Competence Management System for Railway Operation of Keretapi Tanah Melayu Berhad

INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VO`LUME 10, ISSUE 04, APRIL 2021 ISSN 2277-8616 \ Competence Management System For Railway Operation Of Keretapi Tanah Melayu Berhad

Shanmuga Sundaram, Dr. Kamran Shvarebi

Abstract: The article present a systematic approach to develop and maintain professional competence in the field of Railway Operation of Keretapi Tanah Melayu Berhad, the national railway operator of Malaysia. Previous studies in the area of competence development limited to other types of railway systems technology or non-Malaysian railway systems. This quantitative research study use suitable competency model to explore the competence of existing staff and following this an analysis to determine the suitability of the propose methods to develop and maintain competence is carry out. The end result of this article present, discuss and summarize the outcome of pilot study analysis using appropriate statistical method to determine the usefulness and suitability of the research instrument for usage in final survey process.

Index Terms: Competence Development, Competence Management System, Competency Model, Malaysian railway, Traffic Management Systems. ——————————  —————————— 1 INTRODUCTION TH E modern railway in Malaysia begin in year 1993 with collection and other mechanical equipment (Baek & Lee, commencement of electric train services by Keretapi Tanah 2017). Among these, the traffic management system (TMS) Melayu Berhad (KTMB) in capital city of Kuala Lumpur consider the core system as being the interface between the (Mohamed et al., 2015). KTMB is public limited company traffic controller and other railway subsystems (Morant et al., operate and manage heavy-rail transportation in Malaysia 2014). In present days, TMS is largely automated with (Bachok et al., 2013). Since introduction, railway transportation computers perform daily tasks and control train travel with exist more than 100 years and employing more than 12,500 sets of rules operate by a team of skill personnel (Kalsapura et workers throughout Malaysia (Humar et al., 2019). In parallel al., 2018). As such, competence plays an importance role in to this, the development phase of Malaysian railway system is operation of modern TMS. Similarly, Ian Prosser (2016) stated summarize in Table 1. competence plays important role in controlling health and safety risks on operational railway and other guided transport Table 1 systems. Presently, commuter rail passenger not satisfy with Malaysian Railway System Development Phase punctuality of departure and arrival of KTMB trains (Ahmad Intermediate Current Phase Nazrul Hakimi Ibrahim et al., 2019). Concurrently, in KTMB Early Phase Phase (1993 to (2003 – (Prior to 1993) operation environment, there is gaps with regards to local 2003) Present) capabilities and capacity to support rail operations (Humar et Rolling Stock Diesel Electric Electric al., 2019). In addition, Azadeh, Salehi, & Kianpour (2018) Solid State explain human error and lack of planning, scheduling and Interlocking Processor coordination cause certain unexpected events in the railway (SSI) & Signalling & Mechanical Based Computer operation. In this view, the research question is listed below. Communication Interlocking Interlocking Based  What is current competence of KTMB TMS (PBI) Interlocking operation staff ? (CBI)  What suitable technique can sufficiently support Centralized Traffic Integrated competence development in KTMB ? Token (or) Key Control Centre Management CTC in 3 main Block System (CTC) on in  How to systematically develop competence among System region center region KTMB TMS operational staff ? Travel Speed Maximum Maximum Maximum  How to manage competence in KTMB TMS (rolling stock) 80km/h 120km/h 140km/h operation department ? Source : Compile by Author The early phase of the railway system is mainly mechanical Accordingly, this research aim to develop a systematic oriented system with basic system like Token Block and competence management system for KTMB. This workflow operate train travel below 80km/h. However, in present days, system set to become a benchmark practice for competence existing railway system capable to operate passenger train management for railway operation in Malaysia. In line with travel up to 140km/h with freight services and 3 separate this, the research objective is listed below. centralize traffic control (OCC) to monitor and control train  To explore competence of KTMB TMS staff using traffic movement under the Operation Department of KTMB. suitable competency model The modern railway systems consist of many elements such  To investigate suitable technique to support as rolling stock, signaling, communication, power supply, traffic competence development in TMS field of KTMB management & operation, platform screen door, automatic fare  To identify an effective methodology to develop ———————————————— competence in KTMB TMS department  Shanmuga Sundaram is currently pursuing PhD in Project Management  To develop a competence management system at International University of Malaya-Wales, Kuala Lumpur, Malaysia. that suit the KTMB TMS operation E-mail: [email protected]  Dr. Kamran Shavarebi is Associate Professor at Faculty of Arts & Science of International University of Malaya-Wales, Kuala Lumpur, Malaysia.

2.4 Competence Management System 2 LITERATURE REVIEW Variation in the rail industry’s standard of competence exist as there is differences in type of asset, operating environment, 2.1 Current Competence Analysis and the organization (Baker, 2018). Whereby a competence Competence often serve as basis for standard that specify the management system (CMS) is responsible to ensure all staff is level of knowledge, skills and abilities require for success in competent to perform tasks with skills and knowledge in all the workplace (Kuncoro et al., 2017). Parallel to this, The circumstances (European Union Agency for Railway, 2018). International Project Management Association (IPMA) Competence management system involve process to identify acknowledge competence as an application of knowledge, and define the competence for a job function and skills, and abilities (Vukomanović et al., 2016). Among these, systematically drive the development measure as well the ability being the most influencing factor among all (Kang & implementation and evaluation measure (Decius & Schaper, Ritzhaupt, 2015). The difference between competences of any 2017). person and require competences is the competency gap (Bohlouli et al., 2017; Russo, 2016). The most prominent tool 3 RESEARCH METHODOLOGY to define competence gap is by using competency model (Singhal & Kansal, 2018). Competency model is best way to 3.1 Research Framework address relationship between competencies and provide The research framework in Fig.1 indicate topology foundation for competence development (Prifti et al., 2017). arrangement of respective variables in this research. In The transportation, distribution and logistics (TDL) competency parallel, this arrangement present the process flow chart for model developed by Department of Labour and Department of CMS in KTMB TMS operation department. Transport of United States identifies the competencies and skills across the transportation sector (Mary et al., 2015). The TDL competency model consists of 6 different tiers with Competence personal effectiveness competencies at top bottom follow by Competency Management System (CMS) academic competencies, workplace competencies, industry- Model wide technical competencies, industry-sector technical Skill competencies and occupation specific requirement TMS competencies for usage in transportation industry (Leslie, Knowledge 2016). Competence Ability 2.2 Suitable Technique The implementation of knowledge management strategies accrue benefits to improve performance and continuous 1. LMS improvement (Suresh et al., 2017). Whereby, access to 2. LFM relevant technological information contribute to a higher level of knowledge activity within the organisation (Park & Kim, 2015). In a similar understanding, the London Underground Metro Rail (Tube), uses Learning Management Systems Fig1: Research Framework (LMS) to encourage learners to develop their own competence using a dedicated user base online application method (RSSB, 2013). LMS is basically a technique to provide training and learning in e-learning format (Rajaonah et al., 2018). The e- 3.2 Survey Design learning system useful to enhance knowledge of the railway The research survey follow cross-sectional method whereby practitioner (Khamparia et al., 2010). survey is plan in a single point of time (Ary et al., 2010). However, to overcome confusion and eliminate potential 2.3 Effective Methodology response-bias, the survey process is split into 3 continues Learning is the fundamental action to obtain competence category. The first category evaluate the competence of TMS (Gronau et al., 2017). In a similar view, the learning factory operational staff. The following category determine the method (LFM) is a significance mechanism to develop suitability of LMS and LFM. The final category evaluate the competence (Bauernhansl et al., 2018). Learning factory is an benchmark standard for KTMB TMS staff competence. infrastructure facility mimics the real working environment Accordingly, the demographic representation of KTMB TMS (Tisch et al., 2016). The railway operation research center in staff is shown in Table 2. Darmstadt for example, consist of simulation center for railway operation and dispatching training facility with 1000m of track Table 2 represent the actual railway set up (Streitzig & Oetting, 2016). Demographic representation of TMS staff In a practical situation, a learning process that makes Survey (N = 60) transition from an experience gain in a situation to knowledge Characteristics is an effective learning process (Hadj Mabrouk, 2016). In N (%) KTMB itself, a similar facility to LFM but in smaller set-up Gender available since 2016 and known as Malaysian Railway Female 1 1.6 Academy (MyRA) (Humar et al., 2019). Male 59 98.4

Work Function Table 5 Final Survey Data Analysis Method TMS 40 66.7 Analysis Analysis Method Purpose Rail Operation 20 33.3 Element

Independent 1. Spearman’s rho to define Answer As stated in the table for determining sample size for a Variable of nonparametric association research population by Krejcie & Morgan (1970), for a population of (N) Ability, between items of competence question of 60, a minimum sample size (n) of 52 participants require to Knowledge & model with reference (rs) = 1 < rs No.1 complete the survey research process. Skill > -1 2. Descriptive Statistics to analyze 3.3 Instrumentation Design response of individual competence The questionnaire design segregate into 3 stages. First stage Mediating 1. Spearman’s rho to define Answer concern the questionnaires to explore competence of KTMB Variable of nonparametric association research TMS staff. This involve 72 research questionnaires. The LMS & LFM between individual items of question following stage evaluate the suitability of LMS and LFM. This competence development No.2 & No. stage comprise of 8 research questions each. The third stage technique & method with 3 reference (rs) = 1 < rs > -1 determine the benchmark standard for competence of KTMB 2. Descriptive Statistics to analyze TMS staff and involve 9 questionnaire. The questionnaire the response of suitability for LMS design length is indicate in Table 3. & LFM in KTMB environment Dependent 1. Regression analysis to determine Answer Table 3 Variable of relationship between DV and each research Questionnaire Length TMS IV question Competence 2. Descriptive Statistics analyze No.4 Variable Item Questionnaire Length response on TMS competence

Ability 24 questions IV Knowledge 24 questions 4.0 PILOT TEST RESULTS Skill 24 questions This following section presents outcome of pilot test analysis LMS 8 questions to determine the quality of the research instrumentation before MV LFM 8 questions usage in the final survey process.

DV Competence 9 questions 4.1 Validity Test on Ability Questionnaire length 97 questions Table 6 Convergent Validity Test on Ability Spearman’s The degree of severity of the response follow a five-point Item Sig. (2tailed) Likert scale being the most popular type of usage (Rahi, rho 2017). The numerical values allotted from 1 = strongly 1. Open Communication 0.646** 0.009 disagree, 2 = disagree, 3 = neutral or undecided, 4 = agree 2. High Degree of Trust 0.635* 0.011 and 5 = strongly agree. Whereby, subcategory of attitudes, 3. Code of Ethics & Behavior 0.492 0.063 4. Responsibility & Accountability 0.687** 0.005 behavior and agreement is measure on ordinal scale (Kumar, 5. Deal Calmly & Effectively 0.644** 0.010 2014). 6. Positive Attitude 0.856** 0.000 7. Clear Career Direction 0.528* 0.043 3.4 Pilot Study 8. Perform Effectively 0.816** 0.000 Main purpose of pilot study is to determine quality of research 9. Punctual Attendance 0.648** 0.009 questionnaires (Fraser et al., 2018). Table 4 presents the 10. Check all Essential 0.891** 0.000 11. Participate in Trainings 0.664** 0.007 validity and reliability method plan with 15 respondents. This 12. Integrate & Practice 0.617* 0.014 follow Connelly (2008), whereby a pilot study sample should 13. Speak Clearly 0.757** 0.001 be at least 10% of the planned sample size of final study. 14. Understand & Acts 0.820** 0.000 15. Locate Information 0.786** 0.001 Table 4 16. Use Information 0.578* 0.024 Pilot Study Method 17. Evaluate Information 0.588** 0.021 Analysis Type Analysis Method Purpose 18. Communicate Messages 0.588* 0.021 19. Appropriate Language 0.579* 0.024 Correlation analysis to measure Determine the 20. STEM Knowledge 0.379 0.164 Convergent same construct converge or strongly validity result of 21. Familiar with IT System 0.825** 0.000 Validity correlate with one other (Engellant each research 22. Using Security Software 0.608* 0.016 et al., 2016) instrument 23. Analyze & Interpret 0.685** 0.005 Measure the internal consistency of Verify the Cronbach’s 24. Explore & Learn 0.678** 0.006 questionnaire with Cronbach’s Alpha reliability of the Alpha (α) ≥ 0.7 (Sekaran & Bougie, 2003) questionnaire *Correlation is significant at 0.05 level (2-tailed) **Correlation is significant at 0.01 level (2-tailed) 3.5 Data Analysis Method Data analysis method describe types and method of analysis 4.2 Validity Test on Knowledge for data retrieve from field survey. Table 5 present the data analysis methodology for this research study.

Table 7 70. Follow Up Measure 0.873** 0.000 Convergent Validity Test on Knowledge 71. Participate in Drill 0.702** 0.004 Item Spearman’s Sig. 72. Workflow Improvement 0.653** 0.008 rho (2tailed) Correlation is significant at 0.05 level (2-tailed) 25. Work Responsible 0.819** 0.000 **Correlation is significant at 0.01 level (2-tailed) 26. Handle Conflict 0.710** 0.003 27. Methodical Manner 0.774** 0.001 4.4 Validity Test on LMS 28. Prioritize Task 0.762** 0.001 Table 9 29. Learned Information 0.772** 0.001 Convergent Validity Test on LMS 30. Analyze & Evaluate 0.764** 0.001 Item Spearman’s Sig. (2tailed) 31. Follows Information 0.784** 0.001 rho 32. Tools & Solution 0.688** 0.005 73. Online Learning 0.537* 0.039 33. Timely Information 0.606* 0.017 74. Internet Facility 0.569* 0.027 34. Coordinate Transition 0.560* 0.030 75. Online Portal 0.769** 0.001 35. Structure & Functions 0.907** 0.000 76. Deepen Knowledge 0.843** 0.000 36. Physical Aptitudes 0.768** 0.001 77. Integrate Information 0.763** 0.001 37. Scope & Functions 0.567* 0.027 78. Technical Solution 0.670** 0.006 38. Accommodate Needs 0.492 0.062 79. Understand CTC Display 0.793** 0.000 39. Manage Train Movement 0.459 0.085 80. Fault Free Status 0.629* 0.012 40. Train Arrival &Departure 0.720** 0.002 Correlation is significant at 0.05 level (2-tailed) 41. Examine Facilities 0.614* 0.015 **Correlation is significant at 0.01 level (2-tailed

42. Maintenance Needs 0.505 0.055 4.5 Validity Test on LFM 43. New Technique 0.384 0.157 44. CTC Display Panel 0.787** 0.000 Table 10 45. APAD Functions 0.628** 0.012 Convergent Validity Test on LFM 46. OSHA Policy 0.686** 0.005 Item Spearman’s Sig. 47. Safety of Self & Others 0.701** 0.004 rho (2tailed) 48. Organizational Procedure 0.697** 0.004 81. Learning Facility 0.702** 0.004 Correlation is significant at 0.05 level (2-tailed) 82. Mimic Type Training 0.738** 0.002 **Correlation is significant at 0.01 level (2-tailed) 83. Participate in Training 0.634* 0.011 84. Integrate Knowledge 0.831** 0.000 4.3 Validity Test on Skill 85. Understand Procedure 0.619* 0.014

Table 8 86. Practice New Knowledge 0.758** 0.001 Convergent Validity Test on Skill 87. Recognize Hazard 0.780** 0.001 Item Spearman’s Sig. (2tailed) 88. Identify Rail Problem 0.649** 0.009 rho Correlation is significant at 0.05 level (2-tailed) 49. Dispatch Work Train 0.710** 0.003 **Correlation is significant at 0.01 level (2-tailed) 50. Evacuation Process 0.819** 0.000 51. Protect Stopped Train 0.537** 0.039 4.6 Validity Test on TMS Competence 52. Shunting Movement 0.781** 0.001 53. Direct Team Members Table 11 0.740** 0.002 Convergent Validity Test on TMS Competence 54. Control Train Moments 0.811** 0.000 Item Spearman’s Sig. (2tailed) 55. Manual Operations 0.808** 0.000 rho 56. Control Train Movement 0.697** 0.004 89. Improve Work Approach 0.756** 0.001 57. Communicate with SI 0.780** 0.001 90. Deliver Work Duties 0.791** 0.000 58. Communicate with EC 0.866** 0.000 91. Demonstrate New Skills 0.602* 0.078 59. Coupling & Uncoupling 0.561** 0.030 92. Integrate Information 0.773** 0.001 60. Monitor Condition 0.742** 0.002 93. Critical Equipment 0.797** 0.000 61. Launch & Withdraw 0.528* 0.043 94. Unsafe Rail Operation 0.841** 0.000 62. Document Train 0.793** 0.000 95. Quality Alternatives 0.841** 0.000 63. Comply with Procedure 0.747** 0.001 96. Train Service 0.785** 0.001 64. Regulate Daily Service 0.873** 0.000 97. Thinking Skill 0.786** 0.001 65. Protective Measure 0.770** 0.001 Correlation is significant at 0.05 level (2-tailed) 66. Monitor CCTV 0.646** 0.009 **Correlation is significant at 0.01 level (2-tailed) 67. Disseminate Information 0.699** 0.004 4.7 Reliability Test 68. Train Movement 0.902** 0.000

[3] Azadeh, A., Salehi, V., & Kianpour, M. (2018). Table 12 Performance evaluation of rail transportation systems by Reliability Test Result on Research Instrument considering resilience engineering factors: Tehran Variable Cronbach’s No. of Items Alpha (α) railway electrification system. Transportation Letters, 10(1), 12–25. Independent Variable https://doi.org/10.1080/19427867.2016.1207928  Ability 0.942 22 [4] Bachok, S., Osman, M. Mo., Khalid, U. A., & Ibrahim, M.  Knowledge 0.942 20 (2013). Commuters’ Perceptions on Rail Based Public  Skill 0.956 24 Transport Services: a Case Study of Ktm Komuter in Moderating Variable Kuala Lumpur City, Malaysia. PLANNING MALAYSIA:  LMS 0.830 8 Journal of the Malaysian Institute of Planners, XI, 97–  LFM 0.847 8 124. [5] Baek, Y.-G., & Lee, J. C. (2017). Railway Systems Dependable Variable Development Based on the Concept of Systems  TMS Competence 0.928 9 Engineering and Safety: A Case Study of Railway Industry Practices. The International Journal of 4.8 Pilot Test Analysis Engineering and Science, 6(10), 18–29. Table 6, Table 7, and Table 8 display the convergent validity https://doi.org/10.9790/1813-0610021829 test results on 72 items comprise equally of 24 research [6] Bauernhansl, T., Tzempetonidou, M., Rossmeissl, T., questionnaires. Out of 72 items, 2 items from ability and 3 Groß, E., & Siegert, J. (2018). Requirements for items from knowledge did not achieve the validity requirement. designing a cyber-physical system for competence Closer analysis reveal multiple job function segregation and development. Procedia Manufacturing, 23(2017), 201– tight operating procedure between each functional layer 206. https://doi.org/10.1016/j.promfg.2018.04.017 results in mix response and subsequently failure of these [7] Bohlouli, M., Mittas, N., Kakarontzas, G., Theodosiou, T., questionnaires. Nevertheless, these 5 questionnaires will be Angelis, L., & Fathi, M. (2017). Competence assessment drop from final data analysis and balance 72 questionnaires as an expert system for human resource management: A remain for final survey. In the following section, Table 9, Table mathematical approach. Expert Systems with 10, and Table 11 presents the validity test results on the Applications, 70, 83–102. following 25 research questionnaires of moderating and https://doi.org/10.1016/j.eswa.2016.10.046 dependable variable. Here, all questionnaires achieve the [8] Connelly, L. M. (2008). Pilot studies. Medsurg Nursing : validity requirement. All these 25-research questionnaire will Official Journal of the Academy of Medical-Surgical remain in the final analysis phase. Additionally, the reliability Nurses, 17(6), 411–412. test carried out on the perceived task values scale comprise https://doi.org/10.4135/9781412991445.n27 91 items and segregate in stages according to the type of [9] Decius, J., & Schaper, N. (2017). The Competence variables. Cronbach’s alpha showed the questionnaires to Management Tool (CMT) – A New Instrument to Manage reach acceptable reliability α = from 0.830 to 0.956. As such, Competences in Small and Medium-sized Manufacturing all these 91 research questions shall remain in final analysis Enterprises. Procedia Manufacturing, 9, 376–383. phase. https://doi.org/10.1016/j.promfg.2017.04.041 [10] Engellant, K. A. ., Holland, D. D. ., & Piper, R. T. (2016). 5 CONCLUSION Assessing Convergent and Discriminant Validity of the This article describe components of competence as core items Motivation Construct for the Technology Integration responsible for competence development in KTMB TMS Education (TIE) Model. Journal of Higher Education operational department. Further to this, suitable mediating Theory & Practice, 16(1), 37–50. factors is propose to develop and maintain the competence. https://ezproxy.indstate.edu/login?url=http://search.ebsco With the aid of TDL competency model, a total of 97 research host.com/login.aspx?direct=true&db=eue&AN=11454417 questionnaires finalized with reference to types of variables of 9&site=eds-live&scope=site this research study. Out of these 97 items, 91 research [11] European Union Agency for Railway. (2018). questionnaires found to fulfilled and achieved both reliability Competence Management Frameworks for Authorities. and validity requirement from the Pilot study analysis. These In Guidance for Safety Vertification and Supervision: Vol. 91 research questionnaires is now deem suitable for usage in 1.0. https://doi.org/10.2821/900656 final field survey activity in order to complete the remaining [12] Fraser, J., Fahlman, D., Arscott, J., & Guillot, I. (2018). phase of this research study. 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