important for their future. According to Zirkle (1998), the vocational educators and training and development professionals agreed that the skill development and evaluation is the role of the school or training institution rather than the workplace. Therefore, the trainers and the teachers too must possess the ability to enhance the trainees’ ECAS. The training in SVI must focus on the lowest ECAS level more often as shown in the model above (Figure 2). This could be done by injecting those components in the training curriculum. The analysis has found six core skills which influenced the trainees ECAS in SVI (Figure 1.1). The core skills and sub-skills listed can be used in recognizing, classifying and distinguishing the ECAS level of the TPDs in SVI. This model also presents a clear view to the items that are important and related to the TPD’s ECAS. However, the sub-skills for each core skills cannot be used if the researcher wants to identify each core skills individually. In identifying each core skills components, the analysis of Measurement Modeling using AMOS needs to be done separately for each individual core skills. This finding will not to be discussed in this paper. Through this research, it was found out that the identification of ECAS included only a total of 16 items and components. The instrument developed by the researcher, which has been validated through a very systematic manner and tested for its validity using the AMOS 16, can be used to identify the TPD’s ECAS level. Hopefully, the self rating assessment questionnaire developed by the researcher can be a tool that can help the employers to identify the trainees’ and workers’ soft skills.
The researcher further suggests a more purposive cooperation between SVIs and employers in providing industrial training or work study programs or other transition programs that can give an exposure to TPDs for real work experience. This is in line with Gaylord-Ross (1990) idea that such program can shift the disabled students for successful employment. It can increase and develop their ability to work cooperatively, enhance their communicative ability and other social aspects and reduce their feelings of inferiority towards their normal peers. A good training can also reduce the PWD’s dependability to Department of Social Welfare (DSW). By increasing their technical and non-technical skill, it is believed that it will boost the PWDs to be independent or to standalone and get a job. Therefore, the DSW will benefit by reducing the dependability of the PWDs who has secured good job and higher income. It is also suggested that the ECAS self-assessment instrument developed in this study be incorporated in the DSW’s system of registering the disabled in Malaysia. The information that will be generated from this instrument will help the DSW to identify the TPD’s non-technical skill level and group them within their skill level group and provide a suitable training for them. The researcher also believed that this information can influence the employer’s decision to locate a suitable job position and increase the possibilities of PWDs being employed. The research results also showed that the classifications for most of the PWDs are based on the Biomedical model, Functional and environmental model, Sociopolitical Model and Social model. Therefore, it is suggested to classify them according to their ECAS ability which the researcher believes can increase and change in the people’s
Abdul Latib Azlan and Rajuddin Muhammad Rashid / Procedia - Social and Behavioral Sciences 93 (2013) 1760 – 1765
1765
perception towards the PWDs and in the workforce as a whole. The researcher further suggests using the term People with Different Ability rather than People with Disability.
Anwar, R. E. (2007). Soft Skills of Non-science Cairo and Ain-Shams Graduates Versus Market Requirements. Master of Science. University of Louisville, Kentucky. Blackorby, J. and Wagner, M. (1996). Longitudinal Post-school Outcomes of Youth With Disabilities: Findings From The National Longitudinal Transition Study. Exceptional Children. 62(5), 399-413. Brand, T. H., (2005). Non-technical Skills and Traits Needed to be Career-Ready Graduates as Perceived by Agribusiness Employers and Recruiters. Master of Science. West Virginia University. Esposto, A. and Meagher, G.A. (2007). The Future Demand for Employability Skills and the Implications for the VET System. 10th Australian Vocational Education and Training Research Association Conference. 11-13 April. Victoria University Footscray Park, Melbourne, Victoria: 1-10. Gao, S., Mokhtarian, P. L. and Johnston, R.A. (2008). Non-normality of Data in Structural Equation Models. Transportation Research Board’s 87th Annual Meeting, January. Washington D.C. Gaylord-Ross, R. (1990). Issue and Research in Special Education. New York: Teachers College Press. Guenther, J., Falk, I. and Arnott, A. (2008). The Role of Vocational Education and Training in Welfare to Work. Adelaide: National Centre for Vocational Education Research. Hox, J. J. and Bechger, T. M. (1998). An Introduction to Structural Equation Modeling. Family Science Review, 11, 354–373. Kirkwood, A. (2007). Employing People with Disabilities in the Australian Public Service: An exploration of Staff Attitudes and the Effect of Training. Unpublished report. Curtin University, Australia. Klie, S. (2007, November 5). People with Disabilities a Labour Solution. Canadian HR Reporter. 20(19), 3. Maruyama. (1998). Structural Equation Modeling: Concept, Issues and Applications. Thousand Oaks: Sage Publications. Mohamed Najib, G. (1999). Penyelidikan Pendidikan. Skudai: Universiti Teknologi Malaysia. Robinson, J. E. (2000). Access to Employment for People with Disabilities: Findings of a Consumer-led Project. Disability and Rehabilitation, 22(5), 246-253. Shakespeare, T. and Watson, N. (2002). The Social Model of Disability: An Outdated Ideology?. Research in Social Science and Disability, 2, 928. Smith, K., Webber, L., Graffam, J. and Wilson, C. (2004). Employer Satisfaction with Employees with a Disability: Comparisons with Other Employees. Journal of Vocational Rehabilitation, 21(2), 61-69. SUHAKAM (2006). Laporan Mengenai Hak Orang Kurang Upaya. Kuala Lumpur, Suruhanjaya Hak Asasi Manusia. Taylor, A. (2005). What Employers Look For: The Skills Debate and the Fit with Youth Perceptions. Journal of Education and Work, 18(2): 201218. Tipples, R. (2004). The Human Capability Framework - An Important and Useful Framework for Understanding the Labour Market?. New Zealand Journal of Employment Relations, 29(1), 3. Tracey, W. R. (1995). Training Employees with Disabilities : Strategies to Enhance Learning & Development for an Expanding Part of Your Workforce. New York: American Management Association. Williams, J. M., Dunn, P. L. and Bast, S. (2006). Factors Considered by Vocational Rehabilitation Professionals in Employability and Earning Capacity Assessment. Rehabilitation Counseling Bulletin, 50(1)(Fall), 24-34. Zinser, R. (2003). Developing Career and Employability Skills: A US Case Study. Education & Training, 45(7), 402-410. Zirkle, C. (1998). Perceptions of Vocational Educators and Human Resource/Training and Development Professionals Regarding Skill Dimensions of School-To-Work Transition Programs. Journal of Vocational and Technical Education, 15(1). Virginia Tech.
ScienceDirect Procedia - Social and Behavioral Sciences 93 (2013) 1760 – 1765
3rd World Conference on Learning, Teaching and Educational Leadership - WCLTA 2012
Employment core abilities skills among trainees with physical disabilities ın Malaysia Abdul Latib, Azlan a *, Rajuddin, Muhammad Rashid b b
a First affiliation, Faculty of Education, Universiti Teknologi Malaysia, 81310, Johor Bahru, Malaysia Second affiliation, Faculty of Education, Universiti Teknologi Malaysia, 81310, Johor Bahru, Malaysia
Abstract This research was conducted to identify the Employment Core Abilities Skills (ECAS) among the Trainees with Physical Disabilities (TPD) in special vocational training institutions and sheltered workshops in Malaysia. The quantitative survey method using researcher made questionnaire adapted from Moraine Park Technical College Core Abilities Skills were used to measure the ECAS in the dimensions of work, communication, learning, cooperation, responsibility, self value and thinking skill. A purposive sampling technique was used in selecting the respondents, and 155 trainees participated in this survey. The data were analyzed using descriptive statistics and measurement modelling (MM) analysis using AMOS 16 to identify the core skills that are important to ECAS. The study shows that the level of ECAS among TPDs is high, and the MM analysis found that six out of seven core skills have an impact on the TPDs. The “work cooperatively” component was found not so important to ECAS compared to other components of skills. This research proposes several models and suggestions to the relevant departments, institutions, trainers and trainees that can be used as a guideline for employment, assessment, training, teaching and learning of ECAS for TPD in special vocational institutions. © 2013 The Authors. Published by Elsevier Ltd. Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı Keywords: Core skills; soft skills; employability skills; trainees with physical disabilities © 2013 Published by Elsevier Ltd. All right reserved.
1.
Background
According to the Department of Social Welfare (2008), persons with physical disability have the opportunity to get an education at an early age in Malaysia. In the tertiary education level, there are special vocational training centers established for trainees with physical disabilities (TPD) and adults offering training programs either at certificate level or an apprentice training program in selected sheltered workshops. To cope up with skilled labor shortages, employers need to utilize all available workers, including people with disabilities (PWD) (Klie, 2007). It is believed that PWD could be a rich source of manpower for Malaysian development and thereby making them more valuable citizens of the country. However, many of the PWD who finished secondary and post secondary education are still not employed (SUHAKAM, 2006; Guenther, Falk and Arnott, 2008). Up until December 2007, only 3% of the 220,250 registered PWD in Malaysia get employed in the workforce (Rosmawati, 2008). Employer needs worker that does not only posses technical expertise but also has soft skills like employability and core abilities (Williams-Myers, 2005; Esposto and Meagher, 2007). Anwar (2007), Brand (2005) and Taylor (2005) further stressed that core abilities skills play a more important role than technical skills and certificate. According to Blackorby and Wagner (1996), vocational training may be particularly important for students with
! '! &%( ('95)/08)616)6177
)%.! ($
-
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı doi:10.1016/j.sbspro.2013.10.112
Abdul Latib Azlan and Rajuddin Muhammad Rashid / Procedia - Social and Behavioral Sciences 93 (2013) 1760 – 1765
1761
disabilities to get a skill especially those who often leave school poorly prepared for work. The special vocational institutions (SVIs) in Malaysia were established with different mission, objective and rule. Because of that, the researcher believes that the trainees from the different types of institutions, programs, and other demographic background will have comparatively different levels of employment core abilities skills (ECAS). The ECAS are essential in providing added value in training and employment. Taylor (2005) further emphasized the importance of assessing the students’ ECAS. By assessing the ECAS, the gaps between each skills can be indentified and thus, allow students to focus on closing the gaps during the training with the help of the trainers. The researcher, therefore intend to identify the level and the core skills that may affect ECAS among trainees with physical disabilities in the SVIs in Malaysia. 2.
Methodology
The research was pursued using quantitative research method. Survey questionnaires were administered to 115 purposively sampled respondents from various types of institutions, programs and different type of disabilities. The researcher identified the level of Employment Core Abilities Skill (ECAS) among trainees with physical disabilities (TPD) using a self-assessment questionnaire adapted from the core abilities component introduced by Moraine Park Technical College (MPTC), Honolulu Community College Performance Evaluation Sheet (HCCPES) and Madison Area Technical College Core Abilities Student Self Assessment (MATCCASSA). The content validity and reliability of the questionnaire was tested before administering the instruments to the respondents. The coefficient reliability of 0.818 obtained from the reliability test indicates that the instrument was reliable. For descriptive statistic, the mean, standard deviation and rank were used to show the differences in level of ECAS. The sequence data of the mean for each skill was arranged in a descending order and was compared to the assessment table scale introduced by Mohamed Najib (1999). Thereafter, the core skills and sub-skills in the ECAS were identified using Analysis of Moment Structures (AMOS) version 16. The Measurement Modelling as part of Structural Equation Model (SEM) approach was selected as one of the statistical technique for data analysis in this study because of its effectiveness in testing models in behavioral and social sciences (Hox and Bechger, 1998). The two-step modeling approach was adopted. In the first step, an initial measurement model that allows all latent constructs to correlate freely was developed. All non-significant correlation value was removed. In step two, a proposed measurement model was tested again to show the relationships among variables. The analysis has shown the relationship between items, core abilities skills and ECAS. By using AMOS, the researcher has produced an ECAS model. The low contribution and problematic item was deleted based on the requirement suggested by Gao, Mokhtarian dan Johnston (2008). For the purpose of this study, alternative measures of fit have been developed as suggested in AMOS 16 and by Maruyama (1998). The model is a good fit when Chi Square is (CS) ≤ 2.00, Ratio (2 or less), Adjusted Goodness-of-Fit Index (AGFI) (more than 0.9), Parcimonious Comparative Fit Index (PCFI) (closer to 1), Root Mean Square of Approximation (RMSEA) (less than 0.05), Akaike Information Criterion (AIC) (close to 0), Relative Fit Index (RFI) (≥0.95), and Normal Fit Index (NFI) (more than 0.9). However, Byrne in Maruyama (1998) has noted that the RMSEA presents standards of .05 or smaller as a good fit, .08 or smaller as a good fit, and .08-.10 as “mediocre fit”. Lastly, the reliability was tested and presented for each ECAS using the SPSS 16 to get the Alpha Cronbach value for the new measurement model (MM). 3. Findings The descriptive statistics using mean, standard deviation and rank was used in order to identify the dominant and non-dominant component of ECAS. Table 1 shows that the highest ranking is ‘value self positively’ and followed by ‘work cooperatively’. In the third and fourth rankings are ‘act responsibly’ and ‘work productively’. It was then followed by ‘learning effectively’, ‘communicate clearly’ and ‘thinking critically and creatively’ in the fifth, sixth and seventh rank. The mean value between 3.92 and 4.48 indicates that the mean is high for the overall ECAS. Meanwhile, Table 2 shows the rank analysis of all sub-skills or items that have been used in the questionnaire. The mean value in this analysis is between 2.45 and 4.71.
1762
Abdul Latib Azlan and Rajuddin Muhammad Rashid / Procedia - Social and Behavioral Sciences 93 (2013) 1760 – 1765
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The measurement model above shows that the overall variance of core abilities skill in ECAS was between .55 to .96 (WP .63, LE .92, CC.96, VS .55, AR .55 and TCC .55). The standardized regression weight (factor loading) for ECAS was between .74 and .98. By deleting some outlier samples and particular variables, the fit of a new trimmed model (modified measurement model) was within acceptable limits for goodness of fit. (Chi-square = 145.477; df = 98; p = .001; Ratio = 1.484; AGFI = .854; PCFI = .779; RMSEA = .057; AIC = 221.477; RFI = .844; and NFI = .873). The construct validity of a same particular variable to ECAS was tested using SPSS for Windows 16. The result shows that the value of Cronbach’s Alpha is .916 and standard deviation was above .913. This indicates that the 16 items have good internal consistency and were confidently capable of measuring ECAS accurately. Figure 1.1 shows that ECAS is influenced by six core abilities skills which are WP, LE, CC, VS, AR and TCC. This model also shows that the WP was influenced by WP1 (I am good in managing my time), WP2 (I can keep focused on task at hand), WP4 (I can be depended on to handle responsibilities) and WP5 (I can follow the work instruction given by the instructor/supervisor). The LE in ECAS was influenced by LE8 (I can organize information productively), LE10 (I like to ask questions if not understand) and LE11 (I am a quick learner). The CC was influenced with CC15 (I can speak clearly and be understood) and CC16 (I like to think before I speak). The VS was influenced by VSP 35 (I love myself and will do the best for myself) and VSP37 (I am concerned about my personal appearance). The AR was influenced by AR23 (I am always on time to work or class) and AR24 (I am a responsible person). The TCC was influenced by TCC30 (I only make decision after proper analysis of the situation), TCC31 (I can recognize the difference between fact and opinion) and TCC32 (I always have a rationale for my ideas and opinions). This model also shows that the WC does not influence the ECAS for the TPDs.
4.
Discussion
The overall mean of Employment Core Abilities Skill (ECAS) was shown to be high indicating that generally the trainees have considerable level of soft skills. ECAS was not developed only at the training institution but it is acquired during the life of the trainees. Many factors influencing the ECAS development include family, peers, past experience, education and training. ECAS is a personal attribute that is developed through formal or informal acquisition process both in school, at home and in the community. This personal attribute is also known as human capacity. According to Tipples (2004), human capacity refers to the skills, knowledge and attitudes people acquire and the know-how in using these skills. He added that human capacity development was influenced by the experience and interaction with society, family, school, and also related with culture, gender, and socialization. The findings show that the trainees with physical disabilities (TPDs), to a certain degree, have the nontechnical skills ability to work. The findings support the researcher’s belief that the TPDs have ECAS ability which is important in the workplace. However, the TPDs work ability also depends on their level of impairment. Robinson (2000) mentioned that the limitations of employing the disabled people is related to the lack of understanding about their capability, lack of knowledge and support and undifferentiated approaches to access and accommodation.
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There is a need for the employer to understand the capabilities and abilities of the TPD. By knowing the level of the workers’ ECAS, the employer can then make suitable adjustments, provide appropriate training and support that will help them in the workplace. In Malaysia, the Job Coach program was introduced in 2006 by Japanese International Cooperation Agency (JICA) to support the people with disabilities (PWD) in many aspects including the rehabilitation, living, training and employment. The Job Coach will make an arrangement with the employer to adjust the work environment and the work area to suit the disabled employee in order to make them feel comfortable, work productively and stay working with the employer (JKKM, 2010). The National Council on Intellectual Disability (2009) further stressed that PWD can work productively in the open competitive work force if provided with the right support. However, a suitable action needs to be taken to raise the number of Job Coaches in Malaysia to support the trainees and workers with disabilities in the workforce. Special vocational institution (SVI) is one of the formal training institutions for the TPDs that help to enhance those skills formally or informally. Guenther, Falk and Arnott (2008) stated that training is the best way to improve employment outcomes. They also mentioned that vocational education training has shown to be an important tool to assist a transition from welfare to work. As the SVI is under the Welfare and Rehabilitation Institution, it is believed that the training provided can increase the trainee’s hard and soft skills which are important for their future. According to Zirkle (1998), the vocational educators and training and development professionals agreed that the skill development and evaluation is the role of the school or training institution rather than the workplace. Therefore, the trainers and the teachers too must possess the ability to enhance the trainees’ ECAS. The training in SVI must focus on the lowest ECAS level more often as shown in the model above (Figure 2). This could be done by injecting those components in the training curriculum. The analysis has found six core skills which influenced the trainees ECAS in SVI (Figure 1.1). The core skills and sub-skills listed can be used in recognizing, classifying and distinguishing the ECAS level of the TPDs in SVI. This model also presents a clear view to the items that are important and related to the TPD’s ECAS. However, the sub-skills for each core skills cannot be used if the researcher wants to identify each core skills individually. In identifying each core skills components, the analysis of Measurement Modeling using AMOS needs to be done separately for each individual core skills. This finding will not to be discussed in this paper. Through this research, it was found out that the identification of ECAS included only a total of 16 items and components. The instrument developed by the researcher, which has been validated through a very systematic manner and tested for its validity using the AMOS 16, can be used to identify the TPD’s ECAS level. Hopefully, the self rating assessment questionnaire developed by the researcher can be a tool that can help the employers to identify the trainees’ and workers’ soft skills.
The researcher further suggests a more purposive cooperation between SVIs and employers in providing industrial training or work study programs or other transition programs that can give an exposure to TPDs for real work experience. This is in line with Gaylord-Ross (1990) idea that such program can shift the disabled students for successful employment. It can increase and develop their ability to work cooperatively, enhance their communicative ability and other social aspects and reduce their feelings of inferiority towards their normal peers. A good training can also reduce the PWD’s dependability to Department of Social Welfare (DSW). By increasing their technical and non-technical skill, it is believed that it will boost the PWDs to be independent or to standalone and get a job. Therefore, the DSW will benefit by reducing the dependability of the PWDs who has secured good job and higher income. It is also suggested that the ECAS self-assessment instrument developed in this study be incorporated in the DSW’s system of registering the disabled in Malaysia. The information that will be generated from this instrument will help the DSW to identify the TPD’s non-technical skill level and group them within their skill level group and provide a suitable training for them. The researcher also believed that this information can influence the employer’s decision to locate a suitable job position and increase the possibilities of PWDs being employed. The research results also showed that the classifications for most of the PWDs are based on the Biomedical model, Functional and environmental model, Sociopolitical Model and Social model. Therefore, it is suggested to classify them according to their ECAS ability which the researcher believes can increase and change in the people’s
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perception towards the PWDs and in the workforce as a whole. The researcher further suggests using the term People with Different Ability rather than People with Disability.
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