One Of The Oldest Professions In The World Essay Example

in Malaysia by the Ministry of Human Resources since 2000. Malaysia has been a leader in implementing CBTA, joining countries like the United Kingdom, Australia, New Zealand, South Africa, Sweden, and Germany.

Introduced in 1993 by the Majlis Latihan Vokasional Kebangsaan (MLVK), the National Skills Certification System will soon be accompanied by the implementation of the National Skills Development Act by the Ministry of Human Resources. Furthermore, the Ministry of Higher Education is set to launch the Malaysian Qualification Framework (MQF). These initiatives aim to restructure and streamline vocational and skills training in Malaysia to better meet current job demands, highlighting the significance of human resource development. To support economic growth, it is crucial to focus on preparing a skilled and qualified workforce. This necessitates a more flexible framework for national skills recognition and qualifications, promoting a training culture that motivates skilled workers and enhances competencies among Malaysians. Competency-based learning serves as the foundation for most training programs and has been widely practiced globally.

Flavius Josephus observed that the Roman Army's proficiency training greatly contributed to their military successes. He accurately characterized their training as both "bloodless battles" and "bloody drills." Although various countries may refer to it differently, such as Competency Based Learning (CBL) or Competency Based Training (CBT), the emphasis on competency remains constant. CBT played a vital role in enabling the United States Army to effectively train numerous young men during World War II.

During the attack on Pearl Harbor in 1942, the US Military faced a challenge of rapidly training millions of young men to increase its armed forces. To accomplish this, various forms of Computer-Based Training (CBT) were utilized to prepare these individuals

for deployment in Europe or the Pacific. The effective training received by these soldiers played a critical role in defeating Germany and Japan. CBT was instrumental in facilitating the swift expansion of the US Military from a small army into a large force comprised of numerous soldiers. Australia's Vocational Education, Employment and Training Advisory Committee defines CBTA as "training that focuses on developing skills aligned with industry standards rather than comparing individual achievements within a group." CBTA employs a scientific approach to training by identifying specific knowledge, skills, and attitudes necessary for particular job roles such as that of an infantry soldier.

The approach employed involved breaking down each task into groups of skills. These skills could be identified for a particular job by conducting a comprehensive analysis of training relating to performance, requirements, and benchmarks. For example, an infantry soldier might require proficiency in rifle firing. This would involve understanding the various conditions and positions in which the rifle must be fired.

An example of the standards required is to achieve fifty hits on a target that is three foot high and two foot wide, from a range of one hundred meters, while standing. There is an ongoing debate about what constitutes competency; however, for general purposes, it can be defined as a well-defined group of related knowledge, skills, and attitudes that are essential for a job and can be measured and assessed.

Typically, if performance cannot be measured with a stopwatch, it is not considered a competency. Firing a rifle is considered a competency in infantry training because it is a crucial aspect of an infantryman's job. Its performance can be evaluated based on conditions, standards,

and elapsed time.

For example, in one minute, ten shots must hit the target. The Malaysian Armed Forces (MAF) adopted the CBTA concept from the Australian Defence Forces (ADF), who began practicing it in 1996. Realizing a need to revamp their training approach, the MAF initiated CBTA in 2002 and implemented it in 2007. Incorporating CBTA into Army training programs led to the development of the Malaysian Army Competency Standard (MACS), which outlines the necessary requirements for a soldier to excel in their field.

The proficiency of soldiers in performing tasks at an acceptable level will be assessed to determine their MACS eligibility. The Army has identified 318 career and functional courses under AF Code No 2 that must meet MACS requirements. From the introduction of CBTA through the end of 2011, a total of 42,408 students from Army training institutions have attained the Malaysian Skills Certification (MSC) or Sijil Kemahiran Malaysia (SKM). MSC or SKM is a certification structure consisting of five levels based on the National Occupational Skills Standard (NOSS). The process of obtaining SKM accreditation for the courses listed in AF Code No 2 varies from SKM Level 1 to 5.

The Army's implementation of CBTA in terms of education and training incorporates the general characteristics of military professionalism mentioned earlier. Organizing a training course becomes relatively simple when identifying competencies. Competencies can be divided into smaller tasks, such as learning how to disassemble and reassemble a rifle before being able to fire it. This specific task can be listed as a distinct learning outcome that must be accomplished prior to achieving the ultimate competency of firing a rifle in specific conditions.

By implementing Competency-Based Training

and Assessment (CBTA), the Army can easily structure a training course. This course may include initial training as well as further "On-The-Job" training (OJT) to provide soldiers with the necessary competencies for their job. CBTA also allows the Army training institution to create a more comprehensive training package, considering competency values such as knowledge, skill, and attitude. Managing training courses efficiently, delivering them effectively, and conducting systematic evaluation and assessment are essential for ensuring the quality of training and, consequently, the quality of soldiers. Evaluating a soldier's performance is not limited to a single training institution, as it is in the traditional training approach.

CBTA (Competency-Based Training and Assessment) facilitates continuous evaluation through a competency log, ensuring a soldier's competence not only during training but also when performing tasks and duties in the workplace. Furthermore, CBTA aids in the development of a strong organizational structure as a part of achieving military professionalism within the Army. The process of CBTA includes job analysis and job specification, which assist the Army in assigning the right individuals to the appropriate roles. Consequently, this allows the Army to determine the specific competencies and characteristics required within its organizational hierarchy. As a result, improvements have been implemented within Army training centers' organizational structures.

Furthermore, in addition to having at least one officer responsible for CBTA at each Army training institution, the Army has also begun training its staff and instructors on the principles of CBTA. In 2011, the Army conducted five courses aimed at increasing the knowledge of staff and instructors. These courses included vocational training officer courses (three series), certification skills induction courses (three series), course of study programs (four series),

basic instructor methodology courses (one series), and vocational certification officer induction courses (one series). Through these courses, the Army aims to ensure that CBTA is comprehensively understood, effectively taught, and successfully implemented. This will enable the achievement of CBTA implementation objectives. It is crucial for military professionalism to be not only accepted among military personnel but also acknowledged by the general public.

The acceptance and recognition of military professionalism has been made possible by the implementation of CBTA. The Army's adoption of CBTA aligns with the requirements of MLVK and offers soldiers an additional qualification path and career development opportunity. This qualification path is in line with the existing academic qualification structure, resulting in a double qualification structure consisting of academic and skills qualifications. This new skills qualification structure creates a range of opportunities for soldiers upon completing their service in the Army, including those who do not possess formal qualifications despite years of work experience.

PULMAT has achieved SKM Level 4 accreditation for its Souse Chef course, making it the highest level of accreditation out of all the 318 courses offered by Army training institutions. This accreditation is equivalent to a diploma based on NOSS, meaning that soldiers who complete this course are on par with others in the business environment or labor market. Additionally, if soldiers decide to pursue a job with a similar competency level after completing their military service, they will have a better career path.

The advantages and strengths of CBTA in achieving the Army's desired results have been extensively discussed. However, it is important to acknowledge the weaknesses that CBTA faces in its quest to enhance professionalism within the Army.

When analyzing the progress and accomplishments of CBTA thus far, alarming figures and statistics can be observed. Out of the 17 Army training institutions, roughly 50% (9 training centers) have attained accreditation as recognized training centers. These accredited centers include IKED, IKEM, IJED, PULMAT, PULNORD, PULAPOT, PULPAK, PULADA, and IPDA. They collectively offer 42 courses that have obtained SKM certification out of a total of 318 courses.

Approximately 13% of the courses listed in the AF Code No 2 were included in this analysis. Only one course achieved SKM Level 4, while 13 courses were at SKM Level 3, and 28 courses ranged from SKM Level 1 to Level 2. IJED offers the highest number of courses that are accredited with the national level SKM. According to the AF Code No 2 in 2011, out of the 21 courses conducted by IJED, 12 courses have national SKM accreditation.

The Infantry Corps is concerned about the numbers regarding accreditation of courses. IKEM and PULMAT both have 7 courses accredited by national SKM, whereas PULADA only has 1 course (Dog Unit Handler Course) with national SKM accreditation. It is essential for the competence level of Infantrymen to reflect the Army's professionalism because many Infantry officers eventually advance to higher positions within the Army. Furthermore, it is crucial for the Army to take necessary measures to ensure that Infantry soldiers possess sufficient competency to be competitive in the job market after their service, particularly for those who retire at age 45 and still have familial responsibilities.

Only one course (SKM Level 2) out of the 18 courses conducted by PULADA has received accreditation, indicating that CBTA has not effectively enhanced

the professionalism of Infantrymen. The advantages of CBTA seem to be restricted to individuals with technical expertise and knowledge acquired from serving in Corps such as KJLJD and KPD. It remains uncertain how these levels (SKM Level 1 and Level 2), which constitute the majority of Army personnel training, contribute to the overall increase in professionalism. The diagram below provides a general guideline for SKM levels, categorizing SKM Level 1 and Level 2 under operation and production level respectively according to personnel categories.

In 2011, the majority of Army personnel obtained SKM certification through courses. That year, a total of 4,800 Army personnel achieved SKM certification. Among these individuals, only 550 personnel (11%) reached SKM Level 3, while 1,516 personnel (32%) attained SKM Level 2 and 2,734 personnel (57%) achieved SKM Level 1. Therefore, if the Army defines a significant increase in professionalism as the majority of its personnel achieving SKM Level 1 and Level 2 based on military professionalism characteristics, then CBTA would have accomplished its objective.

However, military professionalism extends beyond the skills taught in SKM Level 1 and Level 2. The Army should strive for at least SKM Level 3 to enhance professionalism. SKM Level 3 provides soldiers with proficiency in three categories of personnel skills: skills, related/management skills, and supervisory skills. Becoming proficient in these areas would result in the achievement of military professionalism.

The MAF implemented CBTA, which established guidelines for SKM competency based on rank structure. SKM Level 1 is for Privates and Lance Corporals, Level 2 for Corporals, Level 3 for Sergeants and Staff Sergeants, Level 4 for Warrant Officers, and Level 5 for Officers. However, some Army courses do not

meet these guidelines. For instance, the Section Commander course at PULADA only achieves SKM Level 2. Consequently, the majority of Infantry Corps sergeants have SKM Level 2 instead of the required SKM Level 3 set by the MAF.

The Infantry Corps should prioritize this issue as it has the largest number of personnel in the Army. There are approximately 1,500 personnel who hold the rank of sergeant in the Infantry Corps. In the Infantry Standard Battalion, sergeants make up 56% (57 personnel) of the 102 Non-Commissioned Officers (NCOs) in the battalion. The Infantry Section Commander course at PULADA primarily focuses on field application and tactics, rather than managerial and administrative duties at the battalion level. The PTTR course at IPDA is where most of the managerial and administrative duties are taught.

However, once an infantry soldier completes the Infantry Section Commander course, they are eligible to be promoted to the rank of sergeant. Within an Infantry battalion, their role is to oversee a section of 7 personnel. In 2011, PULADA conducted 3 series of the Infantry Section Commander course, totaling approximately 300 students. However, these 300 individuals may have limited knowledge of managerial and administrative duties because it is standard practice for an Infantry Battalion to send soldiers to the PTTR course after completing the Infantry Section Commander course, but only if they are planned to be promoted to the rank of Staff Sergeant. Unfortunately, the Infantry Corps only receives an average of 100 slots for the PTTR course each year. As a result, less than 50% of the 300 personnel who attended the Infantry Section Commander Course would have the opportunity to attend the PTTR course.

Around

200 personnel lack the necessary competence to oversee a group of soldiers in the Infantry Battalion. In order for a Sergeant in the Infantry Battalion to receive a higher salary, they must complete the PTTR course under the Sistem Saraan Malaysia (SSM). By achieving this, they will be eligible for the P2 salary designation. Thus, it can be concluded that monetary incentives can serve as a motivation for attending the PTTR course.

Participating in the PTTR course can enhance a Sergeant's skills in managerial and administrative knowledge, leading to increased professionalism. This raises concerns about the new SBPA salary structure, which no longer includes a salary for the rank of P2. Some Sergeants may be disinclined to attend the PTTR course if they believe it won't lead to a promotion to Staff Sergeant. Consequently, it can be argued that without the PTTR course, their level of professionalism may diminish.

For an Infantry Battalion, if the 57 Sergeant does not attend the PTTR course, they would lack the competency to manage approximately 500 soldiers in the battalion. This creates a chain reaction where officers must assume a larger responsibility in upholding military professionalism in the Army. The responsibility should be shared between NCOs and Officers to ensure a well-structured organization that meets the requirements of military professionalism. Another area where CBTA fails to promote professionalism is in leadership training. CBTA is not effective for training in leadership and management, as it is difficult to measure competency based on clearly defined behaviors that contribute to effective leadership and management. This ultimately affects the attributes of military professionalism.

Certain areas still depend on a subjective evaluation conducted by industry experts.

For instance, numerous special forces training programs include competencies as a component of the training curriculum. These competencies are linked to observable behaviors that can be measured using a stopwatch. Nevertheless, the ultimate assessment remains subjective.

The assessment method could involve a panel of experts evaluating each individual and posing a subjective question, such as 'would you engage in warfare with this individual'. If the response is negative, the number of successfully completed behavioral competencies becomes irrelevant; the individual is unsuitable. Such subjective evaluations remain fitting for job candidates in fields where expert-defined qualities are necessary. Examples include priests, teachers, military officers, and flying instructors. These roles demand qualities that are nearly impossible to define solely in terms of behavior.

Defining the actions of a successful leader can be challenging, as it is a subjective observation. However, we can recognize effective leadership when we witness it. Attitude competencies often lack accuracy as they can only be evaluated in a negative context. For instance, a competency may mandate the display of the correct attitude towards safety. The wrong attitude can be easily assessed, such as when someone violates a no smoking area by lighting a cigarette, indicating a clear disregard for safety.

However, if an individual does not smoke, it does not necessarily indicate a positive attitude. It simply means that the person does not smoke. Officer training courses often result in students pretending to have positive behaviors that they believe will be viewed favorably. For instance, they may constantly smile and willingly perform tasks to appear enthusiastic. Any evaluation based on this behavior can only determine competence in smiling and using persuasive language, rather than revealing the

person's actual attitude. The seemingly enthusiastic individual could be skilled at deceitful behavior, which may be advantageous but is unlikely to endear them to their subordinates. Additionally, CBTA could potentially make soldiers complacent about their accomplishments.

The Malaysian Army CBTA only requires individuals to reach a level of competence, as they are evaluated as either competent or not yet competent. Conversely, the Singapore Armed Forces (SAF) has implemented Competency Based Learning (CBL) with a different assessment of competence levels. Unlike the Malaysian Army, the SAF's CBL evaluates performance based on five levels of competency: Novice/Advance Beginner, Competent, Proficient, and Expert. The SAF believes that these levels are essential for assessing CBL, particularly in leadership training.

Therefore, the Malaysian Army leadership training may be hindered in its efforts to increase professionalism because soldiers might perceive that they only need to be assessed as competent. To truly excel, individuals should not become complacent but strive to bring out their best. In conclusion, it is crucial for the Malaysian Army to establish clear terms and definitions of military professionalism. This will enable them to understand how Competency-Based Training and Assessment (CBTA) can enhance the level of professionalism among their personnel. Based on discussions, arguments, and empirical evidence regarding CBTA's achievements in the Army, it can be deduced that implementing CBTA alone can lead to an increase in professionalism.

However, this does not imply that CBTA has failed in its objectives. It simply requires a minor overhaul in terms of the SKM level needed by Army personnel to attain professionalism. 3894 words) REFERENCES 1. Janowitz, Morris, The Professional Soldier, The Free Press, New York, 1971. 2.

Huntington, Samuel P., The Soldier and the

Slate, Belknap Press, Cambridge, Massachusetts, 1957.

3. Sarkesian, Sam C.

The text includes the following references:

1. "The Professional Army officer in a Changing Society" by Nelson-Hall Publishers, Chicago, 1975.

2. "Leadership Development Through the Singapore Armed Forces (SAF) Competency Based Learning Project" by Ramatahan, K., SAFTI Military Institute, Singapore, 2000.

5. Annual Report, Laporan Perkembangan Latihan dan Penilaian Berasaskan Kompetensi (LPBK) Tahun 2011, MK LAT-BPL(MLVK)/G3/3001/5(71) dated Feb 2012. 6. MACS Report, Pembangunan Standard Kompetensi Tentera Darat (SKTD) Untuk Tugas Penolong Ketua Platun Infantri Dan Ketua Seksyen Infantri, MK-TD Jab Inf, Kuala Lumpur, Jul 2008.

7. Paper Work, Konsep Strategi dan Perlaksanaan LPBK Dalam Angkatan Tentera Malaysia, MATM/J1CTK/A/238/8 dated 12 Dis 2005. 8. AF Code No 2, Jadual Kursus Tempatan Tahun 2011, Markas Pemerintahan Latihan dan Doktrin Tentera Darat, Kuala Lumpur, 2011.