Robert E. Adams

Designing for Competence: Developing Curriculum through the DACUM System focuses on the most critical-and often misunderstood-phase of effective training: design. While many instructional approaches emphasize content delivery or teaching technique, this book demonstrates that competence is developed through deliberate, performance-based design decisions made long before instruction begins. Grounded in the DACUM system, the book explains how training needs assessment is translated into structured learning that mirrors real occupational performance. It shows how skills identified through DACUM analysis are sequenced, rated, and organized to form the foundation of curriculum design. Central tools such as the Program Development Grid (PDG) and Learning Activity Batteries (LABs) are introduced as mechanisms for converting analysis into coherent learning environments that support repeated practice, meaningful feedback, and observable performance. Rather than treating design as a creative or abstract exercise, this book presents it as a disciplined process with clear responsibilities and limits. Design is positioned as the bridge between analysis and facilitation-ensuring that instruction, learning activities, and evaluation remain aligned with the demands of work. When design is coherent, facilitation becomes guidance rather than control, and evaluation becomes confirmation of competence rather than academic judgment. Written for coordinators, instructional designers, instructors, and program leaders, Designing for Competence emphasizes performance over content, competence over time spent, and system integrity over instructional habit. It is an essential guide for those responsible for building training systems that prepare learners not just to know, but to perform competently in real work settings.

Many trainers and instructional designers often struggle with the connection(or lack thereof) between the different phases of instructional design. We know that analysis is followed by design, which is followed by development and implementation, and that everything should culminate in an evaluation of the learning. One of the many struggles faced however is that most instructional design systems do not make a clear connection between these phases. While there are many valid models and concepts, when phases are treated as separate entities it tends to increase the amount of time and energy needed to successfully complete each. In turn, these misunderstandings lead many training and learning professionals to focus on aspects that are less valuable in developing effective training programs. Today's training and learning professionals face the unique challenges of not only designing programs that directly connect to what is done on the job and demonstrate successful transfer of skills, but also need to be done quickly. This desire for programs to be created quickly often leads to designers skipping important steps in developing an effective program. Many have asked if this better, more efficient way exists. The answer is the DACUM System. DACUM, standing for Develop A CurriculUM, was developed in 1968 by Robert E. Adams and has been successfully implemented by organizations world-wide. The DACUM System has experienced much success over they ears because unlike other instructional design systems, DACUM connects all the phases. Not only does the DACUM System connect all phases of instructional design, but it also can be done effectively in significantly less time than traditional instructional design. Since its inception however, there have been few accessible resources available on guiding someone through the DACUM System. Our purpose was to provide such resources and in 2015 we made available DACUM: The Seminal Book outlining the DACUM System as a whole. This book was followed by DACUM The Coordinator's Guide to Occupational Analysis, which was created to provide in-depth understanding of the Occupational Analysis process (Building a DACUM Chart), and DACUM: A History of Develop A Curriculum which outlines the history of the DACUM system. This book specifically focuses on the program/curriculum designer's role(often referred to as a coordinator) within the DACUM system and outlines everything one would need to build an effective DACUM learning program. Throughout this book we include specific models, illustrations and examples designed to walk potential program designers through the DACUM curriculum design process in greater detail than has ever been provided before. Also, within the book are strategies and techniques for effectively completing program development grids, orienting curriculum committees to the DACUM process, creating learning activities, designing printed and A/V materials, organizing Learning Activity Batteries, selecting human resources, implementing learning, evaluating learning, program refinement, and managing the DACUM learning program.

DACUM (Develop A Curriculum) is widely accepted as the system used to develop occupational training derived through analysis, learning, and evaluation guided by a single-sheet skill profile. For more than four decades, DACUM, or derivatives of DACUM, have been used by various organizations worldwide to develop curriculum directly connected to the workplace. The overall history of DACUM and its origins however has often been clouded by incorrect or differing accounts of how this unique, fast, and effective approach came about. In this book, DACUM originator, Robert E. Adams expresses openly and succinctly about the development of DACUM, debunking many of the myths and half-truths. Pieces of the DACUM history jigsaw puzzle will finally be put together by placing historical events in their rightful locations providing readers with an accurate depiction of DACUM and its underlying stories.