Keep CTE Programs Current A Look at the

Keep CTE Programs Current: A Look at the DACUM Process Trish Meyer, M. S. Ed. Perkins Sr. Project Associate II & DACUM Facilitator St. Louis Community College St. Louis, Missouri

Our Time ¥ Share information on St. Louis area and St. Louis Community College ¥ Define DACUM and Uses ¥ Look at DACUM Process ¥ Discuss Why STLCC Uses DACUM ¥ Describe Elements of a Successful DACUM 2

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St. Louis, Missouri 4

Some Large Local Industries ¥ AT&T* ! ¥ Anheuser-Busch In. Bev* ¥ BJC Healthcare* ¥ Boeing Integrated Defense Systems* ! ¥ Enterprise Rent-a. Car 5 ¥ Express Scripts^ ¥ Federal Reserve Bank ¥ Monsanto*^ ! ¥ Nestle Purina* ¥ Panera ¥ Scottrade ¥ Scott Air Force Base

Missouri Wineries 6

STLCC Administrative Building 7

St. Louis Community College 8

STLCC Seven Steps in the Program Development Process ¥ Preliminary ¥ Tech Assessment Scan ¥ DACUM ¥ Program & Curriculum Development ¥ Board of Trustees Approval ¥ CBHE Approval ¥ Program Implementation 9

WHAT IS DACUM? 10

DACUM = Developing A Curriculum A Process for: Used by: ¥ Job ¥ Secondary Analysis ¥ Occupational Analysis ¥ Process Analysis ¥ Conceptual Analysis Effective 11 Quick & Post. Secondary Education ¥ Business-Industry Trainers ¥ Government-Military Trainers Low Cost

Forms of Job Analysis ¥ Observation ¥ Interview ¥ Critical Incident ¥ Diary ¥ Checklist ¥ Questionnaire ¥ DACUM (Univ. of Minn – 12 Human Resources webpage)

Center of Education and Training for Employment – THE OHIO STATE UNIVERISTY Dr. Robert Norton 13

The DACUM Process as used by The Ohio State University 14

OSU DACUM Philosophy 1. Expert workers can describe and define their job more accurately than anyone else. 2. An effective way to define a job is to precisely describe the tasks that expert workers perform. 3. All tasks, in order to be performed correctly, demand certain knowledge, skills, tools, and worker behaviors. 15

MAJOR USES OF DACUM ¥ Human Resource Purposes ¥ Career Advising/Counseling ¥ Assessment/Testing ¥ Certification/Licensing ¥ Curriculum Development & Program Update 16

CREATING AN OBSERVABLE PROFILE OF SUCCESS 17

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DACUM Structure File Cabinet =Whole Job File Drawers = Job Duties File Folders = Job Tasks Papers= Steps 19

Example #1 JOB DUTY TASK STEP 20 - Home Owner Maintain the yard Mow the lawn Start the mower

Statement Structure E C N A M R O F R E P The worker must be able to ______ Verb Object A verb begins each Task Statement. An object will be acted upon by the worker. Qualifiers modify and clarify the task statement. 21

Example #2 JOB DUTY TASK STEP 22 - Home Owner Maintain personal vehicle Change motor oil Drain old oil

Large to Small Units of Activity Job Duty Task 23

OSU DACUM CLIENTS 24

OSU Business Clients Gene ral M ills Eastman Kodak United A irlines Catep illar 25

Some University Users v Johnson and Wales v The Ohio State Univ. v North Dakota State v Bowling Green State v Temple University v Ferris States 26 v Indiana University of Pennsylvania v Oklahoma State University v Montana State University v University of Central Florida v University of Nevada – Las Vegas

Some Community College Clients ¥ Butler County College; El Dorado, KS ¥ Danville Community College, Danville, VA ¥ Edgecombe Community College, Tarboro, NC ¥ Florida Community College, Jacksonville, FL ¥ Holyoke Community College, Holyoke, MA ¥ St. Louis Community College, St. Louis, MO ¥ Volunteer State Community College, Gallatin, TN ¥ Walla Community College, Walla, 27

DACUM: Some Country Clients Australia Canada Chile China Hungary Indonesia Ireland Jamaica Korea Krygyzstan Kuwait 28 Malaysia Mauritius Mexico Netherlands New Zealand Nicaragua Philippines Singapore Sweden Turkey Venezuela

WHY DO WE USE DACUM? 29

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DACUM Strengths ¥ Involves 5 -12 Expert Workers ¥ Includes a Qualified Facilitator ¥ Achieves group consensus via discussion ¥ Obtains employer/employee buy-in ¥ Can be completed in one-two days ¥ Completed at Reasonable Cost 31

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Sustainable Design Technologist 2011 33

DACUM Benefits: þ Power of Brainstorming þ Group synergy þ Group consensus þ Comprehensive outcome þ Expressed In Performance Terms þ Future-oriented content þ Community awareness 34

DACUM: Important Step in Process ¥ DACUM is not a complete curriculum designer. ¥ Program staff will build curriculum from the DACUM chart. 35

Feedback from GM Trainers ó Solid foundation for development ó Efficient: 2 days vs. 6 weeks ó Specific vs. general job specifications CETE data 36 ó Employee involvement and buy-in continued

Feedback from GM Trainers (continued) ó Use of expert panel members ó Identification of critical tasks ó Opportunity for sharing ideas CETE data 37

DOING THE DACUM 38

Suggested Timeline 2 or More Months 4 -6 Weeks 39 • Check Facilitator availability; establish 3 possible dates • Establish date with program area • Set date; invite facilitator and panel members; reserve room, set up equipment, food, etc.

Suggested Timeline (continued) • Send panel members DACUM information, agenda, directions to 3 -4 weeks campus, etc. 2 -3 weeks 4 -5 days 40 • Confirm attendance, remind participants of location, expectations, emphasize importance of task & time commitment • Prepare DACUM Day handouts

DACUM Day Activities Introduce Process Brainstorm Job Develop Chart Categorize Tasks 41 Identify Duties Create Supporting Lists

DACUM Informational Outcomes 8 Precisely stated job duties/tasks 8 General knowledge & skills 8 Worker behaviors 8 Tools, equipment, supplies, & materials 8 Future trends/concerns 8 Terms/Acronyms (optional) 42

DACUM Institutional Benefits Business and Industry Partners: ¥ Come on your campus ¥ Develop familiarity with staff and program ¥ Feel valued ¥ Are vested in outcome 43 Internal Observers: ¥ Experience Process ¥ Have time to meet & interact with guests ¥ Share expertise ¥ Learn of industry needs

Validation Process • DACUM Chart sent to expert worker panel for review • Revisions made to chart by facilitator • Chart Delivered to Host Institution • Option: Submit for approval to Ohio State University 44

TIPS FOR SUCCESS 45

Get ‘em on Board Make professional staff, faculty, and administrators aware of the need for and benefits of a Proven Process 46

Sell the Process to: ¥ Key leaders that see the gaps ¥ Faculty who know the need to adapt to future ¥ Staff who are respected and connected 47

The Perkins Connection Indicators of Performance 1. 2. 3. 48 Technical Skill Attainment Completion Retention or Transfer Placement DACUM Link ¥ Defined competencies in performance terms ¥ Total Chart = Competency Profile = Relevant Curriculum ¥ Employers know what our graduates learn and can do

Can Your Institution Say: ¥ Our CTE graduates are learning the right technical skills. ¥A good percentage of our students achieve a Certificate or Degree. ¥ Our students stay in programs or transfer to 4 -year colleges. 49

More Success Statements: graduates get jobs AND employers are pleased with them. ¥ We have non-traditional genders enroll in and complete our programs. ¥ Our 50

Do it Right! ¥Respect the DACUM Process ¥Use trained facilitators ¥Be particular about panelists ¥Take results seriously 51

Design an Institutional Timeline ¥ STLCC is establishing a 5 -year Program Review schedule ¥ College data examined ¥ Existing Programs updated ¥ New programs considered and built 52 5

Provide Positive Support Reward Participation & Celebrate Success. It’s a Win-Win! 53

FOOD FOR THOUGHT 54

Link to Business and Industry Perkins expects increased coordination: “providing individuals with opportunities. . . to develop … the knowledge and skills needed to keep the United States competitive. ” [Section 2] 55

Health, Ed, Labor & Pensions Comm. “If we are going to help fill the growing need for skilled workers, we need to ensure Perkins programs are coordinating their instruction with current practices in industry and [with] the needs of the local workforce. ” [Michael Enzi, Chairman. 26 July 2006. ] 56

Perkins Grant Funds may be used: (1) To involve…businesses and labor organizations. . . in the design, implementation, and evaluation of career and technical education programs…” [section 135] 57

“What’s in Your Hands? ” April 2011 Techniques: “You hold the future of your students in your hands. What type of image does your CTE program portray? Is your curriculum up-to-date? ” [Gary Moore, ACTE President] 58

Don’t Get Caught! "Failing to teach WHAT should be taught "Teaching WHAT should not be taught CTE Curriculum MUST be kept current 59

When We Teach Students the Skills They Need to Be Successful…. .

WE ALL WIN! COLLEGE, COMMUNITY, GRADUATES 61

DACUM CAN BE YOUR KEY TO SUCCESSFUL, UP-TO-DATE CTE PROGRAMS 62

QUESTIONS? 63

Contact Info: pmeyer 93@stlcc. edu, 314 -539 -5326 gbenesh@stlcc. edu, 314 -5395 gbenesh@stlcc. edu 64

Resources ¥ CETE-OSU(2008). DACUM Handbook, third edition. ¥ Human Resources. University of Minnesota. Retrieved from www. umn. edu/ohr. ¥ Biddle, Daniel. [2009]Guidelines of Job Analysis. www. biddle. com. ¥ ACTE. Techniques magazine. April 2011. 65