The document provides an overview of a Curriculum Architecture Design (CAD) project including its four phases, teams and roles, tools and techniques, and key outputs. It describes how the CAD process is used to design a comprehensive curriculum through performance modeling, knowledge/skill analysis, and gap identification. The CAD outputs include a training and development path, module and event specifications, and priorities to guide follow-on modular curriculum development efforts.

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

4. 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

6. 3 Levels of Instructional Systems Design The PACT Processes for T&D/Learning/Knowledge Management

7. 3 Levels of Instructional Systems Design CAD Curriculum Architecture Design CAD is a gated, “systems engineering/architectural” ISD Process for the design of a comprehensive curriculum MCD Modular Curriculum Development MCD is a gated, “new product development” ISD Process, using a modular, platform design approach …more akin to traditional ISD - ADDIE IAD Instructional Activity Development IAD is a gated, “new product component development” ISD Process, also using a modular, platform design approach

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

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15. CAD is a data-driven, systems engineering/ architectual approach to Instructional Design and produces a design for a comprehensive set of curricula. Typically used for critical, targeted audiences performing in critical, targeted processes. Produces a T&D Path and Planning Guide for each Target Audience. Maximizes reuse of all existing T&D, and produces Event/Module Specifications for all gaps in the CAD for prioritization and resourcing follow-on MCD/IAD efforts. CAD Curriculum Architecture Design

17. Curriculum Architecture Design Key Outputs Project Teams and Time Burdens Phases & Gate Reviews  Task/Plan/Schedule  Cost/ Benefit  Target Audience Data  Performance Model  K/S Matrix  Existing T&D Assessments  T&D Path  T&D Planning Guide  T&D Event Specs  T&D Module Specs  Gap Priorities  Maintenance Priorities  Cost Model  Priority Cost Forecast Project Steering Team . Project Steering Team 1/2 day ©2002 EPPIC, Inc. CAD Phase 1 Gate Review Presentation CAD Phase 2 Gate Review Presentation CAD Phase 3 Gate Review Presentation CAD Phase 4 Gate Review Presentation CAD Implementation Plan CAD Design Document CAD Analysis Report CAD Project Plan Project Steering Team 1 day Project Steering Team 1 day Project Steering Team 1/2 day Analysis Team 2–4 days Design Team 2–4 days Implementation Planning Team 1–2 days Implementation Planning Project Planning & Kick-off Analysis Design CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4

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

19. 1 of 7 T&D Paths for 1 of 7 “Regions” from one combined CAD/MCD effort… Sample

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21. 3 series/phases organize the content for “three entry points” providing planning flexibility for both new and experienced personnel Sample

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

23. Each gap on a T&D Path is “specified” on a T&D Event Spec - a macro-level design specification . Each gap T&D Event Spec - has one or more mid-level design specification.. .for the Module level of design Sample Sample

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

25. One CAD Project Implementation Planning Project Planning & Kick-off Analysis Design CAD Phase 1 ©2002 EPPIC, Inc. CAD Phase 2 CAD Phase 3 CAD Phase 4

26. One CAD Project Leads to Many MCD/IAD Projects Implementation Planning Project Planning & Kick-off Analysis Design CAD Phase 1 ©2002 EPPIC, Inc. CAD Phase 2 CAD Phase 3 CAD Phase 4 Analysis Design Project Planning & Kick-off MCD Phase 1 MCD Phase 2 MCD Phase 3 Revision & Release MCD Phase 6 Development/ Acquisition Pilot Test MCD Phase 4 MCD Phase 5 ©2002 EPPIC, Inc.

28. CAD Outputs for the Supply Side (continued) Performance Models and Knowledge/Skill Matrices The Most Convenient Stores Store Manager Knowledge/Skill Matrix Form Design ©2000 CADDI, Inc. 4/00 Page 1 Codes: Link to Area of Performance A = Staff Recruiting, Selection, and Training B = Work Scheduling C = Progressive Discipline D = Store Operations Link to Area of Performance Depth A/K/S Knowledge/Skill Category: 1. Company Policies/Procedures K/S Item A B C D E F G Select/ Train S/T Criticality H/M/L Volatility H/M/L Difficulty H/M/L Criticality/Difficulty/Volatility H = High M = Medium L = Low Depth of Coverage A = Awareness K = Knowledge S = Skill E = Customer Service F = Inventory Management G = Payroll, Banking, and Financial Management • EEO • Affirmative action • Vacation and day - off policy • Discipline policy • Suspension procedure • Store hours policy • Credit card sales procedure • New hire orientation procedure X X X X X X X X X X X X X X X X X X T T T T T T T T H H H H H H H L M M M H L L L L L L L L L L L L K K K K K K K K The Most Convenient Stores Store Manager Knowledge/Skill Matrix Form Design ©2002 EPPIC, Inc. 4/00 Page 1 Codes: Link to Area of Performance A = Staff Recruiting, Selection, and Training B = Work Scheduling C = Progressive Discipline D = Store Operations Link to Area of Performance Depth A/K/S Knowledge/Skill Category: 1. Company Policies/Procedures K/S Item A B C D E F G Select/ Train S/T Criticality H/M/L Volatility H/M/L Difficulty H/M/L Criticality/Difficulty/Volatility H = High M = Medium L = Low Depth of Coverage A = Awareness K = Knowledge S = Skill E = Customer Service F = Inventory Management G = Payroll, Banking, and Financial Management • EEO • Affirmative action • Vacation and day - off policy • Discipline policy • Suspension procedure • Store hours policy • Credit card sales procedure • New hire orientation procedure X X X X X X X X X X X X X X X X X X T T T T T T T T H H H H H H H L M M M H L L L L L L L L L L L L K K K K K K K K Form Design ©2002 EPPIC, Inc. 4/00 Page 1 Area of Performance: A. Staff Recruiting, Selection, and Training • Key Outputs - Measures Key Tasks Probable Gap Cause(s) dE dK dI Roles/Responsibilities 1 2 3 4 dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/value Role: 1 = District Manager 2 = Store Manager 3 = Assistant Manager 4 = Clerk Typical Performance Gaps The Most Convenient Store Store Manager Performance Model • Identify need for additional staff and complete internal paperwork • Create and place local ads • Select candidates for interviewing • Interview and select candidates for offer • Make hiring offer(s) • Complete paperwork to fill the position • New staff hired - Timely - Qualified        • Too few candidates • Poor choice • Poor recruiting • Local economy • Neglect to check references • References do not provide key information dK dE dK dE . 4/00 Page 1 Area of Performance: A. Staff Recruiting, Selection, and Training • Key Outputs - Measures Key Tasks Probable Gap Cause(s) dE dK dI Roles/Responsibilities 1 2 3 4 dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/value Role: 1 = District Manager 2 = Store Manager 3 = Assistant Manager 4 = Clerk Typical Performance Gaps The Most Convenient Store Store Manager Performance Model • Identify need for additional staff and complete internal paperwork • Create and place local ads • Select candidates for interviewing • Interview and select candidates for offer • Make hiring offer(s) • Complete paperwork to fill the position • New staff hired - Timely - Qualified        • Too few candidates • Poor choice • Poor recruiting • Local economy • Neglect to check references • References do not provide key information dK dE dK dE

29. Areas of Performance TMC Stores Store Manager PERFORMANCE MODEL Areas of Performance Payroll, Banking, and Financial Management Inventory Management A. B. C. D. E. F. G. Staff Recruiting, Selection, and Training Work Scheduling Progressive Discipline Store Operations Customer Service

31. Human Asset Requirements Knowledge/Skill Categories* Knowledge/Skill Matrices Category: Records/Reports Category: Tools/Equipment Category: XYZ Category: ABC * Plus the knowledge/skill of performance outputs and tasks and roles/responsibilities from the Performance Model 1. Company Policies/Procedures/ Practices/Guidelines 2. Laws, Regulations, Codes, Agreements, and Contracts 3. Industry Standards 4. Internal Organizations and Resources 5. External Organizations and Resources 6. Marketplace Knowledge 7. Product/Service Knowledge 8. Process Knowledge 9. Records, Reports, Documents, and Forms 10. Materials and Supplies 11. Tools/Equipment/Machinery 12. Computer Systems/Software/Hardware 13. Personal/Interpersonal 14. Management/Supervisory 15. Business Knowledge and Skills 16. Professional/Technical 17. Functional Specific ©2002 EPPIC, Inc.

33. ETA – Existing T&D Assessment Primary Delivery Method Primary methods/media used in the training Special Requirements for Delivery Identifies anything about the training that limits its capacity, delivery, location, etc. Provider Resource responsible for delivery (may be internal or external) Related Process(es), Areas of Performance, or Tasks Identify job performances addressed by the training (see the Performance Model) Course Owner/Contact Internal resource for registration and/or information Enabling Knowledge/Skill Items Identifies supporting knowledge/skill items addressed by the training (see the Knowledge/Skill Matrix) Use As Is or as Source Indicates initial decision regarding use of this training in the Development/ Acquisition Phase ©2002 EPPIC, Inc. TMC Stores Number: Title: Provider: Course Description Primary Delivery Method: GP – Group - paced  Classroom  Lab 1 - 1 – One - on - one  S - OJT (training)  U - OJT SP – Self - paced  Readings/Exercises  Web Site Pages  CBT  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  Include as Is  Use as Source:  Materials Attached (e.g., course description)  Do not use  Continued on Side Two Notes: Enabling Knowledge/Skill Items: Class Size:  > 20  10 – 20  < 10  Other Depth/Level:  Awareness  Knowledge  Skill (EDP No.______) Current Target Audience:  All engineers   Other  Other Course Owner/Contact: Copyright Owner: Licensing Agreement: Phone: Length:  Hrs.  Pgs Schedule/Frequency: Existing T&D Assessment Form ©2002 EPPIC Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 TMC Stores Number: Title: Provider: Course Description Primary Delivery Method: GP – Group - paced  Classroom  Lab 1 - 1 – One - on - one  S - OJT (training)  U - OJT SP – Self - paced  Readings/Exercises  Web Site Pages  CBT  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  Include as Is  Use as Source:  Materials Attached (e.g., course description)  Do not use  Continued on Side Two Notes: Enabling Knowledge/Skill Items: Class Size:  > 20  10 – 20  < 10  Other Depth/Level:  Awareness  Knowledge  Skill (EDP No.______) Current Target Audience:  All engineers   Other  Other Course Owner/Contact: Copyright Owner: Licensing Agreement: Phone: Length:  Hrs.  Pgs Schedule/Frequency: Existing T&D Assessment REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 Interviewing Skills 10342

34. CAD Phase 3 Design Sub-Phases In Phase 3: Design, the Design Team meeting is conducted where all of the potential modules of the architecture are identified, classified, and numbered The team combines these modules into T&D Events and constructs T&D Paths for learners—sequences of events appropriate for target audiences The results are compiled in a Design Document and formally presented to the Project Steering Team Project Planning & Kick-off Analysis Design Implementation Planning CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4 ©2002 EPPIC, Inc.

36. CAD Design Steps 1-7  B eginning M iddle E nd Create Modules CAD “Design Arena” “ Place” “ Use as is” Gap Performance T&D Items Existing T&D Events/ Modules Place Enabling K/S ©2002 EPPIC, Inc. Existing T&D Events/ Modules “ Place” Gap T&D Item Related to Performance - AoP - Output - Task Path Clean Up Create Events Establish the T&D Path(s) – B-M-E or other path phases and their approximate timing 3 Module 2 4 5 Gap Performance Module Module Sort K/SM slip sheets Sort ETAs Sort PM slip sheets 1 6 7

37. AoP and K/S Slip Sheets and ETAs AoP Slip Sheet K/S Slip Sheet One slip sheet per Performance Model “row” of an “Output/Task Cluster data-set” One slip sheet per K/S Matrices “row” of an “K/S Item data-set” TMC Stores Number: Title: Provider: Course Description Primary Delivery Method: GP – Group - paced  Classroom  Lab 1 - 1 – One - on - one  S - OJT (training)  U - OJT SP – Self - paced  Readings/Exercises  Web Site Pages  CBT  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  Include as Is  Use as Source:  Materials Attached (e.g., course description)  Do not use  Continued on Side Two Notes: Enabling Knowledge/Skill Items: Class Size:  > 20  10 – 20  < 10  Other Depth/Level:  Awareness  Knowledge  Skill (EDP No.______) Current Target Audience:  All engineers   Other  Other Course Owner/Contact: Copyright Owner: Licensing Agreement: Phone: Length:  Hrs.  Pgs Schedule/Frequency: Existing T&D Assessment Form ©2002 EPPIC Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 TMC Stores Number: Title: Provider: Course Description Primary Delivery Method: GP – Group - paced  Classroom  Lab 1 - 1 – One - on - one  S - OJT (training)  U - OJT SP – Self - paced  Readings/Exercises  Web Site Pages  CBT  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  Include as Is  Use as Source:  Materials Attached (e.g., course description)  Do not use  Continued on Side Two Notes: Enabling Knowledge/Skill Items: Class Size:  > 20  10 – 20  < 10  Other Depth/Level:  Awareness  Knowledge  Skill (EDP No.______) Current Target Audience:  All engineers   Other  Other Course Owner/Contact: Copyright Owner: Licensing Agreement: Phone: Length:  Hrs.  Pgs Schedule/Frequency: Existing T&D Assessment REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 Interviewing Skills 10342

39. CAD Design Exercise Debrief

40. Curriculum Architecture Design Key Outputs Project Teams and Time Burdens Phases & Gate Reviews  Task/Plan/Schedule  Cost/ Benefit  Target Audience Data  Performance Model  K/S Matrix  Existing T&D Assessments  T&D Path  T&D Planning Guide  T&D Event Specs  T&D Module Specs  Gap Priorities  Maintenance Priorities  Cost Model  Priority Cost Forecast Project Steering Team . Project Steering Team 1/2 day ©2002 EPPIC, Inc. CAD Phase 1 Gate Review Presentation CAD Phase 2 Gate Review Presentation CAD Phase 3 Gate Review Presentation CAD Phase 4 Gate Review Presentation CAD Implementation Plan CAD Design Document CAD Analysis Report CAD Project Plan Project Steering Team 1 day Project Steering Team 1 day Project Steering Team 1/2 day Analysis Team 2–4 days Design Team 2–4 days Implementation Planning Team 1–2 days Implementation Planning Project Planning & Kick-off Analysis Design CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4