VALIDATION OF CONSTRUCTION MANAGEMENT CURRICULUM

INTRODUCTION

A systems approach to curriculum development will be used and described in this paper. The systems approach is used because it provides "an orderly process for developing a solution, a process which is structured to minimize prejudicial preconceived notions and maximize the objectivity required to arrive at a scientifically correct answer" [1].

The systems approach as stated by Unruh [2] is "action-oriented ... it requires that something be done, and when done, that it be evaluated."

Systems are being used by many developers of curriculum in many subject areas. Banathy [3], Hill [4], and Kapfer [5], all praise the benefits of using a systems approach to curriculum development. It seems that many curriculum specialists are turning to a systems approach because of its self­correcting, logical planning process.

This system will work basically according to the flow chart depicted in Figure 1. This system is designed to be flexible. All items do not necessarily have to be completed prior to beginning the next step. This will be further explained as the system is described.

OVERVIEW OF THE SYSTEMS APPROACH

A Need is Expressed

This need would be expressed by any or all of the following: parents, employers, employees, prior students, current or prospective students, professional organizations, faculty, or advisory committee; with the latter three being the most involved. Through their experiences, they would sense a need for a new Construction Management course or changes in an existing course. This need may have been noted from research, new techniques or materials, attendance at conventions or seminars, trade journals, professional organizations, etc.

Feasibility Study

After a need is expressed, a feasibility study would be conducted to determine if there was a definite need and if the resources could be made available to provide such a program. The feasibility study would look at job prerequisites, job attributes and resource investments. It would identify employment trends, learner characteristics, educator needs and placement information. It would include an assessment of the geographic area, the manpower, the curriculum and the learners that would be involved. If the feasibility study reveals the fact that this program or course is feasible, the development is continued. If it is found unfeasible, the study is saved for future reference, more resources or until determined feasible.

Occupational Analysis

If the feasibility study indicates a need, the next step is the occupational analysis. The analysis is to determine what should be taught. It deals with job knowledge, skills, dexterity, accuracy, training, experience, responsibility and mental application. The analysis identifies tasks or work performed on the job, workers' function, work methods, tools and materials. It also identifies the workers' traits, especially training time, attitude, temperament, interest, physical demands and environmental conditions.

Performance Objectives

Now that it is known specifically what should be taught, the specific goals and objectives for the course can be developed. Mission goals or statements and competency goals or statements should precede the terminal performance objectives. For each task that was found in the analysis, a terminal behavior objective should be identified that describes the pre-determined task. According to Mager [6], these objectives should be performance objectives that include (1) the audience, (2) the behavior in measurable and observable terms, (3) the conditions and limitations, and (4) the degree of acceptable performance.

Criterion Test

Now that the performance objectives have been identified the criterion tests can be developed. This should be a performance test of applied knowledge and or skill. To be comprehensive, there will be one test item for each performance objective. The criterion test is used to determine if the student has reached the behavior or skill with the limitations or conditions specified to the degree of performance indicated.

Validate Criterion Test

A detailed method of how this is accomplished is contained later in this paper. At this point, it is sufficient to say that the criterion test is validated to determine if it tests what it is supposed to test. Theoretically, if all the prior steps are done correctly, this validation would likely be found unnecessary. This validation is simply a check in the system. Notice in the flow chart of the instructional system (Figure 1) that there is a return arrow back to the criterion test. If during the validations some items are found invalid, they are corrected and revalidated. Reliability could also be determined at this time to check the consistency of the criterion test.

Validate Performance Objectives

After the criterion test is validated, it is used to validate the course objectives. This also will be explained in further detail later in this paper. Basically, this validation will tell us if the people to be trained already have the skills or objectives of the training. It will also tell us if the objectives of the course are actually needed by the workers on the job. As objectives are found that may be invalid, they can be revised or removed as necessary and then retested and revalidated.

Organize Instructional Content

Now that it has been determined what to teach and that the performance objectives are suitable, the instructional content can be organized in the most logical sequence. This step is also explained in greater detail later in this paper. The point to realize now is that the content is sequenced with the common elements and prerequisite items taught before the more difficult items. Much of this organizing is simply arranging the performance objectives in the same order as the tasks are accomplished on the typical job.

Select Instructional Media

At this point, the instructional media, or materials used to help the student learn most efficiently, can be selected and developed. The scope of this paper won't allow an in-depth study of this topic. Basically, we want to select media that is effective and yet within the allocated budget. This is however, an important step. "When system principles are applied, all media (texts, workbooks, films, videos, lectures, etc.) become more than just a means of presenting information; instead, the media becomes a means for eliciting and controlling meaningful learner activity-­learning" [7] (p.128).

Develop Individual Lessons

While selecting media and organizing the instructional sequence, the individual lesson plans are developed. The prior information gained would be used in the development of these lessons. The lessons would be developed in a unit format that would work effectively with the system.

Validate Individual Lessons

The lesson units along with the media and instructional sequence are then validated to determine if they teach what they are supposed to teach, namely the performance objectives. The details of this validation will be explained later in this paper. The important point here is to realize that these last four steps, (1) organize instructional content, (2) select media, (3) develop individual lessons, and (4) validate lessons, are a system within themselves to develop, test, revise and retest. This cycle is repeated until the specified degree of validation is achieved for each individual lesson unit.

Implement and Field Test

The curriculum is now ready for implementation and exposure to field testing. This provides the chance of further validation of the completed system. As the system is field tested, it may be necessary to go back to any point in the system to make improvements and desired changes.

Placement, Accountability and Follow-up on Graduates

It is important to insure effective placement techniques to be certain that all graduates of the course obtain satisfactory employment. Follow-up studies should be done on graduates at intervals of one year, three years, five years and ten years to determine future needs and changes. At this point the entire system has been validated, but even more important the curriculum developers are made aware of future needs, changes, or improvements to be made in the program. This, of course, leads back to a new needs assessment or feasibility study and completes the system.

CONTENT DEVELOPMENT

Determining content

Content is determined primarily by the occupational analysis. This is an analysis of the work performed by people in the occupation. It is a study to identify the duties and tasks or activities that a successful Construction Manager does. The task analysis is the basis for the whole system, therefore a thorough and accurate job is critical.

According to Butler [7] (pp. 74-75), if the instruction is to be valid, it is important to base the content on the actual skills, attitudes and knowledge that are currently needed on the job. If the purpose of the instruction is to provide entry-level managers, it is necessary that the tasks selected are those of the successful entry-level manager. This is generally the manager who has been employed on the job between one or two years. In this case, the analysis should be carefully checked to make certain it contains only essential tasks. "Nice to know" information is not required of the students and therefore should not be taught unless time permits and the students are aware of the fact.

One method that could be used to determine those tasks and duties most important is to select a group of people from the job area and prepare a comprehensive list of duties and tasks performed by the target population. This list should identify the working environment and special tools or equipment used by the Construction Manager along with degrees of performance. This list is reviewed and checked with existing analyses and other managers to make certain it is comprehensive. A panel or group of selected individuals working in the job category rates each of these tasks on their importance or relevance to the job on a scale of 0-4. The most important tasks would have the highest ranking and would therefore be identified.

Organization of Content

The content is generally organized in a logical teaching sequence. By examining the occupational analysis, the tasks would be arranged in order of normal job sequence. Also, the tasks should be sequenced from the easier to the more difficult. Those tasks that require information or skills from a prior task should be listed after those they are dependent upon. The tasks should then be organized into blocks of common skills or concepts to be learned. After the tasks are organized, the performance objectives will follow this same order or sequence. As the performance objectives are validated, a revision of the organization of the content may be needed. If the tasks and objectives are organized in this manner, it will simplify the step of organizing the instruction sequence which will come later. Check to make certain the objectives are arranged in a logical learning sequence with common element objectives together, and prerequisites prior to their areas. Large areas of instruction are blocked off into logical groups.

As the instructional content is organized, the media is being selected and individual lesson units are developed. The lesson units are then validated. The cycle of develop, test, revise and retest may be repeated until the validation is up to the standards desired.

Butler [7] (pp. 113-123) discusses a "matrix analysis that depends on the associations and the discriminations among the related supporting skills and knowledge as the basis for organizing the learning structure." This technique could simplify the organizing of the system content. For information on this technique, consult the reference noted.

Validation as Summarized from Butler [7]

1. Criterion test.

The criterion test is used to measure effectiveness of instruction rather than to measure proficiency of the student. To validate the criterion test, give the exam to two sample populations of about 40 people each. One sample population consists of new untrained and unskilled students. The other sample population consists of skilled or trained Construction Managers that have been successful on the job for approximately one year. Ideally, the trained or skilled managers will respond correctly to 100% of the items and the untrained students will respond incorrectly to most of the items. Practically speaking, if 85% of the successful managers respond correctly to each test item, it can be said the test is valid. If 85% cannot respond correctly to each item, those items must be removed or revised until 85% of the successful managers respond correctly. The problem may be one of structure or wording of the test item.

If most of the untrained population score correctly on an item it must be determined if that item gave away the answer or if the students already knew the material. If the wording of the question seems alright, the objective must be more closely scrutinized. This will be explained in the next section. For now, it is important to check wording and structure of each test question missed by the majority of successful managers or scored correctly by the majority of the unskilled students.

2. Performance Objectives.

The validation of the criterion test determined that the wording and structure of each question was acceptable. Now to validate the performance objectives, it is necessary to take a close look at each individual test item on the validated criterion test. Notice the percent of correct or incorrect responses of the successful managers and the unskilled students. If 85% of the unskilled students responded correctly on any test item, it is known that the objective

tested is already known by 85% of the unskilled students. Therefore, it is unnecessary for that objective to be included in the training programs. On the other hand, if 85% of the successful managers fail to respond correctly on any item, that item and therefore its objective can be taken out of the training program because it is not needed for success on the job. By making this item analysis on each of the items in the criterion test, the performance objectives are validated and it is made certain that the instructional program contains only those objectives necessary.

3. Instructional Lessons.

The instructional lessons are validated through the develop, test, revise and retest cycle. First, the individual lessons are worked through by two or three students from the upper 25% of the class in the presence of the unit designer. Each of the students must realize he is not being evaluated, rather he is helping to evaluate the lesson units. 'he areas where the student has difficulty is noted and revised as necessary. The student should give suggestions on problem areas and explain why he is having difficulty. After he completes the unit, he is given the criterion test for that unit to determine if he has reached the objectives. After going over the instructional material with two or three students, the material is revised to overcome weak spots.

The unit is then given to a small group of six to ten students who cover the range of abilities of the target population of unskilled students. Their trouble spots are noted and again revisions are made as necessary. This cycle cc.itinues until 85% of the students respond correctly to each criterion test of that unit. The unit is then ready to be subjected to a larger group. A larger group of from 30 to 50 students is obtained that represent a normal sampling of the target population. They complete the units under the same conditions as assumed by the actual training. These students are also made to realize they are not being evaluated as much as the system is. They are helping to validate the system. If they test out on the criterion test with 85% or more responding correctly to each item, the unit is ready to be implemented and field tested. If the 85% ratio is not met, the unit lesson is revised until it is.

"The goal of the designers is to produce instructional units which are all but guaranteed to enable 85 percent of the students to achieve all of the objectives; specifically, 85 percent have to get 100 percent on the criterion test" [7] (p. 147).

4. Implement and Field Test.

Although the system is valid at this time, it can still be improved by use of the field test. By monitoring the use of the units and the achievement of the students on a continual basis, other changes may be required to upgrade the system. The system should be continually improved and upgraded. Follow-up on graduates will give more input into the system to keep it current and valid.

NATURE OF CURRICULUM MATERIALS

Students

The curriculum materials that are designed for student usage could vary significantly with each program or unit of instruction. Generally, it would be less confusing to the student if each unit of a program were related and utilized similar media and format. However, it may be that one particular media may be ideal in one case whereas another is best suited for another unit. As a basic rule, curriculum materials should be used that will provide the necessary results with the minimum of costs.

Teachers

The teachers' curriculum materials should include an instructor's manual that explains the development of the system. The manual will contain information on the effectiveness and the efficiency of the system along with information on how to implement it. The manual will contain a course description, population description, performance objectives, criterion tests, system performance data, and information on how the system should be administered [7] (pp. 153-157). Of course the teacher will also have all the materials the students use.

CONCLUSION

This system of curriculum development and the validation of such is a dynamic process. It is an ongoing process that insures that the students are indeed being taught what they should be taught and tested accordingly. It is recognized that this total process would take a significant amount of time. If the whole system can not be implemented at least part of it could, which would have an impact on strengthening Construction Management curriculum. Many universities have monies available for summer grants in curriculum development that could be utilized for such a worthwhile endeavor.

Curriculum must be kept up-to-date and relevant if the students of today are to become the dynamic construction managers of tomorrow, and their fate, to an extent, lies in the hands of the construction management programs and educators of today.

REFERENCES

1. Lehmann, Henry. 1968. "The Systems Approach to Education."Audiovisual Instruction. 13:144-48.

2. Unruh, Glenys. 1975. Responsive Curriculum Development. Berkeley: McCutchan.

3. Banathy, Bela H. 1967. "The Systems Approach." Modern Lanquage Journal. 51:281-89.

4. Hill, Joseph E. 1972. How Schools Can Apply Systems Analysis. Bloomington: Phi Delta Kappa.

5. Kapfer, Philip G. 1968. "An Instructional Management Strategy for Individualized Learning." Phi Delta Kappa. 49:260-63.

6. Mager, Robert F. 1975. Preparinq Instructional Objectives. San Francisco: Fearon.

7. Butler, F. Coit. 1972. Instructional Systems Development forVocational and Technical Training. Englewood Cliffs: Educational Technology.

8. Gilchrist, Robert S. 1984. Curriculum Development a Humanized Systems Approach. Belmont: Siegler/Fearon.