-cad · 2010. 7. 6. · curriculum architecture design guy w. wallace, cpt – eppic inc. ©2003...
TRANSCRIPT
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
www.eppic.biz
to protect and improve the enterprise
performance-basedCurriculum Architecture Design
- CAD -May 18, 2004
Prepared for: CACI
Prepared by: Guy W. Wallace, CPT
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 2
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
PACT Processes for T&Dand learning/knowledge management
erformance-basedcceleratedustomer-/Stakeholder-drivenraining & DevelopmentSM
PACT
©2002 EPPIC, Inc.
Curriculum Architecture Design and PACT Process are service marks of EPPIC, Inc.
CAD is a
systems engineering/
architectureISD design process for the
T&D/learning/Knowledge
Management product line
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 3
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
PACT = Instructional Systems Design
PACT, n.
1. “A formal
agreement; a
bargain”
Source: The
American
Heritage
Dictionary of
the English
Language
ISD Suppliers ISD Customers
PACT PACT is structured Team effortis structured Team effort
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 4
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Guy W. Wallace’s
CAD Experience…since 1982
73 CAD Projects to-date:� Including 22 Management CADS
• Norfolk Naval Shipyard – Production Supervisors and Zone Managers 2003
• Verizon - Call Center Management 2002• General Motors – Metal Fabrication
Management 1998• Eli Lilly – District Sales Managers 1999• BankAmerica – Branch Management and
Staff 1997• Eli Lilly – Leadership & Management 1997• General Motors – Tool & Die Supervisors
1997• Bandag - Dealer Operations
Management 1996• AT&T Network Systems – Contract
Management 1994• Spartan Stores – HQ Management & Staff
1993• Abbott Laboratories –
Product/Sales/Marketing Management1993
• Commerce Clearing House – Sales & Sales Management 1993
• AT&T Network Systems – Product Management update 1992
• Detroit Ball Bearing – Field Sales Managers1992
• Digital Equipment Company – Program Management 1991
• NCR – Supply Line Management 1990• Ameritech – 2nd Level Management 1989• AT&T Microelectronics – Product
Management 1988• NASA – Middle Management 1987• AT&T Network Systems – Product
Management 1986• Illinois Bell – 2nd Level Managers 1996• ALCOA Labs – Management & Staff 1984
Project specifics available at www.eppic.biz
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 5
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Curriculum Architecture Design
lean-ISD was a 2002 recipient of an Award of Excellence for Instructional Communicationsfrom the International Society for Performance Improvement
CAD as both a product and as a process is detailed in Guy’s award winning book:
“lean-ISD”
lean-ISD also covers the 4 other methodology-sets of the PACT Processes for T&D
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 6
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
4 Phase CAD Project
ImplementationPlanning
Project Planning & Kick-off
Analysis Design
CAD Phase 1
©2002 EPPIC, Inc.
CAD Phase 2 CAD Phase 3 CAD Phase 4
• Common process for performance-based ISD -Instructional Systems Design
• Common ISD and project management tools and templates
• Predictable output quality, cycle times, and costs
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 7
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Key CAD Outputs by Phase
Analysis PhaseAnalysis Phase
Implementation Implementation PhasePhase
KickKick--off Phase off Phase
Performance Model Job: A
Performance Model Job: B
Performance Model Job: C
Performance Model Job: D
Target Audience
Data Job: A
Target Audience
Data Job: B
Target Audience
Data Job: C
Target Audience
Data Job: D
Knowledge/ Skill Matrix
Existing T&D
Assess-ments
T&DModule Specs
T&D ModuleInventory Framework
T&DEvent Specs
T&D Path for a Job/Job Family
Individual T&D Planning Guide
Design PhaseDesign Phase
©2002 EPPIC, Inc.
Gap Priorities
Project Plan
Think of this as “benchmarking” and “reverse engineering” your existing Master Performers
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 8
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Individual T&D Planning Guide
T&D Event Title
1
1
1
1
1
1
T&DEvent
Number
LearningCyclePhase
EmployeeNeeds forSpecific
Assignment����
Priority forEmployee’s
DevelopmentH/M/L
EmployeeNeeds
T&D����
T&D Eventsto be
Scheduled����
ActualCompletion
DatesMM/Q/YY
PlannedCompletion
DatesMM/Q/YY
©1999 CADDI, Inc.
TMC Orientation
TMC Policies andProcedures
TMC ManagementProcesses
Laws, Regulations,and Codes Impactinga TMC Store
TMC Field Operations
TMC Inventory ControlSystems User Skills
04
32
02
29
05
20
TMC StoresIndividual T&D Planning GuideEmployee Name John Smith
Store Manager Karen Jones
� � H � 4/1 4/15
� � H
� � M
� � H � 5/1 5/10
T&D Event Title
1
1
1
1
1
1
T&DEvent
Number
LearningCyclePhase
EmployeeNeeds forSpecific
Assignment����
Priority forEmployee’s
DevelopmentH/M/L
EmployeeNeeds
T&D����
T&D Eventsto be
Scheduled����
ActualCompletion
DatesMM/Q/YY
PlannedCompletion
DatesMM/Q/YY
©1999 CADDI, Inc.
TMC Orientation
TMC Policies andProcedures
TMC ManagementProcesses
Laws, Regulations,and Codes Impactinga TMC Store
TMC Field Operations
TMC Inventory ControlSystems User Skills
04
32
02
29
05
20
TMC StoresIndividual T&D Planning GuideEmployee Name John Smith
Store Manager Karen Jones
� � H � 4/1 4/15
� � H
� � M
� � H � 5/1 5/10
T&D Event Title
1
1
1
1
1
1
T&DEvent
Number
LearningCyclePhase
EmployeeNeeds forSpecific
Assignment����
Priority forEmployee’s
DevelopmentH/M/L
EmployeeNeeds
T&D����
T&D Eventsto be
Scheduled����
ActualCompletion
DatesMM/Q/YY
PlannedCompletion
DatesMM/Q/YY
©2002 EPPIC, Inc.
TMC Orientation
TMC Policies andProcedures
TMC ManagementProcesses
Laws, Regulations,and Codes Impactinga TMC Store
TMC Field Operations
TMC Inventory ControlSystems User Skills
04
32
02
29
05
20
TMC StoresIndividual T&D Planning GuideEmployee Name John Smith
Store Manager Karen Jones
� � H � 4/1 4/15
� � H
� � M
� � H � 5/1 5/10
A Planning Tool* for each group of Target Audience learners and their management
* Often facilitated by an LMS/LCMS
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 9
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
T&D Event
T&D EventT&D Event
T&D EventT&D Event
T&D Module
CAD products for the Customer
CADProduces a Path of instruction, targeted at specific job performance. The Path is comprised on Events, which are comprised of Modules
T&D Events in various media supporting: Group-paced classrooms and labs, self-paced readings or interactive-media, Coached Structured On-the-Job-Training, and Developmental Assignments
T&D Modules are either “Enabling K/S” or “Output/Task Performance”and contain“instructional activity objects” that are either “info-demo-application” and “awareness-knowledge-skill”
T&D PathT&D Path
TMC Store ManagerTMC
Phase 1 Phase 2 Phase 3
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 10
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
T&D Path (or “menus” or “paths of sub-menus”)
A visual marketing poster of the available T&D organized in a logical sequence-either lock-step, or suggested sequences or totally open
Eve nt TitleTra in in g Eve nt A va ila b ility
� = Fu lly A va ila b le� = Pa rtia lly A va ila b le , b e ing
re v ise d o r und er d e ve lop m e nt� = Una va ila b le
C o d e Key :
D e live ry M ethodG P = G roup -p a c edSP = Se lf-p a c edC = C oa c h ed
Pa rtic ip a tion Re q uire m e nt
M = M a nd a to ry – b y c om p a ny p o lic y a nd /o r b y gove rn ing re g ula tion
H R = H ig h ly re com m e n d e d – re p re sen ts a c rit ic a l e na b ler fo r h ig h p e rfo rm a n ce a nd should b e strong ly con sid e re d if the in d iv id u a l d oe s n ot p osse ss th is kn ow le d g e /sk ill se t a nd ha s b e e n a ssessed a s re q uired fo r c urren t a n d fu ture a ss ig nm en ts
E = E le c tive – re p re se nts a re q uire d kno w le d g e /sk ill e na b le r (a n d ha s b e en a sse sse d a s n on c ritic a l re la tive to a ll othe rs)
Event N um b e r
De livery M e thodLe ng th
A vailab ility S ta tus
Pa rtic ip atio nReq uirem ent
D ep loy me ntP la tfo rm
Pre testA va ilab ility
Pre re qu isite s
N ew to th eC om p an y
T& D Event04 ����
TM C O rie nta tion
S-O JT8 H o urs
E
C
Pre te st N o t A va ilab le N o Pre re quis ite Re quire d
T&D Event29 ����
Law s, Re gula tio ns, and C od esIm p acting a TM C Sto re
S-O JT8 H ou rs
E
C
Pre te st N o t A va ilab le N o Pre re qu is ite Re qu ire d
Im m ed ia te Su rv iva lSk ills fo r th e N ewM a na ger
T& D Event17 ����
TM C In ve ntory C o ntro l System sUser Skills
G ro u p-pa c ed4 H o urs
E
G P
Pre test N o t A va ilab le N o Pre re quis ite Re quire d
Im m edia teD evelopm ent fo r A llM an ag ers
T&D Event14 ����
C oa ching fo r Lo ng-te rmPerfo rm anc e Im provem e nt
G ro up -p ac e d8 H o u rs
H P
G P
Pre te st N o t A va ilab le N o Pre re quis ite Re quire d
A dvan cedD eve lop m ent fo r A llM a na gers
T& D Eve nt43 ����
Sto re La yo ut a nd D e sign
G ro up -p a ce d16 H ou rs
E
G P
Pre te st N o t A vailab le N o Pre re qu is ite Re qu ire d
T& D Pa thTM C Sto re M a n a g e r
TM CC u rricu lu m A rc h ite c tu re D esig n
T& D Event02 ����
TM C M an age m ent P roc esses
S-O JT8 H o urs
E
C
Pre test N o t A va ilab le N o Pre re quis ite Re quire d
T&D Event05 ����
Basic Rea din g and W riting Skills
G ro up -p ac e d8 H o u rs
E
G P
Pre te st N o t A va ilab le N o Pre re quis ite Re quire d
T& D Event20 ����
C o ndu cting In ve ntory C o unts
G ro u p-pa c ed4 H o urs
E
G P
Pre test N o t A va ilab le N o Pre re quis ite Re quire d
T& D Eve nt12 ����
Basic Step s in the H iring P ro ce ss
G ro up -p a ce d8 H o urs
E
G P
Pre te st N o t A va ilab le N o Pre re qu is ite Re qu ire d
T&D Event19 ����
N ego tia tin g w ith N e w V e ndo rs
G ro up -p ac e d8 H o urs
E
G P
Pre te st N o t A va ilab le N o Pre re qu is ite Re qu ire d
T& D Eve nt03 ����
Sup erv ising M ultip le Lo cations
S-O JT12 H ou rs
E
C
Pre te st N o t A vailab le N o Pre re qu is ite Re qu ire d
N ew to the Fu nction :M a na gem en t
����
T&D Event12Basic S te ps in the H irin g Proc ess
G ro up-pa c e d8 H o urs
E
G P
Pre te st N o t A va ilab le N o Pre re qu isite Re qu ired
Eve nt TitleTra in in g Eve nt A va ila b ility
� = Fu lly A va ila b le� = Pa rtia lly A va ila b le , b e ing
re v ise d o r und er d e ve lop m e nt� = Una va ila b le
C o d e Key :
D e live ry M ethodG P = G roup -p a c edSP = Se lf-p a c edC = C oa c h ed
Pa rtic ip a tion Re q uire m e nt
M = M a nd a to ry – b y c om p a ny p o lic y a nd /o r b y gove rn ing re g ula tion
H R = H ig h ly re com m e n d e d – re p re sen ts a c rit ic a l e na b ler fo r h ig h p e rfo rm a n ce a nd should b e strong ly con sid e re d if the in d iv id u a l d oe s n ot p osse ss th is kn ow le d g e /sk ill se t a nd ha s b e e n a ssessed a s re q uired fo r c urren t a n d fu ture a ss ig nm en ts
E = E le c tive – re p re se nts a re q uire d kno w le d g e /sk ill e na b le r (a n d ha s b e en a sse sse d a s n on c ritic a l re la tive to a ll othe rs)
Event N um b e r
De livery M e thodLe ng th
A vailab ility S ta tus
Pa rtic ip atio nReq uirem ent
D ep loy me ntP la tfo rm
Pre testA va ilab ility
Pre re qu isite s
N ew to th eC om p an y
T& D Event04 ����
TM C O rie nta tion
S-O JT8 H o urs
E
C
Pre te st N o t A va ilab le N o Pre re quis ite Re quire d
T&D Event29 ����
Law s, Re gula tio ns, and C od esIm p acting a TM C Sto re
S-O JT8 H ou rs
E
C
Pre te st N o t A va ilab le N o Pre re qu is ite Re qu ire d
Im m ed ia te Su rv iva lSk ills fo r th e N ewM a na ger
T& D Event17 ����
TM C In ve ntory C o ntro l System sUser Skills
G ro u p-pa c ed4 H o urs
E
G P
Pre test N o t A va ilab le N o Pre re quis ite Re quire d
Im m edia teD evelopm ent fo r A llM an ag ers
T&D Event14 ����
C oa ching fo r Lo ng-te rmPerfo rm anc e Im provem e nt
G ro up -p ac e d8 H o u rs
H P
G P
Pre te st N o t A va ilab le N o Pre re quis ite Re quire d
A dvan cedD eve lop m ent fo r A llM a na gers
T& D Eve nt43 ����
Sto re La yo ut a nd D e sign
G ro up -p a ce d16 H ou rs
E
G P
Pre te st N o t A vailab le N o Pre re qu is ite Re qu ire d
T& D Pa thTM C Sto re M a n a g e r
TM CC u rricu lu m A rc h ite c tu re D esig n
T& D Event02 ����
TM C M an age m ent P roc esses
S-O JT8 H o urs
E
C
Pre test N o t A va ilab le N o Pre re quis ite Re quire d
T&D Event05 ����
Basic Rea din g and W riting Skills
G ro up -p ac e d8 H o u rs
E
G P
Pre te st N o t A va ilab le N o Pre re quis ite Re quire d
T& D Event20 ����
C o ndu cting In ve ntory C o unts
G ro u p-pa c ed4 H o urs
E
G P
Pre test N o t A va ilab le N o Pre re quis ite Re quire d
T& D Eve nt12 ����
Basic Step s in the H iring P ro ce ss
G ro up -p a ce d8 H o urs
E
G P
Pre te st N o t A va ilab le N o Pre re qu is ite Re qu ire d
T&D Event19 ����
N ego tia tin g w ith N e w V e ndo rs
G ro up -p ac e d8 H o urs
E
G P
Pre te st N o t A va ilab le N o Pre re qu is ite Re qu ire d
T& D Eve nt03 ����
Sup erv ising M ultip le Lo cations
S-O JT12 H ou rs
E
C
Pre te st N o t A vailab le N o Pre re qu is ite Re qu ire d
N ew to the Fu nction :M a na gem en t
����
T&D Event12Basic S te ps in the H irin g Proc ess
G ro up-pa c e d8 H o urs
E
G P
Pre te st N o t A va ilab le N o Pre re qu isite Re qu ired
Event TitleTraining Event Availability
� = Fully Available� = Partially Available, being
revised or under development� = Unavailable
Code Key:
Delivery MethodGP = Group-pacedSP = Self-pacedC = Coached
Participation Requirement
M = Mandatory – by company policy and/or bygoverning regulation
HR = Highly recommended – represents a critical enablerfor high performance and should be stronglyconsidered if the individual does not possess thisknowledge/skill set and has been assessed asrequired for current and future assignments
E = Elective – represents a required knowledge/skillenabler (and has been assessed as noncriticalrelative to all others)
Event Number
Delivery MethodLength
Availability Status
ParticipationRequirement
DeploymentPlatform
PretestAvailability
Prerequisites
New to theCompany
T&D Event04 ����
TMC Orientation
S-OJT8 HoursEC
Pretest Not Available No Prerequisite Required
T&D Event29 ����
Laws, Regulations, and CodesImpacting a TMC Store
S-OJT8 HoursEC
Pretest Not Available No Prerequisite Required
Immediate SurvivalSkills for the NewManager
T&D Event17 ����
TMC Inventory Control SystemsUser Skills
Group-paced4 HoursE
GPPretest Not Available No Prerequisite Required
ImmediateDevelopment for AllManagers
T&D Event14 ����
Coaching for Long-termPerformance Improvement
Group-paced8 HoursHPGP
Pretest Not Available No Prerequisite Required
AdvancedDevelopment for AllManagers
T&D Event43 ����
Store Layout and Design
Group-paced16 HoursE
GPPretest Not Available No Prerequisite Required
T&D PathTMC Store Manager
TMCCurriculum Architecture Design
T&D Event02 ����
TMC Management Processes
S-OJT8 HoursEC
Pretest Not Available No Prerequisite Required
T&D Event05 ����Basic Reading and Writing Skills
Group-paced8 HoursE
GPPretest Not Available No Prerequisite Required
T&D Event20 ����Conducting Inventory Counts
Group-paced4 HoursE
GPPretest Not Available No Prerequisite Required
T&D Event12 ����
Basic Steps in the Hiring Process
Group-paced8 HoursE
GPPretest Not Available No Prerequisite Required
T&D Event19 ����
Negotiating with New Vendors
Group-paced8 HoursE
GPPretest Not Available No Prerequisite Required
T&D Event03 ����
Supervising Multiple Locations
S-OJT12 HoursEC
Pretest Not Available No Prerequisite Required
New to the Function:Management
����
T&D Event12Basic Steps in the Hiring Process
Group-paced8 HoursE
GPPretest Not Available No Prerequisite Required
To the next phase of T&D
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 11
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
CAD products for the Supplier
Event Specs & Maps in an MCD effort for all content gaps
Module Specs & Maps in an MCD effort for all content gaps
Existing T&D Assessments
Tier 1- Orientations
Tier 2- Task Overview
Tier 3- Enabling A/K/S
Tier 4- How-to: for Multiple Target Audiences
Tier 5- How-to: for Single Target Audiences
5 Tier T&D Module Inventory
T&D Event
T&D EventT&D Event
T&D EventT&D Event
T&D Module
ETAETA
ETAETA
ETA
T&D EventT&D Event
T&D Event
Think SKUs and subassemblies and raw goods in a warehouse
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 12
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Event SpecFront
Availability Status���� = Fully available
���� = Some source material is available or one of several existing courses needs to be selected
���� = Needs to be developed
Learning EnvironmentGroup-paced — Two or more
learners and a trainer
Self-paced — Individual learner
Coached — One-on-one instruction; learner and coach/trainer
Module #Modules are in numeric order
Deployment Platform(s)S-OJT(A)—Structured, on-the-job trainingS-OJT(B)—Structured, on-the-job training with certified coachGP Instructor-led—Self-explanatoryGP-L Instructor-led lab—Same as above but requires special equipmentSP Readings—Self-explanatoryVideotape—Self-explanatoryAudiotape—Self-explanatorySatellite/Distance Learning—Self-explanatoryCBT—Computer-based trainingPerformance Aid—A paper or electronic guide or aid providing performance materials, decision support, etc.
©2002 EPPIC, Inc.
T&D PathsIdentifies the roles/paths that this module includes
� Awareness � Knowledge � Skill
T&D EventSpecification Sheet
TMC StoresCURRICULUM ARCHITECTURE DESIGN
Event # Event Title AvailabilityStatus
Fully AvailablePartially AvailableNot Available
CAD Design by EPPIC • www.eppic.biz v.1 12/02
� Continued on next page
Notes
� Continued on next page
T&D Paths
Learning Environment
Deployment Platform(s)� S-OJT* (A)
- Coach� S-OJT* (B)
- Certified Coach� GP Instructor-led� GP-L Instructor-led Lab� SP Readings
Predominant Delivery Strategy
� Videotape� Audiotape� Satellite/Distance Learning� CBT� Performance Aid� Other
Estimated Length( 25%)+
� Hours 4� Pages� Other
Volatility
� High� Medium� Low
Implementation Priority
� High � Medium � Lowof
Make/Buy
� Make� Buy–Use As Is� Buy–Modify
This Event is Composed of the Following Modules (not sequenced)
Module # – Module Title Est . Length Availability
� Group-paced � Self-paced � Coached
Page 1
Depth of Coverage
TMC Inventory Control Systems User Skills20
� 1. District Manager� 2. Store Manager
� 3. Assistant Manager
� 4. Clerk
3-240-0550 Inventory Tracking Process Overview 2 hrs.
3-133-0101 TMC Inventory Control Systems User Skills 2 hrs.
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 13
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Module Spec
Availability Status= Fully available= Some source material is
available or one of several existing courses needs to be selected
= Needs to be developed
Module #Modules are in numeric order
T&D PathsIdentifies the roles/paths that this module includes
Deployment Platform(s)S-OJT(A) — Structured, on-the-job trainingS-OJT(B)— Structured, on-the-job training with certified coachGP Instructor-led— Self-explanatoryGP-L Instructor-led lab — Same as above but requires special equipmentSP Readings — Self-explanatoryVideotape — Self-explanatoryAudiotape — Self-explanatorySatellite/Distance Learning — Self-explanatoryCBT — Computer-based trainingPerformance Aid — A paper or electronic guide or aid providing performance materials, decision support, etc.
©2002 EPPIC, Inc.
Front
Preliminary Content Listing (Not All-inclusive)
� Continued on next page
Notes
� Continued on next page
T&D Paths
CAD Design by EPPIC • www.eppic.biz v.1 4/99 Page 1
T&D ModuleSpecification Sheet
TMC StoresTraining ResourcesCURRICULUM ARCHITECTURE DESIGN
� Awareness � Knowledge � Skill
Module # Module Title AvailabilityStatus
Fully AvailablePartially AvailableNot Available
Learning Environment
Deployment Platform(s)
� S-OJT* (A)- Coach
� S-OJT* (B)- Certified Coach
� GP Instructor-led� GP-L Instructor-led Lab� SP Readings
Predominant Delivery Strategy
� Videotape� Audiotape� Satellite/Distance Learning� CBT� Performance Aid� Other
Estimated Length( 25%)+
� Hours 2� Pages� Other
Volatility
� High� Medium� Low
Implementation Priority
� High � Medium � Lowof
Make/Buy
� Make� Buy–Use As Is� Buy–Modify
� Group-paced � Self-paced � Coached
Depth of Coverage
3-133-0101 TMC Inventory Control Systems User Skills
�1.District Manager�2.Store Manager�3.Assistant
Manager�4. Clerk
•Overview
•System components
•Menu structure
•User conventions (e.g., “function” keys)
•Sources for help
•Basic functions
-Receiving goods
-Adjusting for damage
Learning EnvironmentGroup-paced —Two or more
learners and a trainer
Self-paced — Individual learner
Coached — One-on-one instruction; learner and coach/trainer
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 14
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CAD – Phase 1
DescriptionDescription –– Project stakeholder are identified and recruited onto the Project Steering Team, project goals and priorities are set, direction is provided to the ISD Work Team, all resources are determined. � Note: All potential issues and/or stakeholder requirements should be uncovered and
planned for during this phase to ensure the success of downstream phases
Activities/TasksActivities/Tasks –– Project Steering Team gate review meeting is held to review the proposed project and obtain commitment
Key OutputsKey Outputs ––� Project Plan & Schedule/Proposal� Phase 1 Project Steering Team Gate Review Kick-off Presentation� PST Decisions:
- Kill Project –or– Modify Project –or– Defer Project –or– Sanction Project- Analysis Team members
ImplementationPlanningAnalysis Design
Project Project Planning Planning & Kick& Kick--offoff
CAD Phase 1
©2002 EPPIC, Inc.
CAD Phase 2 CAD Phase 3 CAD Phase 4
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 15
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CAD – Phase 2
DescriptionDescription –– Establishes a common view of the personnel, performance requirements and gaps, knowledge/skill requirements, and appropriateness and completeness of any existing training; this common view will form the basis for the training design efforts
Key Activities/TasksKey Activities/Tasks –– A 2-4 day analysis meeting with the Master Performers of the target population is conducted to identify the ideal performance and current performance gaps, and then the enabling knowledge/skill requirements; a subsequent assessment of Existing T&D is conducted and then a Project Steering Team gate review meeting is held to review all the data
Key OutputsKey Outputs ––
� Phase 2 Analysis Team Kick-off Presentation� Analysis Report (of 1-Target Audience Data, 2-Performance Model, 3-Knowledge/Skill
Matrix, 4-Existing T&D Assessment)� Phase 2 Project Steering Team Gate Review Review Presentation� PST Decision:
� Kill Project –or– Modify Project –or– Defer Project –or– Sanction Project Continuation
ImplementationPlanning
Project Planning & Kick-off
AnalysisAnalysis Design
CAD Phase 1
©2002 EPPIC, Inc.
CAD Phase 2 CAD Phase 3 CAD Phase 4
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CAD – Phase 3
DescriptionDescription –– The Design Team is facilitated through a systematic design process to produce high-level design specifications for the curriculum
Key Activities/TasksKey Activities/Tasks –– A Design Team composed of up to seven members from the Analysis Team meet to define the design outputs; subsequently, a Project Steering Team gate review meeting is held
Key OutputsKey Outputs ––A CAD Design Document including high-level design specifications for�T&D Path(s) �T&D Module Specifications�T&D Event Specifications�T&D Module Inventory Framework�Individual T&D Planning Guide(s)
ImplementationPlanning
Project Planning & Kick-off
Analysis DesignDesign
CAD Phase 1
©2002 EPPIC, Inc.
CAD Phase 2 CAD Phase 3 CAD Phase 4
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 17
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CAD – Phase 4
Phase OverviewPhase Overview� Establish the development (implementation) costs for the priority T&D
Modules and Events
Key Activities/TasksKey Activities/Tasks� Prioritize the gap T&D Modules and Events� Establish the development costs for the gap T&D
Modules and Events
Key OutputsKey Outputs� CAD Implementation Plan� CAD Phase 4 Project Steering Team Gate Review Presentation� PST Decisions: Final Implementation Priorities for gap content
ImplementationImplementationPlanningPlanning
Project Planning & Kick-off
Analysis Design
CAD Phase 2 CAD Phase 3 CAD Phase 4CAD Phase 1
©2002 EPPIC, Inc.
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 18
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CADs leads to Multiple MCD Projects
One CAD ProjectOne CAD Project
Leads to Many MCD/IAD ProjectsLeads to Many MCD/IAD Projects
ImplementationPlanning
Project Planning & Kick-off
Analysis Design
CAD Phase 1
©2002 EPPIC, Inc.
CAD Phase 2 CAD Phase 3 CAD Phase 4
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.
Systems engineering of the instructional system…
…followed by multiple, parallel or staggered new product development/acquisition efforts
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 19
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Potential CAD Deployment Platforms
� T&D Modules or Events may be delivered via the following delivery/deployment platforms, or in a blended combination:*- GP: Instructor-led-- classroom- GP: Instructor-led-- web/Intranet/Internet
- SP: readings-- paper- SP: readings-- web/Intranet/Internet- SP: readings-- audio- SP: readings-- video
- C: coached-- task assignments- C: coached-- project assignments- C: coached-- job assignments
* Feasibility depends on the availability of delivery hardware, software, and other infrastructure as well as the effectiveness of instruction and cost implications
GP = Group-paced instructionSP = Self-paced instructionC = Coached/On the job (structured or unstructured OJT)
GP = GroupGP = Group--paced instructionpaced instructionSP = SelfSP = Self--paced instructionpaced instructionC = Coached/On the job (structured or C = Coached/On the job (structured or unstructured OJT)unstructured OJT)
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 20
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Analysis Efforts
©2002 EPPIC, Inc.
The majority of the Analysis data is gathered via facilitating Master Performers- The Performance Model and K/S Matrices -
TMC - The Most Convenient StoresStore ManagementPerformance Model
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities1 2 3 4
dE = deficiency - EnvironmentdK = deficiency - Knowledge/skilldI = deficiency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
Form Design ©2002 EPPIC, Inc. 12/02 Page 1
A. Staff Recruiting, Selection, and Training
1 = District Manager2 = Store Manager3 = Assistant Manager4 = Clerk
• New staff hired- Timely- Qualified
•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
� �
�
�
�
�
�
•Too few candidates
•Poor choice
•Poor recruiting
•Local economy
•Neglect to check references
•References do not provide key information
dK
dE
dK
dE
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 21
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Performance Model
Key TasksDescribes the key activities needed to produce the outputs
Roles/ResponsibilitiesClarifies who is typically responsible for performing the tasks
DeficiencydE=EnvironmentdK=Knowledge/skilldI=Individual
attribute/valueKey Outputs and Metrics or MeasuresDescribes what is produced from doing the job tasks and identifies key performance measures of each output
Typical Performance GapsIdentifies any typical ways the output or task does not meet performance standards
Probable Gap Cause(s)Identifies most likely causes for each typical performance issue/ deficiency
©2002 EPPIC, Inc.
TMC - The Most Convenient StoresStore ManagementPerformance Model
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities1 2 3 4
dE = deficiency - EnvironmentdK = deficiency - Knowledge/skilldI = deficiency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
Form Design ©2002 EPPIC, Inc. 12/02 Page 1
A. Staff Recruiting, Selection, and Training
1 = District Manager2 = Store Manager3 = Assistant Manager4 = Clerk
• New staff hired- Timely- Qualified
•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
� �
�
�
�
�
�
•Too few candidates
•Poor choice
•Poor recruiting
•Local economy
•Neglect to check references
•References do not provide key information
dK
dE
dK
dE
The ideal, and a gap analysis, of Mastery Performance requirements
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 22
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Systematically derive the enabling K/S from the Performance Model
K/S Category: 4K/S Item Link to AoP Crit Diff Vol Dep
K/S Category: 3K/S Item Link to AoP Crit Diff Vol Dep
K/S Category: 2K/S Item Link to AoP Crit Diff Vol Dep
K/S Category: 1K/S Item Link to AoP Crit Diff Vol Dep
AoP 6AoP 5
AoP 4AoP 3
AoP 2AoP 1
AoPs1 2 3 4
5 6 7
Performance Model
Knowledge/Skill Matrices
Step 1: Identify and link to AoP Step 2: Remaining columns
(Criticality, Difficulty, Volatility, Depth)
©2002 EPPIC, Inc.
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 23
EPPIC Inc.Achieve Peak Performance
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Knowledge/Skill Matrices
K/S ItemIdentifies the discrete knowledge or skill item
CriticalityRanks the relationship between having the knowledge or skill and performance mastery
VolatilityRanks how often and significantly the knowledge or skill will change
DifficultyRanks how difficult theitem is to learn
Select/TrainDenotes whether the item is a selection criteria/ condition or needs to be covered in training & development
DepthThe level to which any training & development needs to go
©2002 EPPIC, Inc.
AoP LinkIdentifies the segment of the job/function where the knowledge or skill enables performance
TMC - 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 SchedulingC =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 GSelect/Train S/T
CriticalityH/M/L
VolatilityH/M/L
DifficultyH/M/L
Criticality/Difficulty/VolatilityH = HighM = MediumL = Low
Depth of CoverageA = AwarenessK = KnowledgeS = 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
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L
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L
L
L
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L
L
L
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K
K
K
K
K
K
K
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The enabling K/S Competencies required for Mastery Performance
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 24
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K/S Categories*The Enabling Knowledge/Skill Competencies
Knowledge/Skill Matrices
Category: Records/ReportsCategory: Tools/Equipment
Category: XYZCategory: TMC
• Typical categories – these vary from project to project
** Already documented in the Performance Model
0. Performance Requirements**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 Forms
10. 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.
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 25
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Existing T&D Assessments for potential Use/Modification
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 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-paced� � � � Classroom� � � � Lab
1-1 – One-on-one� � � � S-OJT (training)� � � � U-OJT
SP – Self-paced� � � � Readings/Exercises� � � � Web Site Pages� � � � CBT� � � � VideotapeOther
Special Requirements for Delivery
� � � � Equipment� � � � Facility� � � � Instructor� � � � License Requirement� � � � Other
���� Yes ���� No
Course Fit AssessmentRelated 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:
� � � � > 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&DAssessment
Form ©2002 EPPIC, Inc.REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE v.1 12/02 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� � � � VideotapeOther
Special Requirements for Delivery
� � � � Equipment� � � � Facility� � � � Instructor� � � � License Requirement� � � � Other
���� Yes ���� No
Course Fit AssessmentRelated 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:
� � � � > 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&DAssessment
REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D Page 1
Interviewing Skills10342
Salvages prior investments in T&D
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 26
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Design Efforts
2
Beginning Middle End
Accumulate K/Ss into K/S Modules,
then cluster Modules into Events, and then finalize The
Events sequence on the T&D Path
Training Design Arena for the T&D Path
“Place”“Use as is &
Modify” relative to the PM-derived Modules
they enable
Performance Model derived Items
Existing T&D
Events/ Modules
1 3 4
PerformanceModel
ModuleModule
K/SM Data
Place Enabling
K/S
©2002 EPPIC, Inc.
Existing T&D
Events/ Modules
ETAs
“Place” All Performance Model-derived Modules on the Path in the B-M-E
PM Data
Specs & Path
With a sub-set of the Analysis Team…the Design Team
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 27
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CAD CAD Phase 1Phase 1
Gate ReviewGate ReviewPresentationPresentation
CADCADPhase 2Phase 2
Gate ReviewGate ReviewPresentationPresentation
CAD CAD Phase 3Phase 3
Gate ReviewGate ReviewPresentationPresentation
CADCADPhase 4Phase 4
Gate ReviewGate ReviewPresentationPresentation
CAD Phases-Outputs-Teams Summary
Key Outputs
Project Teams* and Estimated Time Burdens
* of customers and stakeholdersand Master Performers
Phases & Gate Reviews
•••• Task/Plan/Schedule •••• Cost/Price
CAD CAD Implementation Implementation
PlanPlan
•••• 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
©2002 EPPIC, Inc.
CAD CAD Design Design
DocumentDocument
CAD CAD Analysis Analysis ReportReport
CAD CAD Project Project
PlanPlan
Project Steering
Team
1/2 day
Project Steering
Team
1 day
Project Steering
Team
1 day
Project Steering
Team
1/2 day
AnalysisTeam
2–4 days
DesignTeam
2–4 days
Implementation
Planning Team
1–2 days
ImplementationPlanning
Project Planning & Kick-off
Analysis Design
CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4
Performance-based Curriculum Architecture DesignGuy W. Wallace, CPT – EPPIC Inc. ©2003 EPPIC, Inc. Page 28
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Additional Utilities of the Analysis Data
Target Audience
Data
Target Audience
Data
Performance Model
Performance Model
Knowledge/Skill
Matrices
Knowledge/Skill
Matrices
Existing T&D Assessment
Existing T&D Assessment
Process Analysis
Organization Design
Staffing
Training and Development
Appraisal
Compensation & Benefits
Rewards and Recognition
� Deficiency Analysis for Process Improvement
� Recruiting/selection systems design� Succession planning systems design
� Training systems design
� Performance Management/Appraisal systems design
� Pay for skills systems design
� Other systems design
©2002 EPPIC, Inc.
� Job/Organization design
Analysis Data Also Used for Targeting EPPIEnterprise Process Performance Improvement
22-- The Human Asset EnablersThe Human Asset EnablersHumans bring several types of attributes/capabilities to the enterprise processes that they work in and to the environmental assets that they work with; these are
�Awareness, knowledge, skills�Physical attributes�Psychological attributes�Intellectual attributes�Values
What is required depends on both the performance requirements and the environmental supports available
33-- The Environmental Asset EnablersThe Environmental Asset EnablersThe environment provides several types of enabling assets for the humans to use while performing the job; these include�Data/Information�Materials/Supplies�Tools/Equipment�Facilities/Grounds�Budget/Headcount�Culture/Consequences
What is required depends on both the performance requirements and the human capabilities available
C
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<=Process
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ip
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Attributes/Values
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Human Asset Requirements
Environmental Asset Requirements
Facilities/Grounds
Tools/Equipment
Materials/Supplies
Data/Information
Budget/Headcount
Culture/Consequences
Role1
Process Map View Performance Model ViewArea of Performance:
KeyOutputs
KeyTasks
Roles/Responsibilities1 2 3 4 5
TypicalPerf. Gaps
Prob. GapCause
dEdKdI
Role:
Area of Performance:Key
OutputsKey
TasksRoles/Responsibilities1 2 3 4 5
TypicalPerf. Gaps
Prob. GapCause
dEdKdI
Role:
Role2
Role3
Role4
Role5
<=
11-- The ProcessThe ProcessThe process must be designed for efficient delivery to meet stakeholder metrics