ERIC ED401483: DACUM Handbook. Second Edition. Leadership Training Series No. 67.

308 Pages·1997·4.4 MB·English

by  ERIC

DOCUMENT RESUME
CE 073 040
ED 401 483
Norton, Robert E.
AUTHOR
DACUM Handbook. Second Edition. Leadership Training
TITLE
Series No. 67.
Ohio State Univ., Columbus. Center on Education and
INSTITUTION
Training for Employment.
PUB DATE
97
NOTE
314p.
AVAILABLE FROM
Publications, Center on Education and Training for
Employment, 1900 Kenny Road, Columbus, OH 43210-1090
(order no. LT67R, $49.50).
PUB TYPE
Guides
Non-Classroom Use (055)
EDRS PRICE
MFO1 /PC13 Plus Postage.
Adult Education; *Competency Based Education;
DESCRIPTORS
*Curriculum Development; *Job Analysis; *Job Skills;
Labor Force Development; *Occupational Information;
Postsecondary Education; Secondary Education
*DACUM Process
IDENTIFIERS
ABSTRACT
This handbook is intended for use in preparing
persons from education, business, industry, and government for the
role of DACUM (Developing a Curriculum) facilitator. An introduction
discusses the following: what DACUM is, why it is unique, why it
should be used, what the DACUM facilitator does, who uses DACUM, when
it should be used, and its quality. The next eight sections are each
(1) market the DACUM
devoted to one of the eight DACUM duties:
(3) recruit the DACUM workshop
(2) plan the DACUM workshop;
process;
(4) orient the DACUM committee;
(5) manage the group
committee;
(7) verify DACUM results;
(6) facilitate chart development;
process;
and (8) coordinate post-DACUM activities. Each duty consists of 6-21
tasks. Information is provided on how to complete each of the tasks.
Resources pertinent to each duty are found at the end of that
section. A list of 31 references (with emphasis on the DACUM
methodology) follows. Appendixes contain the following: DACUM
transparency masters; an article, "The Nature of Task Statements";
glossary of DACUM and competency-based education (CBE) terminology;
the article, "CBE: An Effective and Realistic Approach to Education
and Training" (Robert Norton); a brief history of DACUM; and a
discussion of potential problems in working with DACUM committees.
(Y LB)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
*
from the original document.
***********************************************************************
Leadership Training Series No. 67
. DEPARTMENT Of EDUCATION
of Educational Research and Improvement
CATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced OS
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Points of view or opinions stated in this docu-
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OE RI position or policy.
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DISSEMINATE THIS MATERIAL
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INFORMATION CENTER (ERIC)
Alm
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CENTER ON EDUCATION
OHIO
AND TRAINING FOR EMPLOYMENT
COLLEGE OF EDUCATION
BEST COPY AVAILABLE
STATE
THE OHIO STATE UNIVERSITY
UNIVERSITY
DACUM HANDBOOK
Robert E. Norton
Senior Research and Development Specialist
and
Professor
Center on Education and Training for Employment
College of Education
The Ohio State University
1900 Kenny Road
Columbus, Ohio 43210
Second Edition, 1997
that persons planning
is essential
It
to coordinate
facilitate DACUM
and/or
workshops obtain appropriate training and practice BEFORE conducting an analysis.
This handbook is intended as the major resource for such training.
The training
required to be a qualified and certified DACUM facilitator is offered periodically
by the Center on Education and Training for Employment.
Copyright © 1997. Center on Education and Training for Employment, College of
Education, The Ohio State University. All rights reserved.
4
ii
CONTENTS
v
Foreword
Introduction to DACUM
1-30
A 1-25
Market the DACUM Process
Duty A -
B 1-24
Plan the DACUM Workshop
Duty B -
C 1-26
Recruit the DACUM Workshop Committee
Duty C -
D 1-34
Orient the DACUM Committee
Duty D -
E 1-12
Duty E -
Manage the Group Process
F 1-32
Facilitate Chart Development
Duty F -
G 1-24
Verify DACUM Results
Duty G -
H 1-16
Duty H -
Coordinate Post-DACUM Activities
REF 1-4
References
Appendices
DACUM Transparency Masters
Appendix A -
The Nature of Task Statements
Appendix B -
DACUM and CBE Terminology
Appendix C -
Education
CBE: An Effective and Realistic Approach to
Appendix D -
and Training
Appendix E -
Brief History of DACUM
DACUM
Working
with
Appendix F -
Problems
in
Potential
Committees
FOREWORD
This handbook has been revised and expanded for use in preparing persons from education, business,
industry, and government for the role of DACUM facilitator. DACUM is an innovative approach
to occupational analysis that requires a well-qualified facilitator and committee of expert workers.
Extensive experience with the DACUM process has demonstrated that the role of the facilitator is
not only complex but is also absolutely essential to obtaining a high-quality listing of the duties and
tasks that define any given job or occupation.
The resulting occupational profile or DACUM Research Chart serves as a solid base upon which
new competency-based education or training programs can be developed or existing programs
updated. Because of the labor-intensive nature of the curriculum development process, and the
complexity of the DACUM facilitator's role, it is strongly recommended that persons intending
to facilitate DACUM workshops obtain appropriate training and practice before conducting
an analysis. This handbook is intended as the major resource for such facilitator training.
Credit goes to Larry Coffin and Donald Glendenning of Holland College, Charlottetown, P.E.I.,
Canada, who introduced the author to their extensive and very successful use of the DACUM
process. And, as one of the early developers of and writers about DACUM, Robert E. Adams of
Nova Scotia, Canada, could perhaps more than any other be labeled as the "originator" of the
Canadian version of the DACUM process. Recognition is extended to Mark Newton, who, as a
Center employee in 1982, sponsored the first workshop on the DACUM facilitator's job and the
development of the 1985 edition of this handbook. Audni-Miller Beach, while at the Center, also
coordinated arrangements for the workshop and conducted many two-day workshops across the
country.
Robert E. Norton, DACUM Program Director, organized the "DACUM on DACUM" facilitator
workshop in December 1994 in Dallas, Texas, in connection with the DACUM Invitational Seminar
held that year. John Hart, an internationally experienced facilitator from Humber College,Toronto,
Ontario, Canada, was selected to facilitate the workshop. Experienced facilitators who served as
members of the international committee of experts included Darrell Dungan, Texas State Technical
College, Waco, Texas; Tim Field, St. Clair College, Chadham, Ontario, Canada; Judy Neill, Moraine
Park Technical College, Fond du Lac, Wisconsin; Robert E. Norton, Center on Education and
Training for Employment, The Ohio State University, Columbus, Ohio; Janie Thomas, Dallas
County Community College District, Dallas, Texas; and Mike Zagorac, Dofasco, Inc., Hamilton,
Ontario, Canada.
Many persons have helped with the development of this handbook. Robert E. Norton, Senior
Research and Development Specialist at the Center on Education and Training for Employment,
prepared the manuscript, using the results of a DACUM workshop on the role of the DACUM
facilitator as the organizing frame of reference.
The results of the DACUM workshop were verified nationally (April 1996) by 42 trained and
The results of both the DACUM workshop and task verification are
experienced facilitators.
presented in the DACUM Facilitator Research Chart contained in the front pocket of this notebook.
The manuscript, while prepared by one person, represents the thoughts and personal experiences of
many persons. The author feels that it reflects the many improvements and refinements made in the
process as a result of extensive and successful usage. He has personally conducted over 300
workshops and 75 training institutes. If omissions or errors are noted, they are the responsibility of
the author.
This list of acknowledgments would not be complete without referencing the following persons who
provided valuable reviews of the draft version of this handbook: John Hart, Krystana McLennon,
Janie Thomas, Aaron J. Miller, Darrell Dungan, James B. Hamilton, and David LaBonte. Thanks
also goes to Debbie Weaver for processing the many words necessary to prepare this handbook.
Finally, thanks are sincerely expressed to the over 1,000 persons from 27 countries, who, since 1982,
have successfully completed our DACUM Institute Training and certification program.
Darrell L. Parks
Interim Executive Director
Center on Education and Training for Employment
College of Education
The Ohio State University
7
vi
Introduction to
DACUM
What is DACUM?
1
Why is DACUM Unique?
3
Why Use DACUM?
5
What Does the DACUM Facilitator Do?
10
Who Uses DACUM?
13
When Should DACUM Be Used?
15
What About DACUM Quality?
18
Resources:
SCID Curriculum Model
21
What Errors Article
23
Some DACUM Uses
25
Maintaining DACUM Quality
27
8
What is DACUM?
Developing A Curriculum.
an acronym
DACUM is
for
DACUM:
DACUM as used widely today is a unique, innovative, and very
effective method of job, and/or occupational analysis. It is also
Unique
Innovative
very effective for conducting process and functional analyses.
The DACUM analysis workshop involves a trained DACUM
Effective
facilitator and a committee of 5-12 expert workers from the
The profile
position, occupation, or other area of analysis.
chart that results from the usual two-day workshop is a detailed
and graphic portrayal of the duties and tasks performed by the
workers involved.
DACUM Facilitator
and
DACUM Research Chart
5-12 Expert Workers
Tasks
Duties
ElOCIDEDEI
Precise Statements:
Duties
Tasks
Knowledge and Skills
Worker Behaviors
Tools and Equipment
duty and task
Future Trends/
of precise
In addition
the development
to
lists of the general knowledge and skills, worker
Concerns
statements,
and future job
behaviors, tools/equipment/materials/supplies,
are also identified.
trends/concerns
DACUM is based on three logical premises:
I. Expert workers can describe and define their job/occupa-
Persons who are
tion more accurately than anyone else.
Three premises help ex-
working full-time in their positions are the real experts on
Even though supervisors and managers usually
plain why DACUM works
that job.
know a lot about their subordinates work, they usually lack
so well.
the expertise needed for a high quality analysis.
2. An effective way to define a job/occupation is to precisely
describe the tasks that expert workers perform. A success-
a variety of tasks
ful worker performs
either
the
that
customer or employer wants performed. Possessing positive
and knowledge alone are not enough.
attitudes
Hence,
fording out what the expert workers (top performers) do will
give us the opportunity to prepare other experts.
All tasks, in order to be performed correctly demand the
3.
use of certain knowledge, skills, tools, and positive worker
behaviors. While the knowledge, skills, tools, and worker
behaviors are not tasks, they are enablers which make it
possible for the worker to be successful. Because these four
enablers are so important, considerable
is given
attention
during the DACUM workshop to identifying lists of each.
Because these attributes are different and distinct from the
Can analyze:
tasks, it is very important to keep them separate
if a high
Professional
quality analysis of job performance requirements
is to be
Managerial
obtained.
Technical
Skilled
DACUM has been used very effectively to analyze occupations
Semi-skilled jobs/
at the professional, managerial, technical, skilled, and semi-
occupations
skilled levels. It has also been used effectively to conceptualize
future jobs, and to analyze portions (selected duties) of one's
Recently, with the increasing emphasis on quality
occupation.
brought forth by the TQM (Total Quality Management), ISO
9000, and QS 9000 movements, DACUM also has been used
widely as a basis or foundation for analyzing various industrial
Special applications in-
systems and processes.
clude analysis of:
Future jobs
In terms of its common use today, the DACUM term is a mis-
Partial jobs
nomer. DACUM means "Developing A Curriculum" but in
Industrial systems
common practice it is used to refer to the highly visible two-day
Industrial processes
analysis workshop. At the Center on Education and Training
Job functions
for Employment (CETE) we use it to refer to most of the
phase of a
model known as SCID
five phase
analysis
(Systematic Curriculum and Instructional Development).
(See
pages 21-22 for a graphic illustration of the SCID Model.)
DACUM Components of
Specifically, at CETE, DACUM is usually used to refer to three
SCID:
key components of the analysis phase as follows:
Job/occupational
A-2
analysis
A-2; the job/occupational
analysis workshop,
Task verification
A-3
1.
A-3; the task verification process,
2.
Task analysis
A-5
3. A-5; the task analysis process.
For many external users, DACUM refers only to the job/
analysis workshop which is the most outwardly
occupational
At this stage in its almost 40 year history,
visible component.
10
2