The Competency Development Model for Non-Skilled Workers in the Workplace

Abstract

This research aims to: 1) study the current problems and needs for competency development of unskilled workers in establishments; 2) develop and evaluate a competency development model for unskilled workers in establishments; and 3) develop and evaluate the effectiveness of a training curriculum to enhance supervisor competencies. The data for studying current problems were collected from 59 electrical system service organizations, determined by the Krejcie and Morgan table, using a simple random sampling method. The research target group consisted of 12 supervisors. The statistical tools used for analysis included percentages, means, and standard deviations.

The research findings revealed that: 1) In establishments, there are problems related to the work performance of unskilled workers, including incorrect work procedures, poor quality output, excessive material consumption, and failure to complete tasks within the designated time. Unskilled workers receive on-the-job training from supervisors and require a competency development model. 2) The competency development model for unskilled workers in establishments comprises two parts: 1) supervisor competency enhancement and 2) competency assessment and development. 2.1) The competency assessment process for unskilled workers, 2.2) the training curriculum design process, and 2.3) the follow-up process. The model was evaluated through expert interviews, focusing on feasibility and appropriateness, demonstrating its potential for use in developing unskilled worker competencies. Its utility and accuracy were evaluated by establishment executives and model users, resulting in an overall rating of the highest level (  = 4.52, S.D. = 0.57). 3. The training curriculum consists of: 1) a model usage manual and 2) a curriculum comprising 14 units. The model usage manual received an overall rating of the highest level ( = 4.51, S.D. = 0.52), and the training curriculum quality was rated at a high level ( = 4.50, S.D. = 0.50). The curriculum evaluation revealed that: 1) trainee reaction assessment was at the highest level ( = 4.60, S.D. = 0.49); 2) trainee learning assessment showed significant improvement post-training compared to pre-training; 3) trainee behavior assessment indicated positive changes in work performance; and 4) organizational outcome assessment, specifically the satisfaction of service recipients after unskilled workers received on-the-job training from supervisors, was rated at the highest level ( = 4.85, S.D. = 0.34).