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Develop m ent*Of*Micro*Credential*Design*For*Project*
Management*To*Improve*The*Quality*Of*Engineering*
Practices$
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Keywords)
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ABSTRACT)
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The$integration$of$engineering$practices$with$project$management$
responsibilities$ is$ commonplace$ in$ the$ 5ield,$ offering$ an$ effective$
solution$ for$ ex ecu ting$ engineering$ projects.$ Howev er,$ the$ unique$
discipline$ of$ project$ management$ poses$ a$ challenge,$ revealing$ a$
limitation$in$the$quality$of$human $resources$with$expertise$in$both$
engineering$ and$ project$ management.$ This$ study$ aims$ to$ address$
this$ gap$ by$ developing$ a$ Project$ Management$ Micro-Credential$
Design$ to$ formally$ recognize$ engineers$ possessing$ project$
management$ competencies.$ Employing$ the$ Rapid$ Assessment$
Process$ (RAP)$ integrated$ with$ the$ R egional$ Model$ C om pet ency$
Standard$(RMCS),$the$research$outlines$a$comprehensive$design$for$
the$ developm ent$ of$ a$ micro-cr ed ential$ in$ engineering$ pr o ject$
management.$Key$components$of$the$design$include$a$competency-
based$skill$set$development$mo del,$an$instructional$design$system$for$
quality$assurance,$an$outc om e-based$learning$and$teaching$delivery$
structure$ (OBLT),$ a$ competency-based$ assessment$ (CBA)$
development$ framework,$ and$ an$ operational$ structure$ for$ micro-
credential$implementation.$ This$ designed$ framework$ is$ adaptable$
for$applica tion$within$Professional$Organizations$and$Professional$
Education$ of$ Engineers,$ accommodating$ both$ integrated$ and$
packaged$formats,$such$as$the$Indonesian$Student$Micro-Credential$
(KMMI).$ The$ study$ contributes$ to$ bridging$ the$ gap$ in$ project$
management$ expertise$ among$ engineers,$ presenting$ a$ structured$
approach$to$enhance$ their$compet encie s$and$ recognition$within$the$
engineering$profession.$
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INTRODUCTION)
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RESULTS)$
A. Design$Micro$Credential$Development$Project$Management$Engineering$Practice$
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Figure$1.$Design$Of$Micr o$Credential$Development$Project$Management$Engineering$Practice$
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1. Development$of$competency-based$skill$sets.$
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Figure$2.$Competency-based$micro-credential$skill$set$development$model$
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a. De velopment$of$competency -based$skill$sets.$
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Table$1.$Model$interface$between$Skill$set$structure,$competency-based$recruitment,$
occupational$map$within$qualiUication$framework$and$certiUication$scheme$
No.$
Competency-Based$
Recruitment$
Occupational$
Map$Within$The$
Framework$Of$
Qualifications$
Structure$Skill$Set$
Competency$
Certification$
Scheme$
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b. Identify$the$context$/$requirements$of$the$workplace$system.$
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Formulate Micro Credential Skill sets
• The title of skill set/occupation is identified based on the
results of identifying work role needs and the context of
work requirements.
• Description of the objectives/profiles of graduates are
identified based on the requirements of the certification
scheme and/or the context of the industry.
• Context/field of work is identified
• Employability skills are identified based on the
requirements of the certification scheme and/or industry
context.
• The basic requirements of the work role are identified,
identified based on the requirements of the certification
scheme and/or industry context.
• Core tasks/competencies and selected competencies
are identified based on certification scheme
requirements and/or industry context.
3
Identify workplace system
contexts/requirements
• Work environment requirements are identified
standards and technical regulations of the field
of work
• Employability skills requirements are identified
based on the context of the job
• Basic requirements are identified based on
certification scheme requirements and/or
industry context
• Degree scale requirements are identified based
on certification scheme requirements and/or
industry context.
2
Identify information needs Skill set/occupation.
• Occupational needs are identified according to areas and programs of
expertise
• Skill set needs information is identified based on the context of job market
needs.
• Availability of competency standards are identified as recognition needs
1
COMPETENCY-BASED SKILL SET DEVELOPMENT
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S($0!.)?%$()@.)#<!-)J!S,-#!%F!)..J.J!#(!%@L$(?.!.EE%K%.)KI<!L$(J'K#%?%#I<!L$(J'K#!O'-/%#I!-)J!
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N,.! K()#.Q#! (E! K(@L.#.)KI! )..JF! %J.)#%E%.J! -KK($J%)D! #(! S($0L/-K.! FIF#.@! $.O'%$.@.)#F<!
S,%K,!@-I!%)K/'J.!a((J!C$-K#%K.F!5F'K,!-F!a[C<!a6C<!acC9<!F-E.#I!$.O'%$.@.)#F<!-)J!O'-/%#I!
FIF#.@F2!&9!G@L/(I-&%/%#I!F0%//F!$.O'%$.@ .)#F!-$.!%J.)#%E%.J!&-F.J!()!#,.!K()#.Q#!(E!#,.!P(&<!
S,%K,!@-I!%)K/'J.!K(@@')%K-#%()<!#.-@S($0<!L$(&/.@!F(/?%)D<!L/-))%)D!-)J!($D-)%Y%)D<!F./E*
@-)-D.@.)#<! %)%#%-#% ?.! .)#$.L$.).'$F,%L<! #.K,)(/(DI<! -)J! /.-$)%)D2! K9! 7-F%K! $.O'%$ .@.)#F!
%J.)#%E%.J!&-F.J!()!#,.!$.O'%$.@.)#F!(E!#,.!K.$#%E%K-#%()!FK,.@.!-)J!%)J'F#$I!K()#.Q#<!S,%K,!
@-I! %)K/'J.! O'-/%E%K-#%()Fe.J'K-#%()! -)J! .QL.$%.)K.! %)! L$ .?%('F! $ (/.F2! J9! g.D$..! FK-/.!
$.O'%$.@.)#F!-$.!%J.)#%E%.J!&-F.J!()!K.$#%E%K-#%()!FK,.@.!$.O'%$.@.)#F!-)J!%)J'F#$I!K()#.Q#<!
S,%K,!@-I!%)K/'J.!#%@.<!#%@.<!-)J!K(@L.#.)KI!J%@.)F%()F2!
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c. Micro-Credential$Operational$Curriculum$Skill$Set$Formulation$
7-F.J! ()! #,.! %)#.$E-K.! @(J./! &.#S..)! #,.! +0%//F.#! F#$'K#'$.<! K(@L.#.)KI*&-F.J!
$.K$'%#@.)#<!(KK'L-#%()-/!@-LF!S%#,%)!#,.!O'-/%E%K-#%()!E$-@.S($0!-)J!K.$#%E%K-#%()!FK,.@.F<!
-! L$(P.K#! @-)-D.$! @%K$(*K$.J.)#%-/! F0%//! F.#! K-)! &.! J.?./(L.J<! S,%K,! %)K/'J.F! #,.! [%K$(*
6$.J.)#%-/!L-K0-D.!#%#/.<!/.-$)%)D!J.E%)%#%()eFK(L.<!S($0L/-K.!K()#.Q#<!@-)-D.$%-/! -)J!K'/#'$-/!
K(@L.#.)K%.F<!$(/.!$.FL()F%&%/%#%.F<!.)#$I!&.,-?%($!/%).<!-)J!F0%//!K( @ L.#.)K%.F!5C-/@.$<!A3A>9!
-F!&./(S2!
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Table$2.$Sill$Set$–$Project$Manager$Microcredential$Operational$Curriculum$
SKILL$SET$–$OPERATIONAL$CURRICULUM$EXPERTISE:$PROJECT$MANAGER$ENGINEERING$
PRACTICE$
>* Package$title$:$Credentials$and$
Instructional$Goals8
determined$based$on$national$
occupational$map/$competency-
based$recruitment/$occupational$
standards/$national$certification$
standards$and$workplace$context.8
S)?+(8 X+<'<@")>;8 I??G#>")(@>;8 C)";<%8 R@,)@<<+)@,8
Y+>?")?<8Y+(3<?"8S>@>,<+8
8
Z@$"+G?")(@>;8 [(>;%8 Y>+")?)#>@"$8 >+<8 >:;<8 "(8 >?"8 >$8
<@,)@<<+)@,8 #+(3<?"8 H>@>,<+$8 )@8 >??(+'>@?<8 M)"!8
"!<8?(@"<P"8(D8 "!<8 <@,)@<<+)@,8$<?"(+8 &8 D)<;'8 )@8 D)4<8
')H<@$)(@$8(D8?(H#<"<@?<8
:* Definition/Scope$of$learning8
determined$based$on$national$
occupational$standard$
descriptions/maps$and$workplace$
context8
Q@8 R@,)@<<+)@,8 Y+>?")?<8 Y+(3<?"8 S>@>,<+8 )$8 >8
#+(D<$$)(@>;8 M!(8 )$8 +<$#(@$):;<8 D(+8 #;>@@)@,\8
H>@>,)@,\8>@'8$G#<+4)$)@,8"<?!@)?>;8#+(3<?"$8M)"!)@8
"!<8<@,)@<<+)@, 8D)<;'*8C!<8H>)@ 8">$E8)$8"(8<@$G+<8"!>"8
"!<8 #+(3<?"$8 >+<8 ?(H#;<"<'8 $G??<$$DG;;A\8 )@8
>??(+'>@?<8 M)"!8 "!<8 <$">:;)$!<'8 ,(>;$8 (D8 ")H<\8
:G',<"8>@'8UG>;)"A*88
?* Workplace$context$8
determined$based$on$national$
occupational$standard$
descriptions/maps$and$workplace$
context8
C!<$<8Y+(3<?"8S>@>,<+$8M(+E8)@8>84>+)<"A8(D8$<?"(+$\8
)@?;G')@,8 ?)4);8 <@,)@<<+)@,\8 <;<?"+)?>;8 <@,)@<<+)@,\8
H<?!>@)?>;8 <@,)@<<+)@,\8 ?!<H)?>;8 <@,)@<<+)@,\8 >@'8
("!<+8<@,)@<<+)@,8D)<;'$*8
'* Kompetensi$manajerial$dan$
kultural8
determined$based$on$employability$
skills$on$national$occupational$
standards/maps$and$workplace$
context8
RH#;(A>:);)"A8LE);;$%8
-* ](HG@)E>$)8
J* O(+E8)@8"<>H$8
5* C+(G:;<$!(("8#+(:;<H$8
/* L<;DWH>@>,<H<@"8
6* Z@)")>")4<8>@'8<@"+<#+ < @<G+$!)#8
0* Y;>@@)@,8>@'8(+,>@)^)@,8
1* C<?!@(;(,A8
7* _<>+@)@,8
<* Tanggungjawab$peran$kerja8
C!<8 <@,)@<<+)@,8 #+(3<?"8 H>@>,<+`$8 3(:8
+<$#(@$):);)")<$8 )@?;G'<%8 Y+(3<?"8 Y;>@@)@,\8 C<>H8
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Determined$based$on$workplace$
context$and$according$to$
occupational$standard$
responsibilities8
X((+')@>")(@\8 T)$E8 S>@>,<H<@"\8 VG',<"8
S>@>,<H<@"\8 aG>;)"A8 >@'8 L>D<"A\8 R4>;G>")(@8 >@'8
T<#(+")@,\8X(HHG@)?>")(@\8>@'8Y+(:;<H8L(;4)@,*8
8
D* Entry$behavior$line8
determined$based$on$employability$
skills$on$national$occupational$
standards/maps$and$workplace$
context8
C!<8 :>$)?8 +<UG)+<H<@"8 (D8 "!)$8 H)?+(W?+<'<@")>;8 )$8
"!>"8 #>+")?)#>@"$8 !>4<8 ,+>'G>"<'8 M)"!8 >8 :>?!<;(+`$8
'<,+<<8)@8<@,)@<<+)@,*8
,* Kompetensi$keahlian8
determined$based$on$employability$
skills$on$national$occupational$
standards/maps$and$workplace$
context8
-* Q##;A8"!<8R@,)@<<+`$8?('<8(D8<"!)?$8)@8#+(3<?"8
H>@>,<H<@"*8
J* S>@>,)@,8R@,)@<<+)@,8Y+>?")?<8Y+(3<?"$8
5* S>@>,<8#+(3<?"8$?(#<8
/* S>@>,<8#+(3<?"8")H<8
6* S>@>,<8#+(3<?"8UG>;)"A8
0* S>@>,<8#+(3<?"8D)@>@?<$8
1* S>@>,<8#+(3<?"8bT8
7* S>@>,<8#+(3<?"8)@D(+H>")(@8>@'8
?(HHG@)?>")(@8
2* S>@>,)@,8#+(3<?"8+)$E8
-.* S>@>,<8#+(3<?"8#+(?G+<H<@"8
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H>)@">)@)@,8"!<8(+,>@)^>")(@`$8ObL8
H>@>,<H<@"8$A$"<H*8
! !
B. Competency-based$Instructional$Design$as$a$quality$assurance$s ystem$
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Figure$3.$Competency-Based$Instructional$Design$Model$$
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C. Delivery$of$outcome-based$learning$and$teaching$$(OBLT=Outcome$Based$Learning$and$
Teaching).$
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Figure$4.$Delivery$Flow$of$outcome-based$learning$and$teaching$
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D. Development$of$competency-based$assessmen t$(CBA)$
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Figure$5.$Implementation$Structur e $of$competency-based$assessment$
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E. Micro$Credential$Deployment$
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Understanding+
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Curriculum
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sessions
Implementation+of+the+
learning+session-
enggagement'with'
Instructional'goal
Quality+evidence-
gathering+practice+
exercises
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according to the
instrument of
instructional design
Personalized+
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assessment+and+
improvement
Feedback
Learning-
evaluation
2. Collecting quality evidence
Questions, demonstration
observations, portfolios,
projects etc.
4. Making assessment decisions
Assess and conclude evidence, based
on competency standards, provide
clear & constructive feedback to the
accession
1. Establish & maintain an
assessment environment
Assessment plans, competency
standards, assessment instruments,
assessment integration opportunities,
facilities, specialist support, appeals,
preparing candidates and notes
3. Support candidates
Digging up other quality
evidence, reasonable
adjustment
5. Record & report
assessment decisions
Record assessment results quickly and
accurately, complete and submit
assessment documentation in accordance
with confidentiality conventions
6. Review the assessment process
Review the assessment process in
consultation with the accession & relevant
people for continued improvement,;
Documenting and recording reviews
IMPLEMENTATION OF COMPETENCY-BASED ASSESSMENT (CBA=Competency Based Assessment)
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REFERENCES)
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Micro Credential
Proposal
Validation by
quality assurance
units
Executor
assignment for
micro-credentials
Micro-credential
implementation
Micro-credential
award
Evaluation and
continuous
improvement
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