DACUM

1. DACUM Competency-Based Program Development & Implementation Module II 03/2016

2. Objectives Uponcompletion of this module, youwillbe able to : Explain the competency-based training model Facilitate planning and organization of a CBT program developmentproject Facilitate the determination of a program profile Facilitate a detailedtask/competencyanalysis Facilitate the development of learning guides 03/2016

3. Translating Occupational Standards into Training Standards cooperation World of Education World of Employment Outcomes Processes Otheremploymentrequirements (location, laws, regulations, etc.) Competencerequired in occupations EmploymentOutcomes Competence to beachieved in training Learning Outcomes Learning content related to the learningoutcomes Assessment of achievement Otherprocessrequirements Translation Transfer Occupational Standard Training Standard Adapted from D. Pretwell, M.V. Lewis and A. Deij’s A Framework for Designing and Assessing Occupational and Training Standards in Developing Countries. Information Series #386. World Bank 2001.

4. Explain the DACUM CBT model A A1 A2 A4 A3 A5 Describe the foundations of CBT Competency-Based Training (CBT) is a flexible method of training which aims at enabling individuals to learn an occupation by acquiring the knowledge, skills and attitudes required to exercise the occupation.

5. Explain the DACUM CBT model A A1 A2 A4 A3 A5 Describe the foundations of CBT Main features of the model • Work-specific content • Focus on doing • Evaluation based on industry work standards • Demand driven • Learning objectives (competencies) describedin measurable terms and published

6. Explain the DACUM CBT model A A1 A2 A4 A3 A5 A6 Describe the foundations of CBT Main features of the model (cont’d) • Achievement of learning objectives is the criterion of success of the learning process • Admission to the assessment procedure is independent of time spent on learning • A CBT program is composed of a series of modules, each of which focuses on a specific task or set of tasks • Main focus of learning activities is work-related activities and situations, from simple to complex

7. Explain the DACUM CBT model A A1 A2 A4 A3 A5 Describe the foundations of CBT Is your organizationusing a competency-based training model?

8. Explain the DACUM CBT model A A1 A2 A4 A3 A5 Compare Conventional Training and CBT

9. Explain the DACUM CBT model A A1 A3 A4 A2 A5 Provideoverview of the DACUM Model Overview of the Model • DACUM = Developing ACUrriculuM • DACUM model has 3 major components : • Occupational / Competency Analysis (DACUM Analysis) • Competency-Based Program Development • Competency-Based Program Delivery

10. Explain the DACUM CBT model A A1 A3 A4 A2 A5 Provideoverview of the DACUM Model Overview of the Model (cont’d) • Analysis is a matrix defining required competencies • Results from structured consultation with expert practitioners • Two types of competencies : Professional/Technical Competencies and Transversal Competencies • General Areas are broken down into tasks

11. Explain the DACUM CBT model A A1 A4 A2 A3 A5 Provide an overview of a CBT programdevelopment process Main Steps • Preliminary Steps • Perform business, industry or community needs analysis • Prioritize program(s) to develop • Allocate funds • Perform occupational (DACUM) analysis

12. Explain the DACUM CBT model A A1 A4 A2 A3 A5 Provide an overview of a CBT programdevelopment process Main Steps(cont’d) • Plan and organize program development • Identify program profile • Develop learning guides • Select / develop learning materials • Design and organize learning facility • Validate learning materials • Implement program

13. Explain the DACUM CBT model A A1 A4 A2 A3 A5 Describe the key actors in the development of a CBT program Key Actors • Client • Expert practitioner(s) • Subject matter experts (SMEs) or instructors • DACUM CBT program development expert (process expert)

14. Facilitate planning & organization of a CBT program development project B B1 B2 B4 B3 B5 B6 Clarify/Confirm the mandate • Why? • Whoprovides the information? • How?

15. Facilitate planning & organization of a CBT program development project B B1 B2 B4 B3 B5 B6 Ensure validity of the occupational / competency analysis Is the DACUM Analysis current? • Review the chart to determine : • When was the analysis produced? • Has it been validated or updated since production? • Does it appear to reflect the object and scope of the occupation you are developing the training program for? • Consult with Industry : • Obtain input from your advisory committee, client, industry or occupational association, or expert practicioners.

16. Facilitate planning & organization of a CBT program development project B B1 B2 B4 B3 B5 B6 Ensure validity of the occupational / competency analysis Does the DACUM Analysis comply with the CVA quality standards?

17. Learning Activity 1

18. Facilitate planning & organization of aCBT program development project B B1 B2 B4 B3 B5 B6 Facilitate creation of an advisory committee Advisory Committee • Profile • Main role

19. Facilitate planning & organization of a CBT program development project B B1 B2 B4 B3 B5 B6 Facilitate the : B4.Creation of program development team B5. Identification and acquisition of required resources B6.Project’s operational planning

20. Facilitate determination of a CBT program profile C C1 C5 C2 C4 C3 Elements of a CBT Program Profile • Context, goal, objectives and content (competencies) • Prerequisites • Required levels of proficiency upon program completion • Format, duration and learning sequence

21. Facilitate determination of a CBT program profile C C1 C5 C2 C4 C3 Facilitate description of context and determination of program’s goal, objectives and content • Who is involved? • How to proceed?

22. Learning Activity 2a

23. Facilitate determination of a CBT program profile C C1 C5 C2 C4 C3 Facilitate identification of program prerequisites • Definition • Types of prerequisites • Who is involved? • How to proceed? Competencies needed on the job Competencies learned during training Prerequisites

24. Learning Activity 2b

25. Facilitate determination of a CBT program profile C C1 C5 C2 C4 C3 Facilitate establishment of required levels of proficiencyupon program completion • Definition • Who is involved? • How to proceed?

26. Facilitate determination of a CBT program profile C C1 C5 C2 C4 C3 Facilitate establishment of required levels of proficiencyupon program completion Proficiency scale

27. Facilitate determination of a CBT program profile C C1 C5 C2 C4 C3 Facilitate establishment of required levels of proficiency upon program completion • Factors in determining autonomy • Frequency of execution • Complexity of task/skill • Criticality • Why a proficiency level for each skill?

28. Facilitate determination of a CBT program profile C C1 C5 C2 C4 C3 Facilitate establishment of required levels of proficiency upon program completion Example

29. skilled employee student supervisor Typical Rating Distribution C Facilitate determination of a CBT program profile C1 C5 C2 C4 C3 Facilitate establishment of required levels of proficiency upon program completion Number of Tasks Levels of Proficiency

30. Learning Activity 2c

31. Facilitate the identification of a CBT program profile C C1 C2 C4 C5 C3 Facilitate determination of program format and structure (C4) and learning sequence (C5) • Who is involved? • How to proceed?

32. Learning Activity 2d

33. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Facilitate recruitment of DCA committee of expert Practitioners • Determine size of committee • Establish committee profile • Assist in finding and solliciting potential DCA committee members

34. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Assist in securing appropriate physical and material resources • Indicate required features of venue • Provide list of required equipment and supplies

35. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Assist official in preparing an opening statement • Demonstrate importance of this task • Assist in establishment of an outline

36. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Orient DAC committee • Communicate information and explanations absolutely required by the committee to get started • Build the committee members’ confidence in their ability to perform this analysis • Orient committee within the allocated time

37. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Demonstrate procedure • Guide committee in selecting a first task • Conduct a brainstorming • Guide committee in deriving 2 to 5 subtasks from the brainstorming • Guide committee in deriving a minimum of 2 sub-subtasks/ subtask from the brainstorming

38. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Demonstrate procedure (Cont’d) • Guide committee in selecting 2-3 critical transversal competencies from the DACUM analysis • Guide committee in identifying major knowledge requirements • Verify committee members’ understanding of the procedure

39. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Organize subgroup proceedings • Describe subgroup proceedings • Create subgroups

40. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Assist subgroups • Regularly control progress • Assist in resolving issues

41. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Conduct review in plenary sessions • Orient committee • Explain procedure to review each task • Guide committee through the review

42. Facilitate a detailed competency analysis (DCA) D D1 D2 D4 D3 D5 D7 D8 D6 D9 Conclude DCA workshop • Verify DCA committee’s level of satisfaction • Inform committee of the steps to follow this workshop • Thank committee members

43. Facilitate development of learning guides and other learning materials E E1 E2 E4 E5 E3 E6 Explain the notion of learning guide and its development process • Definition • Why? • Content

44. Facilitate development of learning guides and other learning materials E E1 E2 E4 E5 E3 E6 Explain the notion of learning guide and itsdevelopment process Sections • Resources • Performance indicators • Tricks of the trade orpitfalls to avoid • Title • Introduction • Performance-basedobjectives • Learning activities

45. Facilitate development of learning guides and other learning materials E E1 E2 E4 E5 E3 E6 Explain the notion of learning guide and itsdevelopment process Recommended sequence of development • Performance-based objectives • Performance indicators • Learning activities • Tricks of the trade or pitfalls to avoid • Resources • Introduction

46. Occupational Analysis vs Training E Facilitate development of learning guides and other learning materials E1 E2 E4 E5 E3 E6 Explain the notion of learning guide and its development process Occupational Analysis Training Task / A Cluster of Tasks A Learning Unit A Terminal Objective Subtasks (2 to 5) Enabling Objectives Important Actions (minimum of 2 per subtask) Performance Indicators based onindustry standards +2-3 most critical Transversal Competencies

47. Facilitate development of learning guides and other learning materials E E1 E2 E4 E5 E3 E6 Facilitate use of detailed competency analysis to generate learning objectives (E2) and performance assessment criteria and indicators (E3) • Definition • Who is involved? • How to proceed?

48. Learning Activity 3a1

49. Learning Activity 3a2

50. Facilitate development of learning guides and other learning materials E E1 E2 E4 E5 E3 E6 Facilitate selection/development of learning activities • Definition • Who is involved? • How to proceed?