[SPAS_SOP_-_Design].pdf

Foreign Service Institute School of Professional and Area Studies (SPAS)

Standard Operating Procedure – Curriculum Design

Curriculum Design Process

Created

Updated

SOP # Version Approved By Effective Date Attachments

4/29/2016 CES 3 1.0 Mark Pekala 05/03/2016 Yes

Purpose

The purpose of the Curriculum Design SOP is to detail the next steps in creating a new or revising an existing course following approval of Training Needs Assessment (TNA) recommendations. Design results in the creation of a blueprint for Course Developers to follow.

Design focuses on creating course learning objectives based on the knowledge, skill, and attitudinal

(KSAs) gaps identified in the TNA. It also identifies high-level content of the course and defines a course structure to meet the objectives and content identified. Course Coordinators work closely with

Stakeholders and Subject Matter Experts (SMEs) in creating objectives that meet the course goals identified in the TNA. SMEs also provide input to the identification of high-level content and creation of logical instructional sequence and module structure.

In the design phase, Couse Coordinators and SMEs will:

Develop objectives for the identified knowledge, skills, and attitudes (KSAs)

Determine instructional strategies for each objective

Establish methods for assessing each objective

Identify pre-requisites for the course/program

Sequence objectives to create modules and lessons

Determine instructional methods for each lesson

Review lists for resources, SMEs, and documents that were created/used during analysis

Prepare macro design document based on the results of the design effort

Review the design with course Stakeholders, especially for objectives and KSAs

Scope

This SOP covers all SPAS Divisions and their offered courses. The intended users include Division leadership, Course Coordinators, Course Instructors, and Course Assistants. The SOP implements the FSI

Policies and Standards for Curriculum Development and Training Evaluation, Policy 3, Design. A link to the Policies and Standards is provided at the end of the SOP.

The SOP will be reviewed annually at a minimum and revised as necessary by the Curriculum and Staff

Development (CSD) Division, in consultation with all SPAS Divisions. Specific requests for SOP updates or revisions should be forwarded to CSD.

Procedures

Each Division defines roles for the participants involved in the Design of a course.

Typical roles may include Course Coordinator, SME, Stakeholder, or Course Admin.

Roles may/will overlap and continuous communication and engagement between players is essential for overall success.

FSI Standard 3.3

Source: Each School/Center will determine whether to design and/or develop the course or program in-house or obtain the services of a contractor or external source.

Each Division makes a determination to source the course design internally or use resources to obtain contract/outside help.

Consider the following when making this decision:

o Funding availability and cost estimates (government cost estimate) o Availability of internal SMEs o Time needed to develop course internally versus time needed for full acquisitions cycle plus course development o Availability of an internal resource/coordinator/SME to develop the course o Availability of outside resources to do the work (market research) o Availability of an internal resource to work with the outside resource (if needed)

Note: Acquisitions process should always be done in close consultation with and direct involvement of

Division contracting officer representative (COR).

FSI Standard 3.2

Methodology: Each School/Center will determine the delivery mechanisms to maximize retention and application of knowledge and learned behavior in the workplace.

Each Division reviews their training needs assessment document, to determine the following:

Which topics/content identified in the training needs analysis apply.

If revising an existing course, topics may need to be removed/retired in order to make room for new content or new engagement strategies. Make sure to revise objectives (see below).

Each Division establishes specific and measureable learning objectives for each course.

Using topics discovered during analysis, develop specific, measureable learning objectives by using the knowledge, skills, and attitudes (KSA) identified and confirmed with Stakeholders.

Use active voice and action verbs to construct course objectives (see Bloom’s taxonomy, Appendix

C).

Objectives should be measurable and will identify the following:

o The performance or behavior to be exhibited o The conditions under which the performance/ behavior is exhibited o The criteria or standard to which the behavior or performance is to be performed

An example of an objective might be:

(Condition) (Performance)

By the end of the session, using available resources, learners will be able to describe the changing

(Criteria) institutions of Diplomacy, in accordance with State Department guidelines.

Develop specific objectives from KSAs. A resource to assist with this process is the KSA-to-

Objectives-to-Evaluation Worksheet in Appendix A. This worksheet will act as a documented link between validated KSAs and the developed objectives.

Each Division determines how to group learning objectives as a first step in course development.

Objectives related to particular KSAs can be grouped together in the same lesson. Other considerations for grouping KSAs could be to:

o Use certain types of media (computer-based training or simulations) o Accommodate an SME or guest speaker o Take advantage of unique facilities (computer classroom, innovation lab, etc.)

o Allow more appropriate testing of the objectives (e.g. written exams, practical exercises)

Each Division creates high-level content that corresponds to the course objectives in consultation with

Stakeholders, SMEs and other appropriate sources.

Reminder: Objectives and content are closely linked, and the course should not contain:

Content that does not support an objective file://///fsi.m.state.sbu/DavWWWRoot/sites/SPAS/CSD/CSD_Internal/SPAS_CD_TE_Standards_Support_Products/Shared%20Documents/APX%20-%20Blooms%20Taxonomy%20Action%20Verbs%20Level.pdf file://///fsi.m.state.sbu/DavWWWRoot/sites/SPAS/CSD/CSD_Internal/SPAS_CD_TE_Standards_Support_Products/Shared%20Documents/APX%20A%20-%20Sample%20Developing%20KSAs,%20Objectives,%20Learning%20Indicators%20Worksheet.docx

An objective that is not supported by content

Each Division identifies a proposed schedule and outline of the course.

Determine timing for the course to correspond with the objectives (day, multi-day, or multi-week for Instructor led or minutes, hours for on-line)

Sequence objectives properly to reach course goals. Examples include:

o Sequence to enable learner to master the more basic concepts before more advanced.

o Sequence in the order in which learner will use the skill on-the-job.

Create an outline to demonstrate how the content will be presented to the learner.

o Map where activities will be placed, how knowledge, skills, and attitudes will be presented and reinforced to meet course objectives.

Each Division determines an engagement strategy for each course.

Use a variety of methods to engage the learner throughout.

Design how the learners will interact with both the course material and the instructor. Examples:

questioning during lectures, role plays, simulations, practical exercises, or brainstorming discussions.

Develop a strategy for delivering content beyond the classroom. Example: pre-class assignments, in-class assignments, group work, videos, articles, discussion boards, break-out groups, class activities, or other interactive methods.

Considerations for choosing instructional methods: (Face-to-Face, E-Learning, continuous learning course or products)

How much time is needed to deliver content via the method?

What resources are needed to deliver content via the method?

What additional space needs (if any)? (e.g. breakouts, empty space)

How will the effectiveness of this method be measured? (e.g. evaluation strategy)

Include documentation of learner perspective (what they see/how they interact)

Note: For E-Learning or continuous learning courses or products, contact FSI/EX/ISD

Each Division develops evaluation strategies for objectives within their courses.

Determine what the learner will be able to demonstrate based on the validated course objectives.

Identify the appropriate performance measure for each objective. Some examples include:

o How often, e.g. at least once per hour, X number in a day o How well, e.g. no more than one error, without error, with 80% accuracy

It may be appropriate to assess learners at intervals throughout the course.

Ask the question: How can the Division ensure the task is being performed correctly by the learner?

Use the KSA-to-Objectives-to-Evaluation worksheet. See example in Appendix A. This document will show the link between the objectives and the related assessment items. For more information on course evaluation strategies, see the Evaluation SOP.

FSI Standard 3.4

Review: Each School/Center will review each course or program on a periodic basis of one, three or five years, consistent with strategic criteria, to ensure that the course materials support the learning objectives identified by

Stakeholders and described in the design document.

Each Division establishes and documents a review process for all courses within their Division.

Review content for relevance, updates, or shifts in policy priorities.

Based on findings, revise course design.

See the Evaluation SOP for more details.

FSI Standard 3.1 Documentation: Each School/Center will produce a design document for each course or program based on the course or program learning objectives.

Each Division documents the course design process on a macro design document for review by the

Division Director/Deputy Director and receives approval of the design as appropriate.

The macro design document should include as a minimum the following (see example in Appendix B):

Identifying Information, including: Course title, intended audience, delivery method (classroom, online, blended), expected class size, duration, and the name/contact information for the course coordinator, Stakeholders and SMEs assigned to the project.

Course overview. Background and purpose of this course; the course scope; the identified need(s) that it will meet; and why learners should take the course.

Prerequisite(s), if appropriate.

Goal. The learner-centered goal at the end of this training is to…

List of learning objectives. By the end of this training, learners will be able to… Listed in the correct sequence and associated with the proper lesson. Attach KSA-to-Objectives-to-Evaluation

Worksheet.

file://///fsi.m.state.sbu/DavWWWRoot/sites/SPAS/CSD/CSD_Internal/SPAS_CD_TE_Standards_Support_Products/Shared%20Documents/APX%20A%20-%20Sample%20Developing%20KSAs,%20Objectives,%20Learning%20Indicators%20Worksheet.docx file://///fsi.m.state.sbu/DavWWWRoot/sites/SPAS/CSD/CSD_Internal/SPAS_CD_TE_Standards_Support_Products/Shared%20Documents/SPAS%20SOP%20-%20Training%20Evaluation.docx file://///fsi.m.state.sbu/DavWWWRoot/sites/SPAS/CSD/CSD_Internal/SPAS_CD_TE_Standards_Support_Products/Shared%20Documents/%5bSPAS%20SOP%20-%20Training%20Evaluation%5d.docx file://///fsi.m.state.sbu/DavWWWRoot/sites/SPAS/CSD/CSD_Internal/SPAS_CD_TE_Standards_Support_Products/Shared%20Documents/APX%20B%20-%20Sample%20Macro%20Design%20SPAS%20Design%20SOP.docx

Engagement strategy/methods of instruction.

Evaluation strategy. To ensure evaluations (level 1 and 2) are developed with the proper mix of types and styles and that there is a plan for level 3 and level 4 evaluations as appropriate. Attach the KSA-to-Objectives-to-Evaluation Worksheet.

Course outline. To ensure every objective is accounted for and to estimate resources, instructor needs, media requirements, and time considerations.

Course plan. Implementation strategy, staff roles and responsibilities, and the course schedule.

(This information can be re-purposed from the Training Needs Analysis and expanded as necessary for inclusion)

Resources. This section will contain a list of needed resources and cost estimates. (This information can be re-purposed from the Training Needs Analysis and expanded as necessary for inclusion)

Instructor guidance. Special instructions and notes for the intended instructor, if applicable.

(This information can be re-purposed from the Training Needs Analysis and expanded as necessary for inclusion)

Attachments. This section will list attachments.

o KSA-to-Objective-to-Evaluation Worksheet, including the person who validated the worksheet and the date.

Resources

SPAS CSD is available for consultations and any required assistance regarding Training Design. Contact information is FSI-SPAS-CSD@state.gov or (703) 746-2348.

Appendices

A. KSA-to-Objectives-to-Evaluation Worksheet

B. Macro Design Document Template

C. Blooms Taxonomy

Reference

A. Policies and Standards SharePoint Portal mailto:FSI-SPAS-CSD@state.gov file://///fsi.m.state.sbu/DavWWWRoot/sites/SPAS/CSD/CSD_Internal/SPAS_CD_TE_Standards_Support_Products/Shared%20Documents/APX%20A%20-%20Sample%20Developing%20KSAs,%20Objectives,%20Learning%20Indicators%20Worksheet.docx file://///fsi.m.state.sbu/DavWWWRoot/sites/SPAS/CSD/CSD_Internal/SPAS_CD_TE_Standards_Support_Products/Shared%20Documents/APX%20B%20-%20Sample%20Macro%20Design%20SPAS%20Design%20SOP.docx http://fsi.m.state.sbu/Dir/TrainingAdvisoryGroup/PolStd/SitePages/Home.aspx http://fsi.m.state.sbu/Dir/TrainingAdvisoryGroup/PolStd/SitePages/Home.aspx