Performance-based Curriculum Architecture Design

Performance-Based Curriculum Architecture Design Concurrent Session ISPI 2006 Spring Conference Dallas Guy W. Wallace, CPT

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

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

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

Session Participant Poll

What is the number of ISD/HPT staff in your ISD/HPT function?

Less than 5

Between 5 and 10

Between 10 and 50

Between 50 and 100

More than 100

How many distinct customer segments does your ISD/HPT function serve?

Only 1

Between 2 and 5

Between 5 and 10

Between 10 and 20

More than 20

What, in your ISD/HPT function, is your role ?

Leadership or Management/Supervisory or Individual Contributor

What is your function’s role ?

HPT and/or ISD

3 Levels of Instructional Systems Design The PACT Processes for T&D/Learning/Knowledge Management

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

Target Audience data Performance Models Enabling K/S Matrices Existing T&D Assessments

Sample

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

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.

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

The T&D Path presents a “visual” of the performance-based learning continuum Sample

1 of 7 T&D Paths for 1 of 7 “Regions” from one combined CAD/MCD effort… Sample

Sample

3 series/phases organize the content for “three entry points” providing planning flexibility for both new and experienced personnel Sample

Each gap on a T&D Path is “specified” on a T&D Event Spec - a macro-level design specification . Sample

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

CAD gap T&D Module Specs are organized into a 5 Tier Inventory Scheme Sample Sample Sample

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.

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

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

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

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

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.

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

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

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.

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

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

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

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

CAD Design Exercise Debrief

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

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

Analysis Team(s)

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

Design Team

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

Implementation Planning Team

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)

ISD Team