International Vocational Education & Training Association

14th IVETA International TVET Conference

Vienna, Austria August 25 -27, 2004
Website: www.ivetavienna2004.info

Email: [email protected]

The DACUM CURRICULUM

DEVELOPMENT PROCESS

Dr. Robert E. Norton

DACUM/SCID Program Director
Center on Education and Training for Employment
The Ohio State University
1900 Kenny Road
Columbus, OH 43210

www.dacumohiostate.com
[email protected]

Conference Organisation Committee: Mag. Ingrid Trenner, KIST Consulting GesmbH, Chairwoman,
Members: Dr. Simon Wss, WKO, Sonja Hutter, Mondial, Klaus Sodemann, GTZ
Conference Programme Committee:, Klaus Sodemann GTZ, Chairman. Members:
Prof. Dr Sabahattin Balci, ankiri College of Arts & Technology; Dir. Alois Baumgartner, Austria;
Mrs Jeanette Daines, USA; Dr. Roland Dubois, Industrial and Vocational Training Board, Mauritius; Dr. Edmond Hajrizi,
Director IEME, Kosovo; Prof. Dr. Ernst Karner, Austria; Mr. Thomas McArdle, Senior Director, HEART/NTA, Jamaica; Dr.
Christopher Parkin, Great Britain; Dr. Arthur Schneeberger, Austria; Dr. Simon Woess, WKO (Austria Chamber of Commerce)

14th IVETA International TVET Conference Vienna, Austria, August 25- 27 2004

Vocational Education and Training - International Development Catalyst

Table of Contents
What is DACUM?
How Can DACUM Improve Instruction?
Why Use DACUM?
Who Uses DACUM?
How is DACUM Used?
Why is DACUM Unique?

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The DACUM Curriculum Development Process

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What is DACUM?
DACUM is an acronym for Developing A Curriculum and is an internationally
recognized job/occupational analysis technique that is widely used by industry practitioners,
educators and consultants to effectively identify the duties, tasks, and related information
required for a job/occupation. It also provides an excellent source of data for management
decision-making, developing training program, human resource development, career planning,
needs assessment, test development, job redesign, performance evaluations, and quality control
planning.
How do you determine what will be taught in your education and/or training programs?
Is there a gap between what is offered learners in the classroom/lab and what is going on in the
real world of work? Many have estimated the learning gap to be 50% or higher in some
programs. Regardless of your settingschool, college, business, industry, or government
agencydetermining what skills, knowledge, and worker behaviors will be taught is very
serious business.
Without an accurate determination of content, two major critical and costly errors are
likely to occur. Known as the Curriculum What Errors they include failing to teach what
should be taught (the latest skills and techniques) and teaching what should not be taught
(outdated skills and information). (Norton, 1997).
As one can imagine, both errors negatively and seriously affect the student or workers
job preparation. This type of learning gap or inadequacy can jeopardize the individuals
employment, affect the companys success, and even reduce the economic well-being of the
community.
Fortunately, there is an effective, quick, and low cost process available for significantly
reducing the curriculum what errors and to avoid cheating the learner. It is called DACUM
(Developing A Curriculum).

How Can DACUM Improve Instruction?

DACUM as used widely today, is a unique, innovative, and very effective method of job
and/or occupational analysis. It is also very effective for conducting conceptual and process
analyses. The DACUM analysis workshop involves a trained DACUM facilitator and a
committee of 5-12 expert workers from the position, occupation, or other area of analysis. The
profile 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.

Robert E. Norton
The DACUM Curriculum Development Process

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In addition to the development of precise duty and task statements, lists of the general
knowledge and skills, worker behaviors, tools/equipment/materials/supplies, and future job
trends/concerns are also identified.
DACUM is based on three logical premises (Norton, 1997):
1. Expert workers can describe and define their job/occupation more accurately than
anyone else. Persons who are working full-time in their positions are the real experts on that
job. Even though supervisors and managers usually know a lot about their subordinates
work, they usually lack 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 successful worker performs a variety of tasks that either the customer
or employer wants performed. Possessing positive attitudes and knowledge alone are not
enough. Hence, finding out what the expert workers (top performers) do will give us the
opportunity to prepare other experts.
3. All tasks, in order to be performed correctly demand the 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 attention is given
during the DACUM workshop to identifying lists of each. Because these attributes are
different and distinct from the tasks, it is very important to keep them separate if a high
quality analysis of job performance requirements is to be obtained.

Why Use DACUM?

DACUM has been used very effectively to analyze occupations at the professional,
managerial, technical, skilled, and semi-skilled levels. It has also been used effectively to
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conceptualize future jobs, and to analyze portions (selected duties) of one's occupation.
Recently, with the increasing emphasis on quality 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 systems and processes.
There are many reasons for using the DACUM process. The success of any company or
organization is always affected by the quality of its employees. To produce and maintain a
highly skilled workforce, schools, colleges, and companies must offer the highest quality of
education and training possible to prepare present and future employees for the challenges they
face.
Accurate and specific job information is essential to good decision-making in all areas of
human resource development and management. All of the approaches to quality improvement
and management--TQM, ISO 9000, QS 9000, etc. require participating companies to secure and
utilize precise and detailed information about their workers roles and responsibilities--work
processes, systems, duties, and tasks. Job/occupational analysis is the best method available for
collecting that type of information. And based on a lot of experience with education and
industry, DACUM is, without question, the best means of conducting job/occupational analysis
that is currently available.
Why is DACUM the best method? The excellent quality of the product obtained (results)
and the superior process used (committee of 5-12 expert workers interacting) are but two of the
many important advantages.
The DACUM methodology is widely used in the United States, Canada, and many other
countries simply because it is:

Highly effective
Quick
Low cost

The powerful combination of being very effective, quick, and low cost has made the
DACUM process very attractive to many schools, colleges, companies, and government
agencies. Another important reason for using DACUM has been and continues to be the strong
desire of many trainers and educators to establish a relevant, up-to-date, and localized research
base for curriculum and instructional development. Clearly, for educators a curriculum base that
is soundly determined with maximum input from the businesses who are going to employ the
students is needed. For business trainers and developers, a curriculum base is needed that is
specific to the companies needs and that has been developed in such a way as to obtain strong
employee buy-in.
To permit any company or educational agency to identify its own localized research base
for curriculum development, an alternative to traditional, time-consuming, and costly approaches
to job/occupational analysis was needed. DACUM has become that powerful alternative!
Once employers understand what is to be done via DACUM and how the results will be
used, it is a rare employer who will refuse to cooperate. Instead, many colleges who have used
DACUM report such reactions as the following:
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Offers of equipment (loans and gifts) and supplies

Offers to host field trips
Willingness to provide subject matter experts
Offers of supportive training materials
Offers of resource persons to help teach in emerging technology areas
Requests for inservice training programs to meet local industry needs
Increased enrollments in adult upgrading programs
Increased support of the educational institution in a variety of ways by local business,
industry, labor, and management

While the public relations value of DACUM is secondary to its main purpose, its
significant, long-term impact is too important to overlook or lightly dismiss. Linkages can be
developed which, if properly nurtured can be long lasting and extremely beneficial.
Business needs to design new training programs quickly and effectively. The skills and
competencies needed must be job or process specific, if they are to meet the companys
production and quality goals. Business needs highly job-relevant training and they must reduce
the start-up time and cost for the design and delivery of programs. As one company reported,
they cannot afford to spend 30 or more days on an occupational analysis if a two-day DACUM
workshop can do the same job better and much cheaper.

Who Uses DACUM?

DACUM is used by:
International Agencies in over 40 countries have used the DACUM process for education and
training program development and updating. User countries include: Philippines, Hungary,
Jamaica, Canada, New Zealand, Venezuela, Turkey, Brazil, Malaysia, Singapore, and China.
See Attachment A for a list of country users.
Business and Industry to do all kinds of human resource development and quality management
decision-making. Many businesses and industries (hereinafter referred to as businesses) are
using DACUM for job and occupational analysis as a basis for training program development,
job descriptions, career development, job restructuring, etc. Recently a number of companies
have been very successfully using the method with some adaptation to analyze job processes and
systems rather than for the more common identification of duties and tasks. Dinah Chesson of
Ericsson reports that, DACUM has proved to be the most efficient and effective means for
gathering pertinent job-related information for use in the companys technical training and
professional development programs. The internal Ericsson Wireless Communications Malcolm
Baldrige Business Assessment Team recently cited the organizations use of DACUM, in
training development, as a Best Practice. See Attachment B for a list of some company users.
Robert E. Norton
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Educational agencies such as state departments of education, community and technical colleges
and institutes, proprietary school/colleges, colleges of education and universities, and secondary
schools.

How is DACUM Used?

DACUM has been and continues to be put to many uses. Some of the most common are
presented here under three broad categories.
Management Uses:
Re-design jobs
Conduct performance evaluations
Establish SOPs (Standard Operating Procedures)
Determine task value added
Control competency development
Input to quality planning ISO/QS9000
Training Related Uses:
Identify training program competencies
Determine task importance/difficulty
Assess training needs
Basis for developing training materials
Identify performance standards
Human Resource/Placement Uses
Develop job descriptions (ADA requirements)
Conduct career planning and development
Certify occupation competency
Devise job classifications
Why is DACUM Unique?
DACUM is unique for several reasons when compared with the interview and
observation and many other traditional approaches to job/occupational analysis.
The
combination of the power of the following features make it the most effective and highest quality
analysis process available at this time.

Robert E. Norton
The DACUM Curriculum Development Process

14th IVETA International TVET Conference Vienna, Austria, August 25- 27 2004

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DACUM Advantages

Group interactioncommittee members freely share ideas and hitchhike on each others
contributions.

Brainstorming power energizedthe brainstorming process is used several times to

maximum advantage to identify all of the duties and tasks.

Group synergyproperly facilitated, members of the group motivate and empower each
other to produce a high quality product.

Group consensusmembers of the committee with the facilitator's guidance assess each
contribution and refine it until agreement is reached.

Future-orientedthe committee is specifically asked to specify future occupational

trends and concerns that are likely to change their job in the future.

Employee/Learner buy-inonce the employees and learners know that practicing

expert workers identified the duties and tasks, support for the results of the analysis is
greatly enhanced.

Comprehensive outcomewhen 5-12 expert workers are motivated and guided for two
days by a qualified facilitator, all duties and tasks are usually identified along with the
related general knowledge and skills, worker behaviors, tools and equipment, and future
trends and concerns.

Superior qualityits the combination of the features already mentioned plus the fact
that whenever one committee member speaks the other (4-11) members who are well
qualified to do so, assess and modify contributions so as to maximize quality.

Low costbecause of the highly efficient procedures used, a DACUM analysis can
usually be completed in two days rather than the 25-30 days required by some methods,
thus greatly reducing the overall cost.

When the DACUM committee creates its own chart from scratch, the substantive
involvement of the committee members usually results in very strong support and buy-in that
cannot be obtained any other way. Committee members at the end of the two-day workshop
frequently offer to donate materials or equipment to the program. Other types of contributions
have included offers to help recruit students, to serve as guest speakers, to host field trips, and
provide site-based learning experiences for apprentices and cooperative education students.
Robert E. Norton
The DACUM Curriculum Development Process

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Another reason why DACUM is particularly well suited for educational institutions and
training agencies that are implementing or are planning to implement competency-based
education (CBE) or performance-based training (PBT) programs is that the first essential element
in any CBE/PBT program involves the careful identification of the tasks (which are usually
referred to as the competencies to be obtained) upon which the instructional program will be
based.
An additional benefit that is very important to schools and colleges is DACUMs public
relations value to the educational institution or other agency doing the DACUM. Once
employers understand the purpose and the process of DACUM, their first reaction is almost one
of sheer shock when they realize that this school or college really wants industry to help them
identify the competencies needed by workers in their field. So many employers are familiar with
the "rubber stamp" role that they are so often asked to perform on ad hoc committees (and
sometimes even on occupational advisory committees) that it often takes them a while to
understand that this school or college is really serious about wanting industry to help determine
what tasks students must be able to perform in order to make program completers valuable
future employees.
Another important benefit mentioned by many companies is that DACUM defines the "as
is" of the job. It identifies exactly what is going on in the job currently. One training manager of
a large company reported, "This is critical information to have because in all the DACUM's we
have conducted - what the supervisors think the employees are doing and what the employees are
actually doing were two different things. Once you have a clear understanding of what actually
is going on in the job, then you can make logical decisions in regards to re-engineering or restructuring the job.
In summary, DACUM works and works very well. Hence our motto DACUM DOES
IT BETTER. We hope you will give it a chance to work for you.

Related Publications
Norton, Robert E. DACUM Handbook, Second Edition. Columbus, OH: Center on Education
and Training for Employment, The Ohio State University, 1997.
Norton, Robert E. DACUM Handbook, DACUM Handbook. Columbus, OH: The National
Center for Research in Vocational Education, The Ohio State University, 1985.

www.dacumohiostate.com

Robert E. Norton
The DACUM Curriculum Development Process