Performance-based Curriculum Architecture Design

EPPIC Inc.Achieve Peak Performance

EPPIC Inc.EPPIC Inc.Achieve Peak Performance

www.eppic.biz

to protect and improve the enterprise

Performance-Based Performance-Based

Curriculum Architecture DesignCurriculum Architecture Design

Concurrent SessionConcurrent SessionISPI 2006 Spring ConferenceISPI 2006 Spring Conference

DallasDallas

Guy W. Wallace, CPTGuy W. Wallace, CPT

ISPI 2006 Spring Conference - Performance-Based Curriculum Architecture Design ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved January 2006 E-04 7-2006 Page 2



Session Administrative Session Administrative OpenOpen

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 MapSession Map

1. Session Open and Kick-off

1. Session Open and Kick-off

2. Performance-based CAD Process –

Introduction & Orientation

2. Performance-based CAD Process –

Introduction & Orientation

3. Establish the Path, and placing the AoPs, ETA, and the “gapped” enabling K/S data

3. Establish the Path, and placing the AoPs, ETA, and the “gapped” enabling K/S data

4. Creating Module and Event Specs, and cleaning up the Path

4. Creating Module and Event Specs, and cleaning up the Path

5. Session Summary and Close

5. 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 PollSession Participant Poll

What is the number of ISD/HPT staffnumber of ISD/HPT staff in your ISD/HPT function? Less than 5Less than 5 Between 5 and 10Between 5 and 10 Between 10 and 50Between 10 and 50 Between 50 and 100Between 50 and 100 More than 100More than 100

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

Only 1Only 1 Between 2 and 5Between 2 and 5 Between 5 and 10Between 5 and 10 Between 10 and 20Between 10 and 20 More than 20More than 20

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

Leadership Leadership oror Management/Supervisory Management/Supervisory or or Individual ContributorIndividual Contributor

What is your function’s rolerole? HPT HPT and/orand/or ISD ISD

3 Levels of

Instructional Systems Design

The PACT Processes

for T&D/Learning/Knowledge Management

CADCADCurriculum

Architecture Design

CADCAD is a gated, “systems engineering/architectural” ISD Process for the design of a comprehensive curriculum

MCDMCDModular

Curriculum Developmen

t

MCDMCD is a gated, “new product development” ISD Process, using a modular, platform design approach …more akin to traditional ISD - ADDIE

IADIADInstructional

Activity Developmen

t

IADIAD is a gated, “new product component development” ISD Process, also using a modular, platform design approach

3 Levels of Instructional Systems Design

Target Audience data

Performance Models

Enabling K/S Matrices

Existing T&D Assessments

CADCAD 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.

CADCADCurriculum

Architecture Design

ImplementationPlanning

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

CADCAD 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.

CADCADCurriculum

Architecture Design


CAD CAD Phase 1Phase 1

Gate ReviewGate ReviewPresentationPresentation

CADCADPhase 2Phase 2






Key Outputs

Project Teams and Time Burdens

Phases & Gate Reviews

Task/Plan/Schedule Cost/Benefit

CAD CAD ImplementatiImplementati

on Planon Plan

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

.

CAD CAD Design Design DocumeDocume

ntnt

CAD CAD Analysis Analysis ReportReport

CAD CAD Project Project

PlanPlan

ProjectProject

Steering Steering

TeamTeam

1/2 day

ProjectProject

Steering Steering

TeamTeam

1 day

ProjectProject

Steering Steering

TeamTeam

1 day

ProjectProject

Steering Steering

TeamTeam

1/2 day

AnalysisAnalysis

TeamTeam

2–4 days

DesignDesign

TeamTeam

2–4 days

ImplementatiImplementati

on Planning on Planning

TeamTeam

1–2 days



Analysis Design

CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4

©2002 EPPIC, Inc.

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




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

3 series/phases organize the content for “three entry points”

providing planning flexibility for both new and experienced personnel

Each gap on a T&D Path is “specified” on a

T&D Event Spec - a macro-level design specification.

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

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

One CAD ProjectOne CAD Project



Analysis Design

CAD Phase 1

©2002 EPPIC, Inc.


One CAD ProjectOne CAD Project

Leads to Many MCD/IAD ProjectsLeads to Many MCD/IAD Projects



Analysis Design

CAD Phase 1

©2002 EPPIC, Inc.


Analysis DesignProject

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 Analysis

Target Audience Data

Performance Modeling

Knowledge/Skill Analysis

Existing T&D AssessmentExisting T&D Assessment

PACT Processes for T&DPACT Processes for T&D

Analysis Data for the CAD Analysis Data for the CAD ProcessProcess

Four types of ISD Analysis:




CAD Outputs CAD Outputs for the Supply Side for the Supply Side (continued)(continued)

Performance Models and Knowledge/Skill Matrices

The Most Convenient StoresStore Manager

Knowledge/Skill Matrix

Form Design ©2000 CADDI, Inc. 4/00 Page 1

Codes: Link to Area of PerformanceA = Staff Recruiting, Selection,

and TrainingB = Work Scheduling C = Progressive DisciplineD = Store Operations

Link to Area of Performance DepthA/K/S

Knowledge/Skill Category: 1. Company Policies/Procedures

K/S Item A B C D E F G

Select/Train

S/TCriticality

H/M/LVolatility

H/M/LDifficulty

H/M/L

Criticality/Difficulty/VolatilityH = HighM = Medium

L = Low

Depth of CoverageA = AwarenessK = Knowledge

S = Skill

E = Customer ServiceF = Inventory ManagementG = 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 StoresStore Manager

Knowledge/Skill Matrix

Form Design ©2002 EPPIC, Inc. 4/00 Page 1

Codes: Link to Area of PerformanceA = Staff Recruiting, Selection,

and TrainingB = Work Scheduling C = Progressive DisciplineD = Store Operations

Link to Area of Performance DepthA/K/S

Knowledge/Skill Category: 1. Company Policies/Procedures


Select/Train

S/TCriticality

H/M/LVolatility

H/M/LDifficulty

H/M/L

Criticality/Difficulty/VolatilityH = HighM = Medium

L = Low

Depth of CoverageA = AwarenessK = Knowledge

S = Skill

E = Customer ServiceF = Inventory ManagementG = 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


Area of Performance: A. Staff Recruiting, Selection, and Training

• Key Outputs-Measures Key Tasks

Probable GapCause(s)

dEdKdI

Roles/Responsibilities

1 2 3 4

dE= deficiency -EnvironmentdK= deficiency -Knowledge/skilldI= deficiency -Individual attribute/value

Role: 1 = District Manager2 = Store Manager3 = Assistant Manager4 = Clerk

TypicalPerformance Gaps

The Most Convenient StoreStore 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

dKdE

dK

dE

. 4/00 Page 1


• Key Outputs-Measures Key Tasks


dEdKdI


1 2 3 4

dE= deficiency -EnvironmentdK= deficiency -Knowledge/skilldI= deficiency -Individual attribute/value




Performance Model

•Identify need for additional staff and complete internal paperwork



•Interview and select candidates for offer



•New staff hired-Timely-Qualified


•Poor choice


•Neglect to check references•References do not provide key information

dKdE

dK

dE




Areas of PerformanceAreas of PerformanceTMC Stores

Store ManagerPERFORMANCE MODELAreas of Performance

Staff Recruiting, Selection,

and Training

Staff Recruiting, Selection,

and Training

WorkScheduling

WorkScheduling Progressive

Discipline

ProgressiveDiscipline Store

Operations

StoreOperations Customer

Service

CustomerService

Payroll, Banking,

and Financial

Management

Payroll, Banking,

and Financial

Management

InventoryManagemen

t

InventoryManagemen

t

A. B. C. D. E.

F. G.



• Key Outputs- Measures Key Tasks


dEdKdI


1 2 3 4

dE = deficiency - EnvironmentdK = deficiency - Knowledge/skilldI =deficiency - Individual attribute/value




Performance Model

• Identify need for additional staff and complete internal paperwork



• Interview and select candidates for offer



• New staff hired- Timely- Qualified


•Poor choice


•Neglect to check references

•References do not provide key information

dKdE

dK

dE




Knowledge/Skill Matrices

Category: Records/ReportsCategory: Tools/Equipment

Category: XYZCategory: ABC

* Plus the knowledge/skill of performance outputs and tasks and roles/responsibilities from the Performance Model

1.Company Policies/Procedures/Practices/Guidelines2.Laws, Regulations, Codes, Agreements, and Contracts3.Industry Standards4.Internal Organizations and Resources5.External Organizations and Resources6.Marketplace Knowledge7.Product/Service Knowledge8.Process Knowledge9.Records, Reports, Documents, and Forms10. Materials and Supplies11. Tools/Equipment/Machinery12. Computer Systems/Software/Hardware13. Personal/Interpersonal14. Management/Supervisory15. Business Knowledge and Skills16. Professional/Technical17. Functional Specific

©2002 EPPIC, Inc.

Human Asset RequirementsHuman Asset Requirements Knowledge/Skill Knowledge/Skill Categories*Categories*




K/S MatricesK/S Matrices

Link to Area of PerformanceAccount Representative

K/S Category:


Select/

TrainS/T

Criti-calityH/M/L

Vola-tilityH/M/L

DepthA/K/S

The ABC CompanyAccount RepresentativeKnowledge/Skill Matrix

• International TradeRegulations

• International Tax Laws

• InterstateCommerce

• 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-cultyH/M/L

H

H

H

L

L

L

L

H

H

H

2002 EPPIC, Inc.REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED

Territory Planning

Territory Planning

Account Planning

Account Planning




Primary Delivery MethodPrimary methods/media used in the training

Special Requirements for DeliveryIdentifies anything about the training that limits its capacity, delivery, location, etc.

ProviderResource responsible for delivery (may be internal or external)

Related Process(es), Areas of Performance, or TasksIdentify job performances addressed by the training (see the Performance Model)

Course Owner/ContactInternal resource for registration and/or information

Enabling Knowledge/Skill ItemsIdentifies supporting knowledge/skill items addressed by the training (see the Knowledge/Skill Matrix)

Use As Is or as SourceIndicates 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-pacedClassroomLab

1-1 –One-on-oneS-OJT (training)U-OJT

SP –Self-pacedReadings/ExercisesWeb Site PagesCBTVideotape

Other

Special Requirements for Delivery

EquipmentFacilityInstructorLicense RequirementOther

Yes No

Course Fit Assessment

Related Process(es), Area(s) of Performance, orTasks

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:

> 2010 –20< 10Other

Depth/Level:

AwarenessKnowledgeSkill (EDP No.______)Current Target Audience:

All engineersOtherOther

Course Owner/Contact:

Copyright Owner:

Licensing Agreement:

Phone:

Length:

Hrs. Pgs

Schedule/Frequency:

Existing T&DAssessment

Form ©2002 EPPIC Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1

TMC Stores


Course Description





Other



Yes No





Do not use


Notes:


Class Size:

> 2010 –20< 10Other

Depth/Level:




Copyright Owner:


Phone:

Length:

Hrs. Pgs

Schedule/Frequency:


REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1

Interviewing Skills10342

ETA – Existing T&D ETA – Existing T&D AssessmentAssessment




CAD Phase 3CAD Phase 3

Design Sub-PhasesDesign 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


Analysis DesignDesignImplementation

Planning


©2002 EPPIC, Inc.

3.1Predesign

Planning, DataGathering, and

Preparation

3.2Design Process

andDocumentation

3.3Phase 3 Gate

Review

3.4Phase 3

Completionand Transition

To ImplementationPlanning Phase

From AnalysisPhase




Rules/Guidelines of Rules/Guidelines of “Modularity”“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 1-7CAD Design Steps 1-7

3

BBeginningeginning MMiddleiddle EEndnd

Create Module

s

CAD “Design Arena”

“Place”“Use as is”

GapPerformance T&D Items

Existing T&D

Events/ ModulesModul

e

24

5

GapPerforman

ce

Module

Module

SortK/SM

slip sheets

Place Enabling

K/S

©2002 EPPIC, Inc.

Existing T&D

Events/ Modules

Sort ETAs

“Place” Gap T&D Item Related to

Performance- AoP- Output- Task

Sort PM slip

sheets

1

6

7Path Clean

Up

Create Events

Establish the T&D Path(s) – B-M-E or other path phases and their approximate timing




AoP and K/S Slip Sheets AoP and K/S Slip Sheets andand ETAsETAs

TMC Stores


Course Description





Other



Yes No





Do not use


Notes:


Class Size:

> 2010 –20< 10Other

Depth/Level:




Copyright Owner:


Phone:

Length:

Hrs. Pgs

Schedule/Frequency:


Form ©2002 EPPIC Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1

TMC Stores


Course Description





Other



Yes No





Do not use


Notes:


Class Size:

> 2010 –20< 10Other

Depth/Level:




Copyright Owner:


Phone:

Length:

Hrs. Pgs

Schedule/Frequency:


REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1

Interviewing Skills10342

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”




CAD Design Exercise CAD Design Exercise OverviewOverview

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 CAD Design Exercise DebriefDebrief










Key Outputs

Project Teams and Time Burdens

Phases & Gate Reviews

Task/Plan/Schedule Cost/Benefit

CAD CAD ImplementatiImplementati

on Planon Plan

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

.

CAD CAD Design Design DocumeDocume

ntnt

CAD CAD Analysis Analysis ReportReport

CAD CAD Project Project

PlanPlan

ProjectProject

Steering Steering

TeamTeam

1/2 day

ProjectProject

Steering Steering

TeamTeam

1 day

ProjectProject

Steering Steering

TeamTeam

1 day

ProjectProject

Steering Steering

TeamTeam

1/2 day

AnalysisAnalysis

TeamTeam

2–4 days

DesignDesign

TeamTeam

2–4 days

ImplementatiImplementati

on Planning on Planning

TeamTeam

1–2 days



Analysis Design


©2002 EPPIC, Inc.




Project Steering TeamProject Steering Team

Key Team ResponsibilityKey Team ResponsibilityOwn the project and make key decisions at various project

milestones/review points

Key Team RolesKey Team RolesReview/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

MembershipMembershipClient/logical project owner

Business stakeholders representatives who will be impacted by the project and eventual T&D to be developed and deployed

Project Project

Steering Steering

TeamTeam

3 days

Project Project

Steering Steering

TeamTeam

3 days




Analysis Team(s)Analysis Team(s) Analysis Analysis

TeamTeam

3 days

Analysis Analysis

TeamTeam

3 daysKey Team ResponsibilityKey Team ResponsibilityProvide real-world input regarding the target audience’s expected

performance and the enabling knowledge/skills required

Key Team RolesKey Team RolesIdentify the key outputs/metrics, tasks, and roles/responsibilities of ideal

performance

Identify the typical gaps in performance and likely causes of the gaps

MembershipMembershipMaster Performers *

Subject Matter Experts *

Supervisors/Management

Novice Performers

* Most Critical Members of the Analysis Team




Design TeamDesign Team Design Design

TeamTeam

3 days

Design Design

TeamTeam

3 daysKey Team ResponsibilityKey Team ResponsibilityProvide input and feedback during the design of the CAD outputs

Key Team RolesKey Team RolesDefine 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

MembershipMembershipDesign Team members will be recruited from the Analysis Team




Implementation Implementation Planning TeamPlanning Team

Key Team ResponsibilityKey Team ResponsibilityEstablish the development (implementation) costs for the priority

T&D Modules and Events

Key Team RolesKey Team RolesPrioritize the T&D Event/Module “gaps”

Determine “Make vs.Buy” per gap

Create an “Development Estimating Cost Table”

MembershipMembershipImplementation 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)

ImplemenImplemen--

tationtation Planning Planning

TeamTeam

1 day

ImplemenImplemen--

tationtation Planning Planning

TeamTeam

1 day




ISD TeamISD Team

Key Team ResponsibilityKey Team ResponsibilityConduct all project “ISD” tasks/processes

Key Team RolesKey Team RolesProject Planner and Manager

Analyst

CAD Designer

MembershipMembershipTrained/certified PACT Practitioners from the T&D organization

Analysis Analysis

TeamTeamISDISD

TeamTeam




Session Objectives ReviewSession 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




Additional Additional References/Resources on the References/Resources on the EPPIC Web SiteEPPIC 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

Performance-based Curriculum Architecture Design

Business

flip chart

complete paperwork

current target

key team responsibility

enabling knowledgeskill

project steering

key team roles

awareness