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

2. Objectives Upon completion of this module, you will be able to :
DACUM II
Objectives
Upon completion of this module, you will be able to :
Explain the competency-based training model
Facilitate planning and organization of a CBT program development project
Facilitate the determination of a program profile
Facilitate a detailed task/competency analysis
Facilitate the development of learning guides
03/2016

3. Translating Occupational Standards into Training Standards
World of Employment
cooperation
World of Education
Outcomes
Processes
Other employment requirements (location, laws, regulations, etc.)
Competence required in occupations
Employment Outcomes
Competence to be achieved in training
Learning
Outcomes
Learning content related to the learning outcomes
Assessment of achievement
Other process requirements
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
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 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
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 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) described in measurable terms and published

6. Explain the DACUM CBT model
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 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
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 A5
Describe the foundations of CBT
Is your organization using a competency-based training model?

8. Explain the DACUM CBT model
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 A5
Compare Conventional Training and CBT
Conventional Training
Competency- Based Training
Content
Knowledge based
Competency based
Time
Fixed
Variable
Structure
Course
Module
Assessment
Knowledge acquisition
Performance
Norm referenced
Criterion referenced

9. Explain the DACUM CBT model
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 A5
Provide overview of the DACUM Model
Overview of the Model
DACUM = Developing A CUrriculuM
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
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 A5
Provide overview 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
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 A5
Provide an overview of a CBT program development 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
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 A5
Provide an overview of a CBT program development 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
DACUM II
Explain the DACUM CBT model A1 A2 A3 A4 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. B
DACUM II
Facilitate planning & organization of a CBT program development project B1 B2 B3 B4 B5 B6
Clarify/Confirm the mandate
Why?
Who provides the information?
How?

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

17. Learning Activity 1 Condition Performance Criteria
DACUM II
Condition
Given 3 DACUM analyses and the CVA quality assurance standards pertaining to an occupational /competency analysis...
Performance
… assess the quality of each DACUM analysis…
Criteria
… based on CVA standards.
(Manual, p.21)

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

19. B
DACUM II
Facilitate planning & organization of a CBT program development project B1 B2 B3 B4 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
DACUM II
Facilitate determination of a CBT program profile C1 C2 C3 C4 C5
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
DACUM II
Facilitate determination of a CBT program profile C1 C2 C3 C4 C5
Facilitate description of context and determination
of program’s goal, objectives and content
Who is involved?
How to proceed?

22. Learning Activity 2a Condition Performance Criteria
DACUM II
Condition
Given a DACUM analysis to be used as basis for the identification of a training program profile...
Performance
… facilitate description of context and determination of the program’s goal, objectives and content…
Criteria
… so that :
the context will concisely describe a specific need or issue,
the goal will indicate what the program aims at achieving regarding a specific need or issue,
the objectives are derived from GACs, as stated in the DACUM analysis,
the content is derived from the competencies, as stated in the DACUM analysis.

23. Facilitate determination of a CBT program profile
DACUM II
Facilitate determination of a CBT program profile C1 C2 C3 C4 C5
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 Condition
DACUM II
Condition
Given a DACUM analysis to be used as the basis for the identification of a training program profile...
Performance
… determine program’s prerequisites…
Criteria
… taking into account variables such as technical competencies, knowledge / expertise, or attitudes that a learner should possess to be successful on the job but that he/she will not get as a result of training.

25. Facilitate determination of a CBT program profile
DACUM II
Facilitate determination of a CBT program profile C1 C2 C3 C4 C5
Facilitate establishment of required levels of proficiency upon program completion
Definition
Who is involved?
How to proceed?

26. Facilitate determination of a CBT program profile
DACUM II
Facilitate determination of a CBT program profile C1 C2 C3 C4 C5
Facilitate establishment of required levels of proficiency upon program completion
Proficiency scale 4 c
Can perform this task satisfactorily and can lead others in performing it. b
Can perform this task satisfactorily with initiative and adaptability to special problem situations. a
Can perform this task satisfactorily with more than acceptable speed and quality. 3
Can perform this task satisfactorily without assistance and/or supervision. 2
Can perform this task satisfactorily but requires periodic assistance and/or supervision. 1
Can perform some parts of this task satisfactorily but requires assistance and/or supervision to perform the entire task.

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

29. Typical Rating Distribution
DACUM II
Facilitate determination of a CBT program profile C1 C2 C3 C4 C5
Facilitate establishment of required levels of proficiency
upon program completion
Typical Rating Distribution
skilled employee
supervisor 1 2 3 4a 4b 4c
student
Number of Tasks
Levels of Proficiency

30. Learning Activity 2c industry’s expectations the learners’ profile
DACUM II
Condition
Given a DACUM analysis to be used as the basis for the identification of a training program profile...
Performance
… determine for each task the level of proficiency that the learner is required to demonstrate...
Criteria
… taking into account variables such as :
industry’s expectations
the learners’ profile
the program’s features and constraints
the frequency of execution of the task
its complexity
its criticality

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

32. Learning Activity 2d Condition Performance Criteria
DACUM II
Condition
Given a DACUM analysis to be used as the basis for the identification of a training program profile...
Performance
… determine the program’s format, structure, and learning sequence...
Criteria
… taking into account :
for the program’s format and structure : Program’s goal, number and complexity of skills to learn and proficiency levels to be reached
for the learning sequence : Prerequisite skills for each learning unit, general learning principles (ex. general to specific, simple to complex), sequence of execution of tasks in the workplace

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

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

41. Facilitate a detailed competency analysis (DCA)
DACUM II
Facilitate a detailed competency analysis (DCA) D1 D2 D3 D4 D5 D6 D7 D8 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)
DACUM II
Facilitate a detailed competency analysis (DCA) D1 D2 D3 D4 D5 D6 D7 D8 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
DACUM II
Facilitate development of learning guides and other learning materials E1 E2 E3 E4 E5 E6
Explain the notion of learning guide and its
development process
Definition
Why?
Content

44. Facilitate development of learning guides and other learning materials
DACUM II
Facilitate development of learning guides and other learning materials E1 E2 E3 E4 E5 E6
Explain the notion of learning guide and its development process
Sections
Title
Introduction
Performance-based objectives
Learning activities
Resources
Performance indicators
Tricks of the trade or pitfalls to avoid

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

47. Facilitate development of learning guides and other learning materials
DACUM II
Facilitate development of learning guides and other learning materials E1 E2 E3 E4 E5 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 Condition
DACUM II
Condition
Given 2 learning modules, each focusing on a specific competency (task)...
Performance
… identify each module’s performance-based terminal (PTO) and enabling objectives (EO)...
Criteria
… so that :
Each PTO is derived from a task or a cluster of tasks
each EO is derived from a subtask
there are 2 to 5 EOs

49. Learning Activity 3a2 Condition Performance Criteria
DACUM II
Condition
Given 2 learning modules, each focusing on a specific competency (task)...
Performance
… identify each module’s performance indicators (PI)...
Criteria
… so that :
each PI is derived from a sub-subtask
each PI indicates regulations or industry standards (quality or productivity) that must be complied with
there is a minimum of 2 PIs per subtask and 2 critical transversal competencies associated with the task

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

51. Learning Activity 3b Condition
DACUM II
Condition
Given 2 learning modules, each focusing on a specific competency (task)...
Performance
… describe learning activities (LA) for each module...
Criteria
… so that :
there are at least 2 cognitive and 2 application-oriented learning activities
among the application-oriented learning activities, the opportunity to perform the task as a whole is provided
learning activities go from simple to complex

52. E
DACUM II
Facilitate development of learning guides and other learning materials E1 E2 E3 E4 E5 E6
Facilitate selection of learning resources
Definition
Who is involved?
How to proceed?

53. E
DACUM II
Facilitate development of learning guides and other learning materials E1 E2 E3 E4 E5 E6
Write the Introduction section of the learning guide
The Introduction is a simple description of :
What the task involves
Why it is important
Focus should be on its industrial or job application.

54. E
DACUM II
Facilitate development of learning guides and other learning materials E1 E2 E3 E4 E5 E6
Write the Introduction section of the learning guide
(cont’d)
Key Questions
What does the task involve and how does it relate to other skills?
Why is it important? What may happen if it is incorrectly performed?
What are the ethical, health or safety factors to consider in performing this task?
What are the prerequisite tasks, if any?

55. Learning Activity 3d
DACUM II
Condition
Given 2 learning modules, each focusing on a specific competency (task)...
Performance
… write the learning guide’s introduction for each module...
Criteria
… so that :
the description of the task to be learned is clear and concise
the importance of the task is clearly explained
Task(s) which must be learned prior is(are) clearly indicated