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Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
Performance-based Curriculum Architecture Design
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Performance-based Curriculum Architecture Design

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Guy W. Wallace @ ISPI 2006

Guy W. Wallace @ ISPI 2006

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  • 1. Performance-Based Curriculum Architecture Design Concurrent Session ISPI 2006 Spring Conference Dallas Guy W. Wallace, CPT
  • 2. Session Administrative Open
    • This session will provide an overview of a Curriculum Architecture Design (CAD) project’s
      • four Phases
      • teams and their roles
      • tools and techniques used by the analysts and designer
      • key outputs
    • The session will also include a small group exercise to create a CAD, using both performance model and enabling knowledge/skill data, in the development of a single T&D path.
    • Terminal Performance Objectives
      • Participants will be able to:
      • Describe the “needs met and benefits” of a CAD effort and the utility of its deliverables
      • Describe the teams’ roles, the tools and techniques used, and the outputs of a CAD effort
      • Facilitate a team in the design steps using analysis data
  • 3. Session Map
    • Session Open and Kick-off
    • Performance-based
    • CAD Process – Introduction & Orientation
    • Establish the Path, and placing the AoPs, ETA, and the “gapped” enabling K/S data
    • Creating Module and Event Specs, and cleaning up the Path
    • Session Summary and Close
    = Application Exercises
  • 4. An overview and details on the PACT Processes for T&D/learning/Knowledge Management… … Performance Modeling & K/S Analysis Recipient of ISPI’s 2002 Awards of Excellence in Instructional Communications Available from Amazon.com
  • 5. 3 Levels of Instructional Systems Design The PACT Processes for T&D/Learning/Knowledge Management
  • 6. 3 Levels of Instructional Systems Design CAD Curriculum Architecture Design CAD is a gated, “systems engineering/architectural” ISD Process for the design of a comprehensive curriculum MCD Modular Curriculum Development MCD is a gated, “new product development” ISD Process, using a modular, platform design approach …more akin to traditional ISD - ADDIE IAD Instructional Activity Development IAD is a gated, “new product component development” ISD Process, also using a modular, platform design approach
  • 7. Target Audience data Performance Models Enabling K/S Matrices Existing T&D Assessments
  • 8. Sample
  • 9. Sample
  • 10. Sample
  • 11. Sample
  • 12. Sample
  • 13. Sample
  • 14. CAD is a data-driven, systems engineering/ architectual approach to Instructional Design and produces a design for a comprehensive set of curricula. Typically used for critical, targeted audiences performing in critical, targeted processes. Produces a T&D Path and Planning Guide for each Target Audience. Maximizes reuse of all existing T&D, and produces Event/Module Specifications for all gaps in the CAD for prioritization and resourcing follow-on MCD/IAD efforts.     CAD Curriculum Architecture Design
  • 15.
    • CAD projects use a 4-Phase structure
    • with 4 project gate review meetings with the Project Steering Team composed of
      • the ISD-customer,
      • the ISD-supplier,
      • and any/all other key
      • enterprise stakeholders.  
    •  
    Implementation Planning Project Planning & Kick-off Analysis Design CAD Phase 1 ©2006 EPPIC, Inc. and Guy W. Wallace CAD Phase 2 CAD Phase 3 CAD Phase 4 CAD Curriculum Architecture Design
  • 16. Curriculum Architecture Design Key Outputs Project Teams and Time Burdens Phases & Gate Reviews  Task/Plan/Schedule  Cost/ Benefit  Target Audience Data  Performance Model  K/S Matrix  Existing T&D Assessments  T&D Path  T&D Planning Guide  T&D Event Specs  T&D Module Specs  Gap Priorities  Maintenance Priorities  Cost Model  Priority Cost Forecast Project Steering Team . Project Steering Team 1/2 day ©2002 EPPIC, Inc. CAD Phase 1 Gate Review Presentation CAD Phase 2 Gate Review Presentation CAD Phase 3 Gate Review Presentation CAD Phase 4 Gate Review Presentation CAD Implementation Plan CAD Design Document CAD Analysis Report CAD Project Plan Project Steering Team 1 day Project Steering Team 1 day Project Steering Team 1/2 day Analysis Team 2–4 days Design Team 2–4 days Implementation Planning Team 1–2 days Implementation Planning Project Planning & Kick-off Analysis Design CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4
  • 17. The T&D Path presents a “visual” of the performance-based learning continuum Sample Sample
  • 18. 1 of 7 T&D Paths for 1 of 7 “Regions” from one combined CAD/MCD effort… Sample Sample
  • 19. Sample
  • 20. 3 series/phases organize the content for “three entry points” providing planning flexibility for both new and experienced personnel Sample
  • 21. Each gap on a T&D Path is “specified” on a T&D Event Spec - a macro-level design specification . Each gap T&D Event Spec - has one or more mid-level design specification.. .for the Module level of design Sample Sample
  • 22. CAD gap T&D Module Specs are organized into a 5 Tier Inventory Scheme Sample Sample Sample
  • 23. One CAD Project Leads to Many MCD/IAD Projects Implementation Planning Project Planning & Kick-off Analysis Design CAD Phase 1 ©2002 EPPIC, Inc. CAD Phase 2 CAD Phase 3 CAD Phase 4 Analysis Design Project Planning & Kick-off MCD Phase 1 MCD Phase 2 MCD Phase 3 Revision & Release MCD Phase 6 Development/ Acquisition Pilot Test MCD Phase 4 MCD Phase 5 ©2002 EPPIC, Inc.
  • 24. PACT Processes for T&D Analysis Data for the CAD Process
    • Four types of ISD Analysis:
    Target Audience Data Performance Modeling Knowledge/Skill Analysis Existing T&D Assessment PACT Analysis
  • 25. CAD Outputs for the Supply Side (continued) Performance Models and Knowledge/Skill Matrices The Most Convenient Stores Store Manager Knowledge/Skill Matrix Form Design ©2000 CADDI, Inc. 4/00 Page 1 Codes: Link to Area of Performance A = Staff Recruiting, Selection, and Training B = Work Scheduling C = Progressive Discipline D = Store Operations Link to Area of Performance Depth A/K/S Knowledge/Skill Category: 1. Company Policies/Procedures K/S Item A B C D E F G Select/ Train S/T Criticality H/M/L Volatility H/M/L Difficulty H/M/L Criticality/Difficulty/Volatility H = High M = Medium L = Low Depth of Coverage A = Awareness K = Knowledge S = Skill E = Customer Service F = Inventory Management G = Payroll, Banking, and Financial Management • EEO • Affirmative action • Vacation and day - off policy • Discipline policy • Suspension procedure • Store hours policy • Credit card sales procedure • New hire orientation procedure X X X X X X X X X X X X X X X X X X T T T T T T T T H H H H H H H L M M M H L L L L L L L L L L L L K K K K K K K K The Most Convenient Stores Store Manager Knowledge/Skill Matrix Form Design ©2002 EPPIC, Inc. 4/00 Page 1 Codes: Link to Area of Performance A = Staff Recruiting, Selection, and Training B = Work Scheduling C = Progressive Discipline D = Store Operations Link to Area of Performance Depth A/K/S Knowledge/Skill Category: 1. Company Policies/Procedures K/S Item A B C D E F G Select/ Train S/T Criticality H/M/L Volatility H/M/L Difficulty H/M/L Criticality/Difficulty/Volatility H = High M = Medium L = Low Depth of Coverage A = Awareness K = Knowledge S = Skill E = Customer Service F = Inventory Management G = Payroll, Banking, and Financial Management • EEO • Affirmative action • Vacation and day - off policy • Discipline policy • Suspension procedure • Store hours policy • Credit card sales procedure • New hire orientation procedure X X X X X X X X X X X X X X X X X X T T T T T T T T H H H H H H H L M M M H L L L L L L L L L L L L K K K K K K K K Form Design ©2002 EPPIC, Inc. 4/00 Page 1 Area of Performance: A. Staff Recruiting, Selection, and Training • Key Outputs - Measures Key Tasks Probable Gap Cause(s) dE dK dI Roles/Responsibilities 1 2 3 4 dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/value Role: 1 = District Manager 2 = Store Manager 3 = Assistant Manager 4 = Clerk Typical Performance Gaps The Most Convenient Store Store Manager Performance Model • Identify need for additional staff and complete internal paperwork • Create and place local ads • Select candidates for interviewing • Interview and select candidates for offer • Make hiring offer(s) • Complete paperwork to fill the position • New staff hired - Timely - Qualified        • Too few candidates • Poor choice • Poor recruiting • Local economy • Neglect to check references • References do not provide key information dK dE dK dE . 4/00 Page 1 Area of Performance: A. Staff Recruiting, Selection, and Training • Key Outputs - Measures Key Tasks Probable Gap Cause(s) dE dK dI Roles/Responsibilities 1 2 3 4 dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/value Role: 1 = District Manager 2 = Store Manager 3 = Assistant Manager 4 = Clerk Typical Performance Gaps The Most Convenient Store Store Manager Performance Model • Identify need for additional staff and complete internal paperwork • Create and place local ads • Select candidates for interviewing • Interview and select candidates for offer • Make hiring offer(s) • Complete paperwork to fill the position • New staff hired - Timely - Qualified        • Too few candidates • Poor choice • Poor recruiting • Local economy • Neglect to check references • References do not provide key information dK dE dK dE
  • 26. Areas of Performance TMC Stores Store Manager PERFORMANCE MODEL Areas of Performance Payroll, Banking, and Financial Management Inventory Management A. B. C. D. E. F. G. Staff Recruiting, Selection, and Training Work Scheduling Progressive Discipline Store Operations Customer Service
  • 27. Form Design ©2002 EPPIC, Inc. 4/02 Page 1 Area of Performance: A. Staff Recruiting, Selection, and Training • Key Outputs - Measures Key Tasks Probable Gap Cause(s) dE dK dI Roles/Responsibilities 1 2 3 4 dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/value Role: 1 = District Manager 2 = Store Manager 3 = Assistant Manager 4 = Clerk Typical Performance Gaps The Most Convenient Store Store Manager Performance Model
    • Identify need for additional staff and complete internal paperwork
    • Create and place local ads
    • Select candidates for interviewing
    • Interview and select candidates for offer
    • Make hiring offer(s)
    • Complete paperwork to fill the position
    • New staff hired - Timely - Qualified
          
    • Too few candidates
    • Poor choice
    • Poor recruiting
    • Local economy
    • Neglect to check references
    • References do not provide key information
    dK dE dK dE
  • 28. Human Asset Requirements Knowledge/Skill Categories* Knowledge/Skill Matrices Category: Records/Reports Category: Tools/Equipment Category: XYZ Category: ABC * Plus the knowledge/skill of performance outputs and tasks and roles/responsibilities from the Performance Model 1. Company Policies/Procedures/ Practices/Guidelines 2. Laws, Regulations, Codes, Agreements, and Contracts 3. Industry Standards 4. Internal Organizations and Resources 5. External Organizations and Resources 6. Marketplace Knowledge 7. Product/Service Knowledge 8. Process Knowledge 9. Records, Reports, Documents, and Forms 10. Materials and Supplies 11. Tools/Equipment/Machinery 12. Computer Systems/Software/Hardware 13. Personal/Interpersonal 14. Management/Supervisory 15. Business Knowledge and Skills 16. Professional/Technical 17. Functional Specific ©2002 EPPIC, Inc.
  • 29. K/S Matrices Link to Area of Performance Account Representative K/S Category: K/S Item A B C D E F G Select/ Train S/T Criti-cality H/M/L Vola-tility H/M/L Depth A/K/S The ABC Company Account Representative Knowledge/Skill Matrix
    • International Trade
    • Regulations
    • International Tax Laws
    • Interstate
    • Commerce
    • EEOC
    • Fair Employment Laws
    • License Fees
    • ADA
    • Wage/Hour Laws
    • OSHA
    • Robinson/Patman Act
    T T T T T T T T T T L L H L L H L L L H A A K A A K A A K K 2. Laws/Regulations/Codes Diffi- culty H/M/L H H H L L L L H H H  2002 EPPIC, Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED Territory Planning Account Planning
  • 30. ETA – Existing T&D Assessment Primary Delivery Method Primary methods/media used in the training Special Requirements for Delivery Identifies anything about the training that limits its capacity, delivery, location, etc. Provider Resource responsible for delivery (may be internal or external) Related Process(es), Areas of Performance, or Tasks Identify job performances addressed by the training (see the Performance Model) Course Owner/Contact Internal resource for registration and/or information Enabling Knowledge/Skill Items Identifies supporting knowledge/skill items addressed by the training (see the Knowledge/Skill Matrix) Use As Is or as Source Indicates initial decision regarding use of this training in the Development/ Acquisition Phase ©2002 EPPIC, Inc. TMC Stores Number: Title: Provider: Course Description Primary Delivery Method: GP – Group - paced  Classroom  Lab 1 - 1 – One - on - one  S - OJT (training)  U - OJT SP – Self - paced  Readings/Exercises  Web Site Pages  CBT  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  Include as Is  Use as Source:  Materials Attached (e.g., course description)  Do not use  Continued on Side Two Notes: Enabling Knowledge/Skill Items: Class Size:  > 20  10 – 20  < 10  Other Depth/Level:  Awareness  Knowledge  Skill (EDP No.______) Current Target Audience:  All engineers   Other  Other Course Owner/Contact: Copyright Owner: Licensing Agreement: Phone: Length:  Hrs.  Pgs Schedule/Frequency: Existing T&D Assessment Form ©2002 EPPIC Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 TMC Stores Number: Title: Provider: Course Description Primary Delivery Method: GP – Group - paced  Classroom  Lab 1 - 1 – One - on - one  S - OJT (training)  U - OJT SP – Self - paced  Readings/Exercises  Web Site Pages  CBT  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  Include as Is  Use as Source:  Materials Attached (e.g., course description)  Do not use  Continued on Side Two Notes: Enabling Knowledge/Skill Items: Class Size:  > 20  10 – 20  < 10  Other Depth/Level:  Awareness  Knowledge  Skill (EDP No.______) Current Target Audience:  All engineers   Other  Other Course Owner/Contact: Copyright Owner: Licensing Agreement: Phone: Length:  Hrs.  Pgs Schedule/Frequency: Existing T&D Assessment REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 Interviewing Skills 10342
  • 31. CAD Phase 3 Design Sub-Phases In Phase 3: Design, the Design Team meeting is conducted where all of the potential modules of the architecture are identified, classified, and numbered The team combines these modules into T&D Events and constructs T&D Paths for learners—sequences of events appropriate for target audiences The results are compiled in a Design Document and formally presented to the Project Steering Team Project Planning & Kick-off Analysis Design Implementation Planning CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4 ©2002 EPPIC, Inc.
  • 32. Rules/Guidelines of “Modularity”
    • A module is a “chunk/configuration” of content. It is as long as necessary, containing either one, or a mix of content items, following the guidelines below.
    • Put content in separate Modules if it
      • Does not “logically”belong together
      • Has dissimilar drivers and frequency for changes (volatility)
      • Needs to be shared differently across multiple audiences
      • A portion could be easily purchased “off the shelf”
      • Is to be delivered using different delivery platforms
      • Spans multiple categories/ subcategories within the T&D Module Inventory Framework
  • 33. CAD Design Steps 1-7  B eginning M iddle E nd Create Modules CAD “Design Arena” “ Place” “ Use as is” Gap Performance T&D Items Existing T&D Events/ Modules Place Enabling K/S ©2002 EPPIC, Inc. Existing T&D Events/ Modules “ Place” Gap T&D Item Related to Performance - AoP - Output - Task Path Clean Up Create Events Establish the T&D Path(s) – B-M-E or other path phases and their approximate timing 3 Module 2 4 5 Gap Performance Module Module Sort K/SM slip sheets Sort ETAs Sort PM slip sheets 1 6 7
  • 34. AoP and K/S Slip Sheets and ETAs AoP Slip Sheet K/S Slip Sheet One slip sheet per Performance Model “row” of an “Output/Task Cluster data-set” One slip sheet per K/S Matrices “row” of an “K/S Item data-set” TMC Stores Number: Title: Provider: Course Description Primary Delivery Method: GP – Group - paced  Classroom  Lab 1 - 1 – One - on - one  S - OJT (training)  U - OJT SP – Self - paced  Readings/Exercises  Web Site Pages  CBT  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  Include as Is  Use as Source:  Materials Attached (e.g., course description)  Do not use  Continued on Side Two Notes: Enabling Knowledge/Skill Items: Class Size:  > 20  10 – 20  < 10  Other Depth/Level:  Awareness  Knowledge  Skill (EDP No.______) Current Target Audience:  All engineers   Other  Other Course Owner/Contact: Copyright Owner: Licensing Agreement: Phone: Length:  Hrs.  Pgs Schedule/Frequency: Existing T&D Assessment Form ©2002 EPPIC Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 TMC Stores Number: Title: Provider: Course Description Primary Delivery Method: GP – Group - paced  Classroom  Lab 1 - 1 – One - on - one  S - OJT (training)  U - OJT SP – Self - paced  Readings/Exercises  Web Site Pages  CBT  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  Include as Is  Use as Source:  Materials Attached (e.g., course description)  Do not use  Continued on Side Two Notes: Enabling Knowledge/Skill Items: Class Size:  > 20  10 – 20  < 10  Other Depth/Level:  Awareness  Knowledge  Skill (EDP No.______) Current Target Audience:  All engineers   Other  Other Course Owner/Contact: Copyright Owner: Licensing Agreement: Phone: Length:  Hrs.  Pgs Schedule/Frequency: Existing T&D Assessment REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 Interviewing Skills 10342
  • 35. CAD Design Exercise Overview
    • Work in teams of 8-12 to quickly simulate “Designing a CAD” using the “data” in the Exercise Materials Handouts.
    • Obtain one Exercise Data Pack per team
    • Go to an open area of the room to lay your flip chart paper on the floor
    • Select someone from your team to be the “lead CAD designer”
    • Lay down flip chart paper as your “ CAD Design Arena ”
    • Follow the 7 Steps of the Design Process, one step at a time, as “remote control” directed by Guy
    • Select someone from your team to participate in the debriefing
  • 36. CAD Design Exercise Debrief
  • 37. Curriculum Architecture Design Key Outputs Project Teams and Time Burdens Phases & Gate Reviews  Task/Plan/Schedule  Cost/ Benefit  Target Audience Data  Performance Model  K/S Matrix  Existing T&D Assessments  T&D Path  T&D Planning Guide  T&D Event Specs  T&D Module Specs  Gap Priorities  Maintenance Priorities  Cost Model  Priority Cost Forecast Project Steering Team . Project Steering Team 1/2 day ©2002 EPPIC, Inc. CAD Phase 1 Gate Review Presentation CAD Phase 2 Gate Review Presentation CAD Phase 3 Gate Review Presentation CAD Phase 4 Gate Review Presentation CAD Implementation Plan CAD Design Document CAD Analysis Report CAD Project Plan Project Steering Team 1 day Project Steering Team 1 day Project Steering Team 1/2 day Analysis Team 2–4 days Design Team 2–4 days Implementation Planning Team 1–2 days Implementation Planning Project Planning & Kick-off Analysis Design CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4
  • 38. Project Steering Team
    • Key Team Responsibility
      • Own the project and make key decisions at various project milestones/review points
    • Key Team Roles
      • Review/critique and revise the Project Plan
      • Select candidate members for the Analysis Team
      • Review/critique the Analysis Report data and preliminary recommendations
      • Review/critique the CAD documentation
      • Review/critique the Implementation Plan
    • Membership
      • Client/logical project owner
      • Business stakeholders representatives who will be impacted by the project and eventual T&D to be developed and deployed
  • 39. Analysis Team(s)
    • Key Team Responsibility
      • Provide real-world input regarding the target audience’s expected performance and the enabling knowledge/skills required
    • Key Team Roles
      • Identify the key outputs/metrics, tasks, and roles/responsibilities of ideal performance
      • Identify the typical gaps in performance and likely causes of the gaps
    • Membership
      • Master Performers *
      • Subject Matter Experts *
      • Supervisors/Management
      • Novice Performers
      • * Most Critical Members of the Analysis Team
  • 40. Design Team
    • Key Team Responsibility
      • Provide input and feedback during the design of the CAD outputs
    • Key Team Roles
      • Define the individual T&D Modules
      • Assign each T&D Module to a T&D Module Inventory Framework tier level
      • Establish prerequisite relationships for the individual T&D Modules/Events
      • Cluster T&D Modules into T&D Events
      • Define T&D Paths for the target populations
    • Membership
      • Design Team members will be recruited from the Analysis Team
  • 41. Implementation Planning Team
    • Key Team Responsibility
      • Establish the development (implementation) costs for the priority T&D Modules and Events
    • Key Team Roles
      • Prioritize the T&D Event/Module “gaps”
      • Determine “Make vs.Buy” per gap
      • Create an “Development Estimating Cost Table”
    • Membership
      • Implementation Planning Team members can be recruited from the Project Steering Team and Analysis/Design Team(s), or new project participants (but they will require a thorough briefing of the CAD design)
  • 42. ISD Team
    • Key Team Responsibility
      • Conduct all project “ISD” tasks/processes
    • Key Team Roles
      • Project Planner and Manager
      • Analyst
      • CAD Designer
    • Membership
      • Trained/certified PACT Practitioners from the T&D organization
    Analysis Analysis Team Team ISD ISD Team Team
  • 43. Session Objectives Review
      • Participants will be able to:
      • Describe the “needs met and benefits” of a CAD effort and the utility of its deliverables
      • Describe the teams’ roles, the tools and techniques used, and the outputs of a CAD effort
      • Facilitate a team in the design steps using analysis data
  • 44. Additional References/Resources on the EPPIC Web Site
      • EPPI White Paper and Presentation
      • Performance Modeling & Human Asset Enabler Analysis
      • Lean-ISD via the PACT Processes for Training & Development
      • Lean-ISD White Paper
      • PACT Facilitation
      • How to Build a Training System That Won’t Burn Down
      • The Training Factor of the Quality Equation
      • Technology Transfer Using the PACT Processes for T&D
      • Balancing Conflicting Stakeholder Requirements
      • Continuous Improvement and Training
      • Managing Human Assets
      • Using a Group Process to Create Models and Matrices
    see Resources Tab at www.eppic.biz “ Gopher” more at eppic.biz

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