The Design of Instructional Systems

Smith, Robert G.

doi:10.21236/ad0644054

Cited by 15 publications

(6 citation statements)

References 25 publications

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“…They had been receiving HumRRO technical reports on individual development projects and had frequent contact with HumRRO personnel who did a good deal of persuasion and selling of the technology. As a specific effort at transfer, three special publications were prepared by Robert G. Smith, The Development of Training Objectives (1964), Controlling the Quality of Training (1965) and The Design of Instructional Systems (1966).…”

Section: Technologymentioning

confidence: 99%

Psychology, technology, and professional service.

Crawford¹

1985

American Psychologist

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As an autobiographical commentary, the author characterizes his successive interests in psychology as a science, a technology, and an area of professional service. During his 50 active years he has observed a shift in the philosophical basis of scientific psychology from logical positivism toward realism, a shift that seems to supply a logical basis for integrating the data from scientific, technological, and professional efforts. Psychology as a technology is illustrated by reference to the author’s involvement in the development of the technology of training. Views on the proper content of training for the practice of psychology conclude the article. A common theme runs throughout: Psychology has broadened its scope as a science, a technology, and a practice insofar as psychologists have recognized that a human event, like any other natural event, is determined by the simultaneous action of many factors at various levels.

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Section: Technologymentioning

confidence: 99%

Psychology, technology, and professional service.

Crawford¹

1985

American Psychologist

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“…References of aid in clarifying these concepts are Shoemaker's (14) article on the functional context method, Chapter 5 of Smith's volume on The Design of Instructional Systems (15), and an address by McClelland (16).…”

Section: Organization and Sequence Of Instructional Contentmentioning

confidence: 99%

A Review of Combat Support Training

Montague¹,

Showel²

1969

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This document has been approved for public release and sale; its distribution HUMAN RESOURCES RESEARCH ORGANIZATIONis unlimited. 1. The research described in this report entailed observation of current training practices and problems in Army Training Centers as they relate to the wide range of individual ability in the Army enlisted population. 9JX503 o401! DEPARTMENT OF THE ARMYOFFICEThe ultimate objective is to develop approaches to training and training methods that will ensure more effective training for both fast and slow learners. 2.Data were collected for 1300 soldiers in 23 classes of eight combat support courses at four Army Training Centers.The Field Wireman and General Supply courses were chosen for more intensive observation because these courses are given to trainees with a very wide range of ability, represent a variety of basic job procedures and physical skills, and have had relatively high attrition rates.3. This report should be of interest to personnel concerned with selecting and organizing training content and methods in general, and to those concerned with training and utilization of low-aptitude personnel in particular. FOREWORDThe overall aim of Work Unit SPECTRUM of the Human Resources Research Organization is to develop procedures for selecting and organizing training content and methods for more effective training across the wide range of student ability now present in high density courses. This report of SPECTRUM I presents a review of current training practices and problems as they relate to differences in learning capacity between high and low aptitude soldiers. The magnitude and nature of these differences have been explored in SPECTRUM II. The information gained in Work Sub-Units I and II will be utilized in the development of effective methods of individualizing training being undertaken in SPECTRUM III.The SUMMARY AND CONCLUSIONS Military ProblemWith a greatly increased input of low mental aptitude (AFQT Category IV) trainees into the Army since mid-1966, new training problems have arisen and concern on this topic has become more acute with continuing training experience. These problems relate to the broad spread of individual ability to be handled instructionally in any given course and to the increasing need for functionalization of training. Research ProblemWith a requirement to explore methods of adapting military instruction to a wide range of individual ability, there existed a basic need to determine present practices and problems in training, the effect of such practices on the range of abilities now present in training, the degred of intensification of problems by the fact of wide range of student ability, and present training adaptation to these new problems. Research ApproachDuring late 1966 and early 1967, data were collected from 23 classes of eight combat support courses in a typical training brigade. Attrition rates, educational achievement, and other statistical data from this initial review stage provided the basis for choosing two courses in the same brigade,...

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“…Training techniques and devices, achievement and proficiency teAts, and graduate performance specifications may all be unified in terms of precisel) stated training objectives. The generation of training content is discussed in Smith (33). Quality control of training content is discussed in Smith (34), and example of research on development of quality contrC meassires may be found in Greer et al (35) and a supplemental report by Duffy and Colgan (36).…”

Section: Develop Training Programmentioning

confidence: 99%

The Process of Developing and Improving Course Content for Military Technical Training

Hunter¹

1969

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The objective of this study was to, identify and analyze curriculum development policies and procedures used by the Army, Navy, and Air Force to determine the subject matter for technical training courses. It was conducted in 1966 as part of the Consolidated Training and kducation Program, a special study directed by the Assistant' Secretary of Defense (Manpower and Reserve Affairs). The Office of the Chief of Research and Development, Department of the Army, monitored the research in this report. 2. A model for the curriculum development sequence was defined from training research findings and practices. This model consists of the steps: (a) analyze the system, (b) develop task inventories, (c) develop a job model, (d) analyze the tasks, (e) derive training objectives, (f) develop the training program, and (g) monitor the trained product and modify the curriculum. Key training headquarters and installations were visited and the procedures being used in the three services at the time of the study were compared with tle model to identify ways of improving existing practices. Although policies and procedures used by the services have changed since the time of the study, this report is being issued to provide a record of the methodology used in the study and of the procedures then being used by the services for curriculum development. The record will facilitate future studies of curriculum development procedures of the services and provide information for comparison. 3. The seven research findings and practices mentioned in paragraph two were used as supportive research data for a committee that produced US Continental Army Command Regulation 350-100-1, Systems Engineering of Training. The foundation for the regulation is task and skill analysis. After these factors are determined, training objectives can be identified CRDBES SUBJECT: The Process of Developing and Improving Course Content for Military Technical Training and new course revision can be instituted that will be closely integrated with innovations in equipment, tactics and organization. 4. This report will be of interest to personnel concerned with curriculum developinnt and research in wilitary training and to personnel interested in vocational and technical education and research. FOR THE CHIEF OF RESEARCH AIND DEVELOPMENT: 1 Incl SEPHA. DAVIS The Human Resources Research Office is a nongovernmental age-icy of The George Washington University. 1lumRRO research for the Department of the Army is conducted under contract DA1HG 19-69-C-0018. 1lumRRO's mission forthe Department of the Army is to conduct research in the fields of training, motivation, and leadership. fI The findings in this report are not to be construed as an official Department of the Army position, unless so designated by other authorized documents.

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The Design of Instructional Systems

Cited by 15 publications

References 25 publications

Psychology, technology, and professional service.

Psychology, technology, and professional service.

A Review of Combat Support Training

The Process of Developing and Improving Course Content for Military Technical Training

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