12
Analyzing Your Program
During the workshop process, expert workers on the DACUM
panel work with the facilitator using guided brainstorming
techniques to discuss and reach a consensus on a job title,
job description, and identification of the areas of
competency and tasks. Each suggestion is written
on a card
and attached to the wall for easy viewing by all panel
members. This method
ensures that the ideas
can be easily created,
rearranged, and
discarded (or retrieved)
during the panel
discussion. Tasks are
written using action
verbs, to ensure that
they are
performance
based and as clear as
possible. When consensus
on content is reached,
the panel refines the
wording and prioritizes
the tasks. A graphical
DACUM chart is
developed, containing
general areas of competency (in a
single column to the
left), followed by rows of the specific tasks within each
general area.
Depending on the intended use and specific requirements
of each DACUM, the panel may also identify the general
knowledge and skills required of successful workers; the
necessary facilities, tools,
equipment, supplies, and
materials; worker behaviors that are essential for success;
and emerging technologies and issues likely to affect the
occupational field. Whenever possible, the DACUM chart is
validated with a wider industry representative audience.
Analyzing Your Program 13
Learning Support Analysis
In addition to determining what learning content is needed,
the following areas need to be analyzed and factored into
the overall needs analysis prior to and during curriculum
development, as applicable:
intelligences
vii
)
For more details on analyzing the
learner and the learning
environment, refer to the
Supplementary Resources
section.
•
Target audience characteristics, such as:
o
Traditional or nontraditional students
o
Prerequisite skills
o
Learning styles (predominant types of learning
o
Working or full-time students
o
Current levels of content expertise
o
Experience
o
Socioeconomic, gender, culture, ethnicity, and
race
o
Special needs
•
Learning environment, such as:
o
Institutional support for program
o
Availability of instructors
o
Adjunct and/or full-time instructors
o
Adequate
facilities
o
Proper equipment and materials
o
Appropriate safety and health procedures, if
applicable
14 Designing and Developing Your Program
In practice, the work of the design and development stages
are more closely aligned than any of the other stages.
Generally, in the design stage, you’ll select appropriate
performance and learning objectives and assessment
criteria. During the
development stage, you’ll select the
appropriate curricular components (such as general topics,
specific content, and how information is presented) to
support and promote those performance objectives and
prepare for implementation. The recommendation
mentioned in this guide’s introduction, which well bears
repeating, is
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