Running head: PROJECT PROPOSAL FOR DCIPS PERFORMANCE MANAGEMENT

Project Proposal for DCIPS Performance Management Training

Kay L. Venteicher
University of Maryland University College
August 2, 2015

PROJECT PROPOSAL FOR DCIPS PERFORMANCE MANAGEMENT

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Table of Contents
Project Proposal for DCIPS Performance Management Training............................................3
Instructional Design Model / Project Management Process..................................................5
Rationale for Multimedia Learning Environment.................................................................5
Characteristics of Target Group...............................................................................................6
Advantages and Disadvantages of Multimedia Learning Environment...............................7
Advantages to Multimedia Online Learning Environment...............................................8
Disadvantages to Multimedia Online Learning Environment..........................................8
Media Selection and Evaluation Criteria................................................................................9
LORI Evaluation of Multimedia........................................................................................10
Presentation/Delivery Media..................................................................................................12
Content/Course Outline..........................................................................................................13
Project Team and Roles/Responsibilities...............................................................................16
Roll-out Plan.............................................................................................................................17
Conclusion................................................................................................................................18
References.................................................................................................................................19

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Project Proposal for DCIPS Performance Management Training

The purpose of this project proposal is to integrate multimedia into the program course
for the Defense Civilian Intelligence Personnel Systems (DCIPS) Performance Management
Training for the upcoming Fiscal Year (FY) 2016. The 2014 Department of Defense (DOD)
Intelligence Community (IC) Climate Survey identified problems regarding DCIPS showed first
and second year employee dissatisfaction with the performance management training that
provides the framework for the performance evaluation and career planning. The DCIPS
performance management process is vital for an employees professional success (DCIPS, n.d.a.,
para. 1-5).

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The initial DCIPS training was an instructor-led face-to-face course, DCIPS: Making
Performance Management Work attended by only 30% of the IC workforce in their first two
years. The initial course transitioned from face-to-face to the DOD IC learning management
system (LMS) Advanced Global Intelligence Learning Environment (AGILE) as seen below in
Figure 1. It provides synchronous and asynchronous capabilities in an online collaborative
environment suited for the learning group (AGILE, 2011). A learner-center approach was used
to introduce DCIPS in the context of the
DOD IC and provide educational
opportunities to access interactive and
specialized multimedia learning objects
(LOs) for personnel computers (PCs) and
reusable learning objects (RLOs) for
mobile phones. The LOs/ RLOs will
include video with audio, text, and photos

Figure 1: AGILE main page.

ranging from 2 to 15 minutes (Polsani, 2003, para. 6). The RLOs will enable the learners to
participate with instructors and mentors in the following activities:

Identifying key elements of DCIPS;

Applying SMART framework to performance objectives;

Setting performance expectations;

Overcoming challenges in writing performance objectives;

Improving communications with managers;

Identifying coaching/mentoring for success;

Evaluating performance and preparing performance narratives;

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Identifying key elements of managing the Pay Pool; and

Conducting formal feedback review (DCIPS, n.d.b.; Venteicher, 2014,

November).
The majority of DOD IC employees are located within the geographic region of the
Nations capital; DCIPS is used globally by all DOD IC employees, who number in the tens of
thousands (Venteicher, 2014, October). The use of AGILE and multimedia for performance
management training will provide skills and ongoing network opportunities for learners to apply
reasoning of real-world scenario to support critical thinking in a collaborative environment
(DCIPS, n.d.b.; DCIPS, n.d.c.). The initial request for five multimedia training LOs/RLOs have
been completed and are hosted on AGILE for general use as well as being incorporated into the
current DCIPS: Making Performance Management Work, scheduled for roll-out in FY 2016. An
additional 15 multimedia training LOs/RLOs have been requested to fully augment the training
course. The multimedia will include: (a) videos; (b) interactive computer-based training with
assessment testing; (c) role-playing games and simulations; (d) meta-data enhanced image
objects; and (e) audio-enhanced text (Karagiorgi & Symeou, 2005, p. 23).
Instructional Design Model / Project Management Process
The project design team will use the ADDIE model as the framework to manage the
design and development process of the multimedia LOs/RLOs. While project management
processes are the norm within the DOD, the DOD IC Training Division follows the ADDIE
model when constructing training and educational multimedia materials. The ADDIE model
consists of five phases of: (a) analysis; (b) design; (c) development; (d) implementation; and (e)
evaluation. As a result, the design team has decided to proceed with the ADDIE model (CulIatta,
2013). It provides a flexible project timeline that draws on continual and formative feedback as

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well as the option for use of a rapid prototyping approach. The analysis of the goals, target
population, instructional gap to be addressed and the selection of appropriate media,
instructional design is a progressive and cyclical process of planning and implementing a
required instructional intervention (Boyd & Fresen, 2013, p. 216).
Rationale for Multimedia Learning Environment
Transitioning from an instructor-led face-to-face to the AGILE LMS will provide greater
learning opportunities for larger numbers of employees within the IC workforce during their
first two years by overcoming geographic and personnel resource limitations. Utilizing AGILE
with the multimedia LOs/RLOs, the online collaborative environment design uses an
approach of decoupling and cohesion (Bradley, C., Haynes, R., Cook, J., Boyle, T., & Smith,
C., 2009, p. 160) by creating LOs/RLOs that meet a learning objective internally and not linked
to an outside source--effectively decoupled.
Each multimedia will contain testing activities to measure learning. The DCIPS training
will use a constructive approach designed for collaborative learning and using authentic /
performance assessments. Wang and Gearhart (2006) provide that the constructive approach
create relevant interconnections between experience with academic evaluations and new
knowledge of professional performance evaluations for the learner (pp. 21 & 26). The
learner/participative design will use Bruners scaffolding and interactivity with use of multiplechoice questions and/or correct order component assembly with feedback of correct answers and
tips for finding the relevant material. If additional attempts are required past two tries, the
learner will receive a recommendation to repeat the multimedia. (Bradley et al., 2009, p. 161;
Krauss & Ally, 2005, p. 1). Krauss and Ally (2005) provide that the use of the interactive

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multimedia resources with text and graphics improve the learners learning process with
reconciling the cognitive dissonance (pp. 2-3).
The remaining two DCIPS trainings are still offered as PowerPoint presentations, DCIPS
for Managers/Supervisors and Senior Leadership and DCIPS for Human Resource Practitioners,
available at the DCIPS website. By creating LOs/RLOs, which can be used to support the future
courses, the project design team will contribute to sustainable training.
Characteristics of Target Group
The target group for consists of new DOD IC employees, DOD IC employees who have
not been through two DCIPS performance rating cycles, and DOD IC employees who request
training through self-referral. This employee is within the first two years of hiring/on-boarding
anniversary and generally within the entry/developmental work category (DCIPS, n.d.d). The
majority of this intended learning group has traditionally come to the government through the
student hire program and has a basic understanding of development/performance requirements.
The learning group has the understanding of the standards required for advancement and will
acquire the performance management knowledge online learning to facilitate the transition from
student to DOD IC employee (DCIPS, n.d.b.; DCIPS, n.d.c). The majority of this learning group
will be assigned within the Nations capital to the traditional day-shift work schedule
(Venteicher, 2014, October).
Typically, in their mid-20s, this intended learning group has transferred from the student
hire program with varied education and training. Most have undergraduate degrees,
accompanying work, life experiences, and are technologically-savvy with advanced skills in
information technology to include mobile computing and networked learning capabilities
(Venteicher, 2014, October). The learning group has participated in collaborative learning, with

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the majority having practical experience in the distance education (DE) environment, in both the
synchronous and asynchronous learning environment placing them in a position to succeed. The
learning group has in previous academic work displayed independent management and
organizational skills required for self-study. Critical thinking skills are developed and enable
information to be analyzed and applied, constructing new knowledge.
Advantages and Disadvantages of Multimedia Learning Environment
As an established training division, the DOD IC Training Division is cognizant of the
advantages and disadvantages that come with new projects. The constructivist design model
employs the use of providing the learner with a generative mental construction tool kits
(Karagiorgi & Symeou, 2005, p 17). This promotes the learner viewing the problem from an
individual basis and then participating in collaborative efforts while exploring new perspectives
furthering the building of knowledge and alternate perspectives.
Advantages to Multimedia Online Learning Environment
The advantages offered with the multimedia online learning environment stem from the
global access created by using the internet-mediated DOD IC AGILE. The instructional
environment provides access to text-based learning supported with multimedia integrated
supporting the course requirement and is able to facilitate various learning styles of intended
learning group. It provides for learning beyond a linear structure and facilitate data gathering
techniques (Karagiorgi & Symeou, 2005, p. 23) necessary in knowledge creation environment
of the constructivist learning principles. The instructors and mentors have access to multimedia
tools to facilitate innovative instructional strategies offering greater illustrations of reality.

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Disadvantages to Multimedia Online Learning Environment
The main disadvantage offered by using the multimedia online learning environment
comes from insufficient technologic infrastructure within remote geographic regions. There are
remote geographic locations were there will be limitations on internet access/connections for
employees that may result in limited/restricted access to multimedia content. This will create a
challenge for new employees completing the training within the initial two DCIPS performance
rating cycles. This will require support services on a case-by-case basis for remote geographic
locations with a possible solution being shipping educational multimedia materials to the learner
(i.e., CD-ROM, CD-R, and DVD-ROM). Another disadvantage of the multimedia online
learning environment is the learner who may not possess the skills to navigate the multimedia.
Additionally, the learner may not have the independent management and organizational skills
required for self-study or developed critical thinking skills that will require offering additional
support services for the online learning environment (Karagiorgi & Symeou, 2005, p. 22).
Media Selection and Evaluation Criteria
Leacock and Nesbit (2007) emphasize the necessity for reusable digital learning
resources to be assessed using a standardized process and evaluation instrument (p. 44). Leacock
and Nesbit (2007) provide three reasons that the evaluation process of the multimedia is
important:

First, multimedia design for the learning materials should be influenced by the applicable
education and psychology research;

Secondly, some resource repositories implement quality metrics into the repository search
engine to mitigate this concern; and

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Finally, quality criteria for summative evaluations have the potential to drive
improvements in design practice (p. 44)
The DOD IC Training Division performs evaluations of multimedia evaluands with the

LORI evaluation tool to produce multimedia comments and ratings. Nine areas are evaluated
with the LORI method: (a) content quality; (b) learning goal alignment; (c) feedback and
adaption: (d) motivation; (e) presentation design; (f) interaction usability; (g) accessibility; (h)
reusability; and (i) standards compliance (Leacock & Nesbit, 2007, pp. 44-45). Each area
evaluated will receive comments recorded and a rating (i.e. low to high, 1 5, 1 star 5 stars,
and NA for not applicable if exercising opting out). Panel scores are averaged to present an
overall average for each area (Nesbit, Belfer, & Leacock, 2004, p. 1).
LORI Evaluation of Multimedia
The DOD IC Training Division will evaluate a DCIPS learning object from another
government agency to determine the reusability with the LORI method. One of the initial five

Figure 2: USD(I) DCIPS: iSuccess: Writing SMART Performance Objectives & Self Report of Accomplishments Tra

multimedia training LOs/RLOs that was incorporated into the current DCIPS: Making
Performance Management Work, was originally a single LO/RLO, as seen in Figure 2 below, and
was broken into smaller LOs/RLOs.
Table 1 below shows the comments and average score of the panel member evaluations
provided for the USD(I) DCIPS: iSuccess: Writing SMART Performance Objectives & Self
Report of Accomplishments.
Table 1

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LORI Evaluation for Panel Members of the USD(I) DCIPS: iSuccess: Writing SMART
Performance Objectives & Self Report of Accomplishments Training
LORI Item
Comments
Score
Content Quality
5
Appropriate level of detail,
definitions & analysis
Unbiased and objective data
with comparison capability
Differences represented for
multiple series disciplines
and grades minimal
changes required relevant to
DOD IC differences
Learning Goal Alignment
4
Learning goals declared in
both content and metadata
Targeted learner as Entry
level USD(I) employee
some changes required for
DOD IC employee
Relevant refresher for all
levels USD(I) employees
some changes required for
DOD IC employees
Individual homework or selfpaced assignment
Sufficient to enable learner to
achieve goal
Feedback & Adaptation
4
Exercises/quizzes and
feedback
Interactive comparison tools
with model demonstration
Individual learner can create
tailored response based upon
differential input
Learner profile not
maintained to influence
learning object behavior
Motivation
4
Learners can select topic
comparison, post-test factual
information
Material highly motivating
Multimedia include videos,
role-playing scenarios, and
relevant statistical graphics
on DCIPS minimal changes

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Presentation Design

Interaction Usability

Accessibility

Reusability

required relevant to DOD IC

differences Reference
material/data for learner and
teachers
Logos/ pictures /color
aesthetically /visually
acceptable to enhance
efficient learning minimal
changes required relevant to
DOD IC differences
Graphics are colorful and
clearly labelled
White background and
multiple colors for fonts,
legible
Free of visual clutter
Clear / concise definitions
within material; free of error
Site and layout very
simple/easy to navigate
within learning object
between exercises and
comparison tools
User interface is consistent
/predictable
Intuitive instructions within
each workshop
No portable device access
W3C Accessible / HTML
and Text
Internet Access, Internet/Web
browser /computer access
Window 7/IE 9/Firefox 4
Headphones/Speakers
needed for audio
Graphics require color
perception to understand
Resource with videos, charts
and definitions, stand-alone
resource
Effective for broad range of
learners by providing
adjunctive content for use in
other context

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Standards Compliance

5
Government use does not
require copyright it does
require notification to
USD(I) of reuse of material
W3C accessible / HTML and
Text
Note: Adapted from Learning Object Review Instrument (LORI) - User Manual, by J. Nesbit,
K. Belfer, and T Leacock, 2004.
Presentation/Delivery Media
The DOD IC LMS is AGILE, a synchronous and asynchronous online collaborative
environment suited for the learning group. It uses a learner-centered approach that facilitates a
constructivist view point. The DOD IC instructional designers will follow the additional guiding
principles throughout the course materials: (a) Gagns Nine Events of Instruction; (b) Kellers
ARCS Model; and (c) Bruners scaffolding method. The four course modules provide engaging
activities and content that will be complemented with the added multimedia LOs/RLOs to
cultivate a deeper, more meaningful learning experience. The AGILE LMS already supports the
audio, text, graphics, and videos in the USD(I) multimedia LOs/RLOs which offers DOD IC
minimal required changes. The USD(I) multimedia LOs/RLOs are also well suited for both
facilitate synchronous and asynchronous use.
Content/Course Outline
The following are the course description, available in the course catalog and class
syllabus, and course outline, available in class syllabus:
DCIPS: Making Performance Management Work is a four-week, instructor-led,
synchronous and asynchronous training course. To improve comprehension/
understanding of the DCIPS, the learning group will share draft performance
objectives/employee write-ups for performance elements and self-report of

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accomplishments. The learning group will contribute to student network-based
blogs, wikis, and journal, which will be maintained for current and future learning
group use and reference, as well as create individual work products. The fourth
week will include learning group participation in coaching/mentoring for the
group and individual. Coaches/mentors will be selected from appropriate
management disciplines with specific skill sets to foster personal career growth
potential through learning opportunities (e.g., conference preparation and
attendance, working group forums, familiarization visits to other DOD IC
organizations) (Venteicher, 2014, October).
The course module outline with description and sequence can be seen in Table 2.
Table 2
Course Module Outline with Description and Sequence (Venteicher, 2014, November)
Module 1
Defense Civilian Intelligence Personnel System: History, Overview,
and Occupational Structure
Schedule/Dates
Week 1 (dd/mmm/yy dd/mmm/yy)
Learning Objective(s) Identify the key element of DCIPS
Write SMART framework performance objectives
Course Resource(s)
Online Discussion Board
Reading materials (text and audio)
Computer Aided Instruction and Quiz
DOD IC Network for Learner Blog and Journaling
Individual Activities
Quiz to evaluate competency of key DCIPS elements
Complete course-reading materials
Produce individual essay on translating standards into
expectations
Participate in discussion board topics
Assessment
Assessment based on discussion board participation and
computer aided instruction quiz.
Complete an initial post and respond with a substantive post
to three other learners posts per topic. .
Discussion Topics
Describe key element of DCIPS and SMART framework objectives.
Based on experiences, how do the module readings apply to your
performance objectives? Please elaborate.

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Module 2
Schedule/Dates
Objective(s)

Resources

Group/Individual
Activities

Assessment

Discussion Topics

Module 3
Schedule/Dates
Objective(s)

Resources

Group/Individual
Activities

Defense Civilian Intelligence Personnel System: Performance

Management
Week 2 (dd/mmm/yy dd/mmm/yy)
Analyze, explain, and translate standards into meaningful
expectations
Investigate solutions when difficulties encountered during
development of performance objectives
Adequately address performance elements
Video graphic novel of clip illustrating case study
Online Discussion Board
Reading materials (text and audio)
DOD IC Network for Learner Blog and Journaling
Complete course-reading materials
Participate in group conversations and produce individual
essay on translating standards into meaningful expectations
Participate in group conversations and produce individual
cognitive mapping exercise on solutions during development
of objectives
Participate in group conversations and produce individual
essay on addressing performance elements
Participate in discussion board topics.
Assessment based on discussion board participation and three
topic area essays
Complete an initial post and respond with a substantive post
to three other learners posts per topic
Based on experiences, how do the module readings apply to your
translating expectations? Solutions developing objectives?
Addressing performance elements? Please elaborate.
Defense Civilian Intelligence Personnel System: Self-Reporting,
Communications, and Coach/Mentors
Week 3 (dd/mmm/yy dd/mmm/yy)
Write a comprehensive self-report of accomplishments
Improve communication skills
Identify coaching/mentoring
Video graphic novel of clip illustrating case study
Online Discussion Board
Reading materials (text and audio)
DOD IC Network for Learner Blog and Journaling
Complete course-reading materials.
Participate in group conversations and produce individual
self-report
Participate in group conversations and produce individual

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Assessment

Discussion Topics

Module 4
Schedule/Dates
Objective(s)

Resources

Group/Individual
Activities

Assessment

Discussion Topics

essay on communication skill techniques

Participate in three learner/mentor conversations and produce
individual essay on coaching/mentoring
Participate in discussion board topics
Assessment based on discussion board participation and three
topic area essays
Complete an initial post and respond with a substantive post
to three other learners posts per topic
Based on experiences, how do the module readings apply to your
comprehensive self-report? Improving communication skills?
Coaching/mentoring? Please elaborate.
Defense Civilian Intelligence Personnel System: Evaluating
Performance, Key Elements of Pay Pool, and Formal Feedback
Review
Week 4 (dd/mmm/yy dd/mmm/yy)
Evaluate performance objectives and element narratives
Identify the key element of the Pay Pool
Effectively participate in formal feedback review
Online Discussion Board
Reading materials (text and audio)
Computer Aided Instruction and Quiz
DOD IC Network for Learner Blog and Journaling
Complete course-reading materials
Quiz to evaluate performance objectives and element
narratives and identify key Pay Pool elements
Participate in two learner/mentor conversations and produce
individual essay on evaluating performance objectives and
elements narratives and formal feedback review
Participate in discussion board topics.
Assessment based on discussion board participation, topic
area essays, and two computer aided instruction quiz, learner
blog and journaling
Complete an initial post and respond with a substantive post
to three other learners posts per topic
Based on experiences, how do the module readings apply to your
formal feedback review? Reflect on learner/mentor discussions, what
will you do in future feedback reviews? Please elaborate.
Project Team and Roles/Responsibilities

There will be three different types of role players who will be involved in the
development and implementation of this project. Those groups include: (a) stakeholders; (b)

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clients; and (c) practitioners. The stakeholder group includes Department of Defense (DOD)
Intelligence Community (IC). The DOD IC is the community this project will service. The
DOD IC management will also be providing the government funding and oversight. The clients
involved in the project are the students, instructors, and mentors. The project team /practitioners
overseeing this project includes the following team members: (a) Training Director/project
manager; (b) subject matter experts; (c) human resource practitioners; (d) instructional designers;
(e) multimedia / information technology analysts/experts; (f) knowledge management
analyst/library consultant; and (g) training testing/review staff (Boyd & Fresen, 2005).
The project team members will follow the DOD IC Training Divisions Quality
Management Policy for Education and Training. By meeting the standards of the quality
management policy, the project team will ensure the final training product: (a) fits/meets the
purpose; (b) client satisfaction; (c) time/cost management; (d) follows prescribed standards; (e)
incorporates continuous improvement processes/functions; and (f) meets sustainability
requirements. These standards will support achievement of an exceptional quality product (Boyd
& Fresen, 2005).
Roll-out Plan
The course ADDIE model roll-out is shown below in Table 3.
Table 3
Course ADDIE Model Roll-out Plan for DCIPS: Making Performance Management Work.
(CulIatta, 2013).
Estimated
ADDIE Phase
Description
Time Frame
Phase 1
Instructional problem identified. Instructional goals/objectives
Analysis
established. Learning environment/learner's existing
3 weeks
knowledge/skills identified.
Phase 2
Learning objectives, assessment instruments, exercises,
Design
content, subject matter analysis, lesson planning and media
3 weeks

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Phase 3
Development

Phase 4
Implementatio
n

Phase 5
Evaluation

identified and selected. Identify, develop, and evaluate set of

planned strategies targeted for attaining the project's goals.
Create/assemble content assets created in the design phase.
Develop and/or integrate technologies. Testers perform
debugging procedures. Project reviewed/revised according to
feedback.
Training the facilitators/learners developed. Facilitators'
training covers course curriculum, learning outcomes, delivery
method, and testing procedures. Learner preparation includes
training them on new tools (software or hardware), student
registration. Phase where PM ensures books, hands on
equipment, tools, CD-ROMs and software in place, and
learning application/Web site is functional.
Formative and summative parts. Formative evaluation present
in each stage of ADDIE process. Summative evaluation - tests
designed for domain specific criterion-related referenced items
and providing opportunities for feedback from the users.
Conclusion

3 weeks

2 weeks

1 week

This proposal provides a strong argument supporting the necessity to incorporate USD(I)
LOs/RLOs into the course design of the DOD IC DCIPS: Making Performance Management
Work. The ADDIE model, LORI method, and DOD IC Training Divisions Quality Management
Policy for Education and Training will be used by the design team for all learning modules
concentrating on including the 15 new multimedia LOs/RLOs. The use of AGILE and
multimedia for performance management training will provide skills and ongoing network
opportunities for learners to apply reasoning of real-world scenario to support critical thinking in
a collaborative environment (DCIPS, n.d.b.; DCIPS, n.d.c.).
Additional personnel resources have been committed above the requested numbers by the
different components of the DOD IC to support the short roll-out plan, ensuring the
implementation time line will be met. This demonstrates a unanimous commitment by the
various stakeholders within the IC. The USD(I) LOs/RLOs offer greater learning dimension to

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the overall course and learning environment for the DOD IC employees. The DOD IC Training
Division feels that this initial course will provide the necessary framework for the performance
evaluation and career planning that is vital for the DOD IC employees professional success
(DCIPS, n.d.a.).

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