CHRC Linking Competencies en

Linking Competencies to Curriculum and Course Content
A guide for educators and trainers

Table of Contents
Introduction 3
The DACUM Competency Analysis 4
From Competencies to Curriculum and Training 5
Using Competency Charts and Profiles 6
1. Perform a training needs assessment to determine

a training program’s goal 6
2. Determine a training program’s objective(s) 7
3. Determine program content 8
4. Determine program prerequisites 9
5. Define competency-based evaluation standards 10
6. Determine a program’s learning sequence 12
7. Establish learning outcomes 13
8. Establish performance indicators 15
Appendix A – List of CHRC’s Competency Charts and Profiles 17
Appendix B – Feedback form 18

A guide for educators and trainers © CHRC, 2013

A guide for educators and trainers
For over a decade, the Cultural Human Resources Council (CHRC) has developed Competency Charts
and Profiles for occupations and functions in the cultural sector. They have been developed using the
DACUM method, by practising professionals in the cultural workforce who know firsthand what skills are
needed by industry in a given occupation or function.
Linking Competencies to Curriculum and Course Content: A guide for educators and trainers is a tool for
educators and trainers on how to use CHRC’s Competency Charts and Profiles for training purposes -
including developing training programs, professional development workshops, and learning units/
modules/courses.
Of course no listing of competency statements automatically becomes a curriculum. The desired

competencies must be re-stated, and sometimes broken into smaller units, or arranged in a different order,
before a well-structured curriculum and teaching planning can occur. The Guide facilitates the process of
developing curriculum using competency charts and profiles.
In this Guide, CHRC’s Competency Chart and Profile on Export Marketing of Cultural Products and
Services (refer to www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Chart-en.pdf and
www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Profile-en.pdf ) are used for illustration purposes. The
Guide may be used with all the Charts and Profiles developed by CHRC (Appendix 1).
The first part of the Guide explains the DACUM competency analysis process (DCA).
The second part sets out certain steps to move from competencies to curricula.
The third part outlines several ways to use the Competency Charts and Profiles.


The DACUM Competency Analysis
DACUM (DevelopingACUrriculuM) is a methodology for competency-based training and human

resources development. The key to this methodology is the structured process which aims at identifying
and analysing the competencies required by an occupation or a work function. This type of analysis relies
primarily on the combined experience and expertise of a group of expert practitioners.
The outcomes of a DACUM competency analysis (DCA) are captured in two documents:
 The Chart of Competencies identifies all the competencies required by a given occupation or work
function. Included on every chart is the following statement: “You should find everything you do
somewhere on the chart but you will not necessarily do everything identified on the chart.”
 A Competency Profile provides a detailed description of each competency in terms of sub-skills and
important actions.
The Competency Charts and Profiles present four levels of analysis. Each level completes the phrase: “the
individual must be able to…”.
General Areas of Competence (GACs) describe major groupings of skills required by a function or
occupation. These are divided into professional competencies and general competencies (including
personal and communications skills).
Skills (used interchangeably with “competencies”) are described by action verbs which complete the
phrase “must be able to…”.
Sub-skills, a more detailed analysis of the skills, provide an intermediate step between the skill and
the detailed actions associated with practicing this skill.
Important Actions are identified for each sub-skill and may be used to define performance standards
and indicators to assess skills.


From Competencies to Curriculum and Training
The DACUM analysis may be particularly useful in the following steps. The steps are not necessarily
sequential and may be used individually and independently.
TO DEVELOP THE PROGRAM (1 TO 6)
1 Perform a training needs assessment (TNA) and subsequently determine a

training program’s goal*
2 Determine a training program’s objectives**
3 Determine program content
4 Determine program pre-requisites
5 Define competency-based evaluation standards
6 Determine a program’s learning sequence
FOR EACH LEARNING UNIT/MODULE/COURSE (7 AND 8)
7 Establish learning outcomes
8 Establish performance indicators
* Goals are general intentions, i.e.: to offer an introductory training course in Export Marketing.
**Objectives are precise, i.e.: to be able to develop a strategic export plan.


Using Competency Charts and Profiles
TO DEVELOP THE PROGRAM (1 TO 6)
1 Perform a training needs assessment (TNA) to determine a training

program’s goal
Recommended steps
 Develop the training needs assessment (TNA) using the Competency Chart as a check list. If
required, create a skills assessment scale (ex.: (0) Not required; (1) Cannot perform this skill:
(2) Needs to improve ability to perform this skill; (3) Can master all aspects of this skill).
 Perform the TNA and analyze data.
 Draw conclusions (i.e. training program goals).
Setting the Training Goals

The primary goal of a training offering is to respond to one or a series of training needs as defined
by practitioners and employers in the Training Needs Assessment. One such training goal may be to
address a current or anticipated shortage of qualified resources in a given field by offering an initial
training program; another goal may be to broaden, update or develop the knowledge and skills of
practitioners in a given field.
Examples of the use of the Export Marketing of Cultural Products and Services Competency
Chart (refer to www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Chart-en.pdf ) perform a training
needs assessment
For example, Project A: Plan and Prepare Export Marketing

To offer a professional development program to artists and cultural workers already involved in
export marketing of cultural products and services that will enhance their ability to “Plan and Prepare
Export Marketing Projects”. (Refer to the Chart, GAC-B,C,D,E.)
For example, Project B: Secure Contracts and Agreements

To offer emerging artists an introductory workshop on “Secure Contracts and Agreements”. (Refer to
the Chart, GAC-F).


2 Determine a training program’s objective(s)
The objective(s) of the training program may correspond to one or more general areas of competency
(GAC). In a Chart of Competencies, the headings preceded by a letter are called General Areas of
Competencies or GACs (ex.: GACs A, B, C, etc…). A program’s objective(s) may be derived from
one or more than one GAC.
Recommended steps
Considering the program’s goal and the outcomes of the Training Needs Assessment, determine the
program objectives by selecting the GAC(s) that will appropriately complete the phrase: Upon
successful completion of this program, you will be able to …
Chart (www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Chart-en.pdf ) to determine a training
program’s objectives
For example, Project A: Plan and Prepare Export

Marketing Projects
Program objective: Upon successful completion of this training program, you will be able to:
 Research export markets and issues (corresponds to GAC -B)
 Develop a strategic export plan (corresponds to GAC- C)
 Finance export projects (corresponds to GAC- D)
 Develop a marketing strategy (corresponds to GAC- E)
Target audience (based on results of TNA): artists and cultural workers already involved in export
marketing of cultural products and services
Goal: to enhance their ability to plan and prepare export marketing projects
Target audience (based on results of TNA): emerging artists
Goal: to learn how to secure contracts and agreement
Program objective: Upon successful completion of this training program, you will be able to:
Negotiate contracts and agreements (corresponds to GAC- F)


3 Determine program content
Taking into consideration the training needs assessment outcomes and the program’s goal and
objectives, select the program content – the competencies to be addressed in the learning
units/modules/courses
Chart (refer to www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Chart-en.pdf ) to determine program
content
For example, project A: Plan and Prepare Export Marketing Projects
Program objective: Research Export Markets and Issues (GAC-B)

In the previous section, it was noted that the one of the objectives of this training program would
be to learn to analyze all aspects of export markets (GAC-B)
Content
In light of this objective and identified needs and, taking the budget for the development of the
program into consideration, the following skills were selected as part of the program content.
B1. Identify export markets and B6. Determine ways to access markets
opportunities
B2. Ascertain treaties, accords, regulations B7. Identify potential partners
and international laws for export
opportunities
B3. Quantify and qualify export markets B8. Analyse foreign industry standards
B4. Identify competition B9. Analyse cross-cultural issues
B5. Identify similar export endeavours
Program objective: Negotiate Contracts and Agreements (GAC-F)
Content
In light of this objective and identified needs and, taking the budget for the development of the
program into consideration, the following skills were selected as part of the program content
F1. Negotiate co-production arrangements F5. Negotiate distribution agreements

F2. Negotiate intellectual property issues F6. Negotiate touring arrangements
F3. Negotiate labour issues F7. Negotiate exhibitions
F4. Negotiate agency agreements


4 Determine program prerequisites
Recommended steps
The Chart of Competencies may be used to identify program prerequisites such as the knowledge,
skills and attitude the candidate needs to participate in the program. After determining if certain skills
on the Chart will be required for admission to this training program, refer to the Profile to set the
parameters by which candidates for admission will be assessed.
Chart and Profile (refer to www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Chart-en.pdf and
www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Profile-en.pdf ) to determine program prerequisites
For example, Project A: Plan and Prepare Export Marketing Projects

Demonstrate knowledge relative to export readiness assessment (GAC-A). Specifically, a
candidate will be required to demonstrate knowledge relative to:
 Assessing one’s own personal/one’s organisation readiness (A1)
 Assessing need to export in overall strategy (A2)
 Assessing product readiness (A3)
 Identifying financial issues (A4)

The candidate will be required to demonstrate basic knowledge (basic to be clearly and
explicitly defined) relative to: treaties, accords, regulations, and international laws for export
opportunities (B2)


5 Define competency-based evaluation standards
Successful completion of a competency-based training program is ultimately based on the

learner/student’s ability to perform the various skills to be learned to a predetermined level of
proficiency.
Here is an example of a proficiency scale used to set evaluation standards and to assess and evaluate a
learner’s performance.
4 Can perform this skill satisfactorily with initiative and adaptability to

special problem situations and can lead others in performing it
3 Can perform this skill satisfactorily without assistance and/or
supervision
2 Can perform this skill satisfactorily but requires periodic assistance
and/or supervision
1 Can perform some parts of this skill satisfactorily but requires
assistance and/or supervision to perform the entire task
Recommended Steps
A proficiency standard is set regarding each skill to be learned. The proficiency standard may differ
from one skill to another because skills vary in terms of their relative complexity and criticality. The
expected level of proficiency upon completion of the training program will be higher for skills
combining a low level of complexity and a high level of criticality and lower for skills combining a high
level of complexity and low level of criticality.
Other factors also come into play in setting proficiency standards such as the learners’ experience or
lack of, the duration of training and various constraints (availability of equipment, difficulty in
replicating a workplace setting, etc.).
Using a proficiency scale, assign an expected level of proficiency to each skill to be learned, taking into
account (1) the program’s goal, objectives and target audience(s); (2) the nature of the skill
(particularly its relative complexity and criticality); (3) certain features/constraints of the training
program (ex.: duration of training; availability of equipment; trainer expertise, etc.).
10


Examples of the use of the Export Marketing of Cultural Products and Services Competency Chart
(refer to www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Chart-en.pdf ) to define competency-based
evaluation standards
Skills Expected level of proficiency upon

completion of the training
program
B1. Identify export markets and 3
opportunities
B2. Ascertain treaties, accords, regulations, 2

and international laws for export
opportunities
D1. Identify sources of funding 3
E4. Prepare publicity and promotion plan 1
For example, project B : Secure Contracts and Agreements
Skills Expected level

of proficiency
F1. Negotiate co-production arrangements 2
F2 Negotiate intellectual property issues 2
F3. Negotiate labor issues 2
F6. Negotiate touring arrangement 3
11


6 Determine a program’s learning sequence
Refer to CHRC’s Chart of Competencies

Export Marketing of Cultural Products and Services
www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Chart-en.pdf
The list of competencies in a Competency Chart does not necessarily correspond to a learning
sequence. Nevertheless, one can refer to the Chart to determine this sequence.
Recommended steps
• For each competency forming the content of the program determine, by referring to the Chart, if
one or more skills need to be learned in advance; and, if so, use the Chart`s alphanumeric codes to
identify these prerequisite skills (e.g. D4, A1 and A2 are prerequisites).
• Analyze the results and determine the training sequence, taking into consideration the identified
prerequisites and the training principles used to facilitate learning (e.g. from General to Specific
and from Simple to Complex).
• The level of proficiency described may also affect the sequence and even the structure of the
program. For example, if, as part of an entry-level program, one aims for proficiency in certain
competencies, such skills should be the focus in more than one module or course or learning unit
in order to build up to the level of proficiency required.
12


FOR EACH LEARNING UNIT/MODULE/COURSE (7 & 8)
7 Establish learning outcomes
Recommended steps
For each learning unit/module/course
 Identify the performance-based learning outcomes so that (1) each outcome is derived
from a sub-skill described in the Profile; and (2) there should be 2 to 5 performance-based
learning outcomes per sub-skill.
 Identify the knowledge-based (cognitive) learning outcomes, so that (1) each outcome is
derived from a sub-skill and/or important action described in the Profile; and (2) there
should be 2 to 3 knowledge-based learning outcomes per sub-skill and/or important
action.
Profile (refer to www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Profile-en.pdf ) to establish learning
outcomes
Learning unit/module/course: Prepare a budget (D2)
Performance-based learning outcomes:

Upon completion of this learning unit/module/course, you will
be able to:
 Quantify revenues (refer to the Profile D2.1)
 Quantify expenses (refer to the Profile D2.2)
 Project cash flow (refer to the Profile D2.3)
 Allocate funds for contingencies (refer to the Profile D2.4)
Knowledge-based learning outcomes:

Upon completion of this learning unit/module/course, you will
be able to:
 Explain the following notions: private and public sector funding (refer to the Profile
D2.1 Important Actions) ; overhead expenses (refer to the Profile D2.2, Important Actions);
cash flow (refer to the Profile D2.3, Important Actions); contingencies (refer to the Profile
D2.4, Important Actions)
 Demonstrate understanding of the key steps of a budgeting process (refer to the
Profile D2.1 to D2.4, Important Actions)
13


Learning unit/module/course: Negotiate touring arrangements (F6)
Performance-based learning outcomes:

Upon completion of this learning unit/module/course, you will be
able to:
 Identify public and private funding sources (refer to the Profile F6.1)
 Recruit presenters, agents and curators in all tour locations (refer to the Profile F6.2)
 Negotiate booking arrangements (refer to the Profile F6.3)
 Establish schedules and timelines (refer to the Profile F6.4)
 Negotiate promotion and publicity (refer to the Profile F6.5)
Knowledge-based (cognitive) learning outcomes:

Upon completion of this learning unit/module/course, you will be able to:
 Highlight and compare the major features of private and public funding sources pertaining
to touring projects that are presently available in Canada (refer to the Profile F6.1,
Important Actions)
 Describe, in the context of a touring project, the roles and responsibilities of (1) a
presenter; (2) an agent; (3) a curator (refer to the Profile F6.2, Important Actions)
 Identify and justify the factors / criteria that are usually considered when negotiating
performance fees (refer to the Profile F6.3, Important Actions)
14


8 Establish performance indicators
Recommended steps
For each learning unit/module/course:
Identify at least two performance indicators per action so that (a) each performance indicator is
derived from an Important Action (refer to the Profile 3rd column) and (b) each performance
indicator sets out regulations or industry standards that must be complied with, if required. The
General Competencies listed in the Profile 4th column may also serve as performance indicators.
Profile (refer to www.culturalhrc.ca/em/pdf/CHRC_ExpMktg_Profile-en.pdf ) to establish
performance indicators
Learning unit/module/course: Prepare a budget (D2)
Performance-based learning outcome #1: Quantify revenues (D2.1)
Performance indicators (refer to the Profile 2.1, Important actions)

Can the learner …
 Estimate public sector funding?
 Estimate private sector funding/financing?
 Estimate potential contributions of partners?
 Estimate sales revenues?
 Estimate his/her contribution?
In accomplishing this task, did the learner …

 Demonstrate analytical skills? (J4)
 Demonstrate discernment? (J9)
Performance-based learning outcome #2: Quantify expenses (D2.2)
Performance indicators (refer to the Profile 2.1, Important actions)

Can the learner …
 Quantify overhead/fixed expenses?
 Estimate production expenses?
 Incorporate expenses particular to export market?
In accomplishing this task, can the learner …

 Demonstrate analytical skills? (J4)
 Demonstrate discernment? (J9)
15


That’s it! Now it is up to you to experience the usefulness and
effectiveness of this guide when you develop your next course,
module or learning unit! CHRC welcomes your observations and
suggestions.
In order to get feedback on how this document is used and ways in which it may be improved if
future editions are developed, a feedback form is included as Appendix B. This form may be sent
electronically to info@culturalhrc.ca. Thank you.
Pierre Morin - Consultant and DACUM Facilitator
Guide adapted by Susan Annis - Executive Director, CHRC

and Lucie D'Aoust - Sr. Project Manager, CHRC
www.culturalhrc.ca
16


Appendix A
CHRC’s COMPETENCY CHARTS AND PROFILES (April 2013)

www.culturalhrc.ca
Cross-sectoral
Cultural Managers
Cultural Mentors
Export Marketing of Cultural Products and Services [the example used in this Guide]
The Art of Managing Your Career (Self-employed Artist)
Digital Media
Interactive Digital Media Team
Interactive Media Producers
Film and Television

Directors (Film and Television)
Directors and Producers of Documentary Films
Location Managers (Film and Television)
Producers
Production Managers
Showrunners
Heritage
Information Resources Management Specialists
Live Performing Arts

Automation Technicians
Entertainment Riggers
General Stage Technicians (Stagehands)
Presenters
Music and Sound Recording

Development, Marketing and Distribution
Music Artist Managers
Presenters
Music Publishers
Recorded Music Production
Writing and Publishing

Book Publishers
Magazine Publishers
17


Appendix B: Feedback Form
In order to get feedback on how CHRC’S Competency-to-Curriculum Guide is used and ways in which
it may be improved if future editions are developed, a feedback form is provided. CHRC welcomes
your comments, observations and suggestions. This form may be sent electronically to
info@culturalhrc.ca. Thank you.
Name
Organization
Email:
18


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Linking Competencies to Curriculum and Course Content

A guide for educators and trainers

The DACUM Competency Analysis 4

From Competencies to Curriculum and Training 5

Using Competency Charts and Profiles 6

1. Perform a training needs assessment to determine

2. Determine a training program’s objective(s) 7

3. Determine program content 8

4. Determine program prerequisites 9

5. Define competency-based evaluation standards 10

6. Determine a program’s learning sequence 12

7. Establish learning outcomes 13

8. Establish performance indicators 15

Appendix A – List of CHRC’s Competency Charts and Profiles 17

Appendix B – Feedback form 18

Linking Competencies to Curriculum and Course Content

Of course no listing of competency statements automatically becomes a curriculum. The desired

Linking Competencies to Curriculum and Course Content

DACUM (DevelopingACUrriculuM) is a methodology for competency-based training and human

Linking Competencies to Curriculum and Course Content

TO DEVELOP THE PROGRAM (1 TO 6)

1 Perform a training needs assessment (TNA) and subsequently determine a

2 Determine a training program’s objectives**

3 Determine program content

4 Determine program pre-requisites

5 Define competency-based evaluation standards

6 Determine a program’s learning sequence

FOR EACH LEARNING UNIT/MODULE/COURSE (7 AND 8)

7 Establish learning outcomes

8 Establish performance indicators

**Objectives are precise, i.e.: to be able to develop a strategic export plan.

Linking Competencies to Curriculum and Course Content

TO DEVELOP THE PROGRAM (1 TO 6)

1 Perform a training needs assessment (TNA) to determine a training

Setting the Training Goals

For example, Project A: Plan and Prepare Export Marketing

For example, Project B: Secure Contracts and Agreements

Linking Competencies to Curriculum and Course Content

For example, Project A: Plan and Prepare Export

For example, Project B: Secure Contracts and Agreements

Target audience (based on results of TNA): emerging artists

Goal: to learn how to secure contracts and agreement

Linking Competencies to Curriculum and Course Content

For example, project A: Plan and Prepare Export Marketing Projects

Program objective: Research Export Markets and Issues (GAC-B)

For example, Project B: Secure Contracts and Agreements

Program objective: Negotiate Contracts and Agreements (GAC-F)

F1. Negotiate co-production arrangements F5. Negotiate distribution agreements

Linking Competencies to Curriculum and Course Content

For example, Project A: Plan and Prepare Export Marketing Projects

For example, Project B: Secure Contracts and Agreements

Linking Competencies to Curriculum and Course Content

Successful completion of a competency-based training program is ultimately based on the

4 Can perform this skill satisfactorily with initiative and adaptability to

Linking Competencies to Curriculum and Course Content

For example, Project A: Plan and Prepare Export Marketing Projects

Skills Expected level of proficiency upon

B2. Ascertain treaties, accords, regulations, 2

D1. Identify sources of funding 3

E4. Prepare publicity and promotion plan 1

For example, project B : Secure Contracts and Agreements

Skills Expected level

F2 Negotiate intellectual property issues 2