SFw

Which of the following is NOT TRUE regarding usefulness of SFW for individuals?

• Education & career planning

• Training for skills upgrading and deepening

• Opportunities for career progression or conversion

• Policy formulation

Which of the following is NOT one of the areas the management staff in the video talk about in using SFw?

• Benchmark capabilities

• Develop compensation plan

• Develop training plan

• Develop job profiles

Tick all the SFw components

• Career Map/Pathways

• Occupations and Job Roles

• Sector Information

• Promotion Prospects

• Training Programmes

They are ____ Generic Skills Competencies (GSCs) for all job roles and each GSC with ____ proficiency levels.

• 16, 5

• 18, 2

• 16, 3

• 18, 3

Which of the following is NOT a Generic Skills Competencies (GSCs) ?

• Communication

• Interpersonal skills

• Project Management

• Digital Literacy

Under the Technical Skills and Competencies (TSCs), there are 6 levels of descriptors for

• Reliability, Accountability, Communication and Knowledge

• Responsibility, Accountability, Complexity and Knowledge

• Responsibility, Autonomy, Complexity and Knowledge

• Reliability, Autonomy, Communication and Knowledge

Quality Assurance/Quality Control comes under which functional track of the Built Environment Career Map?

• Construction Management (Production)

• Project Management

• Facilities Management

• Digital Delivery Management

Which of the following is NOT a SFw application?

• Talent Attraction and Development

• Performance Management

• Organisation Development

• Learning and Development

Career Map in SFw is useful as a

guide for developing career path by (tick all the correct options)

• Identifying job roles

• Identifying vertical progression

• Identifying lateral movements

• Identifying talent

For Learning and Development, the SFw provides a ready reference for (tick all the relevant options)

• Determining relevant skills for competency

  assessment

• Determining the right candidate for a specific job

• Identifying the standards (knowledge & ability

  requirement) to be ascertained as competent

• Determining learning content for structuring

  development activities, e.g. training, coaching, et