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Contract Number N13-3C05

INTERSERVICE PROCEDURES FOR INSTRUCTIONAL SYSTEMS DEVELPMENT:

V TECHNIC AL LEVEL WORKSHOP*

* C~j ber t K.0ranso> n.z,Gail T./RayneJohn P. Aurman/

Center for Educational TechnologyFlorida State UniversityTallahassee, Florida 32306

(Revised Decao. 75PS

Prepared for:

The Interservice Committee for Instructional Systems DevielopmentWorth Scanland, ChairmanNaval Education and Training CommandPensacola, Florida 32508

The PresidentU.S. Army Combat Arms Training BoardFort Benning, Georgia 31905

Icy-Q 10L_

INTRODUCTION

" ' This Workbook has been designed for use in conjunction with theInterservice Instructional Systems Development Procedures, audio-visualmaterials, and a limited number of Workshop Enablers or instructors.It is designed to be primarily self-instructional with the addition offeedback at key points in the process. You can improve your own =

performance and products by followtngome easy-to-say but hard-to-dorules. ~p"/~-

1. Don't ask for critique or review until you are ready toreceive it. Finish the work lirst.

2. Prepare yourself to listen carefully and take notes onthe suggestions offered by the reviewer.

3. Encourage the Enabler to go into more detail and askclarifying questions if you do not understand. a

4. Let the Enabler know that you appreciate frankness andhonesty. Feedback can only have real value if it isfrank and honest. 2;

5. If you outrank the person from whom you are asking areview or critique, you must be extra careful to let himknow that he can provide a critique of your work or productthat will n)t be a criticism of your position!!.Cultivating honest reactions and frankness in subordinatesis one of the more difficult tasks the nnager faces.It may well be one of the few characteristics which separatesthe outstanding managers from others.

When you have done the Workbook Exercise clearly and completely,take it to an Enabler for scoring and critique. Some of the Blockshave more than one Exercise---be sure to do only one at a time and =

get feedback.

HOW TO USE THIS WORKBOOK

The format will require that you follow the step-by-step instructionsin the exercises for the particular block. These instructions willgenerally require that you:

1. Read the referenced materials.

2. Observe, read, or listen to auxiliary materials such asfilms, inputs from previous'blocks, audio tapes, etc.

3. Perform the first exercise.-i 4. Check your work with the Workshop Enabler. b

TW-IN-1

INSTRUCTIONS

The Interservice Procedvres for Instructional S%,te- sDevelmnt (IPISD)Model has five Phases and each phase has severe'. componentWcITThd Bhlcks:

PHASE I: ANALYZE -Five B~locks

PHASE II: DESIGN -Four Blocks

PHASE III: DEVELOP -Five Blocks

PHASE IV: IMPLEMENT - Two Blocks

PHASE V: CONTROL - Three Blocks

The IPISD Model is displayed graphically below. Notice that each block Iretains the Roman numeral of its phase along with a sequential Arabicnumeral (e.g., Block 1.2).

IPISD MODEL

PHASE I PHASE II PHASE III PHASE IV PHASE V IDIE SPfCIFY IMPLEMENT Or'] O FL LEAR41MG INSTRUCTION~AL INTERNAL

S"CID INTUTO ODCWL* MANAGEMENT FLAN IN.-STRJC1ION 1"A

ES -::: I ZEAUTO

P[PPORMANCE ENR EHW g' EXISTINGMATERIALS * REVILI1 I REIEWSEEC

04 M 4D(ERII 7

]EVLOSWILE1C~tuF INSTRUCTIOIN

SELECT VALIDATE

IDET;1UftNAI. INSTRUCTIONSETTIN

TW-IN-2

i1:

In the Manuals, each block is separated into three Sections. Take a momentto look at the Table of Contents for Phase I: ANALYZE. The first sectiongives the Introduction, the second presents the Procedures, and the thirdlists the Outputs of the block. Each of these sections is divided furtherby adding a decimal point and the appropriate se uential Arabic numetal tothe section number. Each Subsection may have additional subdivisions desig-nated by adding another decimal point and the appropriate Arabic numeral.The following display illustrates the numbering system:

IV 1 2 . 1Phase Block Section Subsection

Within each block, only the section and subsection numerals are used, there-fore these numerals will be the only ones you will encounter during the majorportion of your readings. The phase and block numerals are presented on theinitial page of each block along with a display of the total Model. Theblock that represents the portion of the Model you are about to enter isoutlined with a heavy black line in the display.

In order to referen.e any particular section or subsection in the Model, youneed to know the phase and block numbers in addition to the section and sub-section numbers.

For example, just knowing that the material you are interested 4in is located in Section/Subsection 2.1 does not give you enoughinformation to find what you need. Knowing the blor.k numbernarrows the field of inquiry, but is still not enough. However,if you know the phase number in addition to the above, you wouldprobably have little difficulty in locating the material you areinterested in.

An index is provided at the end of each volume. The i~iciax rpf61, you CO t-.e o ,- phase and page number of the items referenced. To map sure you can use the

numbering system in the IPISD Manuals, here are some exampleF

111.2.2.1 stands for Phase III, Block 2, Section 2, Subsection 1.

Likewise, 1.1.3.i stands for Phase I, Block 1, Section 3,Subsection 1.

Your turn. Write down the Rage number in the manuals where etch of thefollowing sections are found.

a) 1.3.1.0, # ; b) 1.2.2.1.2, # ; c) 1.2.2.1.1.8, #_ _

The answers to these questions can be found at the top of the following page.

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TW-IN-3

Answers: a) 157; b) 130; c) 128

If you had trouble locating the appropriate page numbers, see the WorkshopEnabler for assistance. The enabler is the instructor for the workshop, hisrole will be discussed at greater length later in this introduction.

Now that you can distinguish between phases, blocks, and sections, terms thatwill be used throughout your discussions and The readings, take a look it howthis workshop is organized. For purposes of conducting the workshop, therelated blocks have been divided into twelve Modules for the workshop.

Module 1: Module 5: Module 9:

Block 1.1 Block 11.1 Block 111.3Block 1.2 Block 11.2 Block 1.4

Module 2: Module 6: Module 10:

Block 1.3 Block 11.3 Block 111.5Block 11.4

Module 3: Module 11:Module 7:

Bloc. 1.4 Block IV.1Block III.1 Block IV. Z

"Module 4: 1:Module 8: Module 12:

Block 1.5 Block 111.2 Block V.1

Block V.2Block V.3

Pretest.

The pretest consists. of a knowledge inventory of the materials contained ineach mo,4ule. A score' of iCO Is required for individuals who are responsible,in tneir actu(al .3 .. for the performance of tasks associated with the par-ticular phases ard/or i7ock covered by the test.

If an individua -t :.ks the tests and exercises for Phases I-Ill because ofhis current assignment, he would then be required to read the tests, exercises,and Executive Smmry o" Phases iV and V.

MErLE

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4- TW-IN-4

Posttest

The posttest is the same as the pretest and the criteria for passing arealso the same. You will be given a posttest after you have completed eachreading assignment in the manuals.

Exercises

The exercises are performance tests which measure your ability to performthe tasks associatedT WH eja-hIjoi~le.

In some instances, space for your responses to the exercises is provided,either following the exercise or on the page immediately after the exercise.Writing paper will be provided for those exercises where you are asked toproduce your own product.

Procedures

At the beginning of each module of instruction, you will be given a pretestwhich covers the information contained in that module. One of two thingsmay happen tased on your performance on the pretest.

- I 1) If you reach your criterion on the pretest, you are then giver,the module exercise(s).

2) Otherwise, you are directed to the appropriate readings for themodule.

Since this is a decision point in the procedures, there are two possiblepaths for you to take.

PIn the first case, after you have passed the pretest* you are given themodule exercise(s). Upon completion of each exercise or set of exercises, I.your products and/hr results are taken, b yu, to the Workshop Enabler.The exercises have been marked with the folIwing symbol:

When you reach this symbol, you are to have all of your work up to thatpoint checked by the Enabler. You are to work from symbol to symbol.Sometimes you will need to have your products checked after every exercise;sometimes, after a group of exercises.

*Ycti wuld not be expucted to pass a pretest unless your training and experienceis directly releyant to the content in a given module. If you pass many pre-tests, you may net be a mewber of the target population for which this Instruc-tion i intended

-1 ____-__

TW-IN-5 '1

The Enabl er will judge you work and may give you a "go." If you receive a"go," you proceed to the next exercise, continuing until you receive a "go"on the final exercise.

Checking your products at the eppropriate point is critical as it will ensurethat what you are doing is on the right track. If you do not receive a "go,"you and the Enabler will discuss the most appropriate plan for successfullycompleting the exercise. You will be able to correct any errors or problemswhile they are still in the early stage, rather than waiting for them to becomeserious. The Enabler may ask you to read the materials, or rework the exercise,or a c-rmination of both.

This orings us to the second case, in which you did not pass the pretest. At Ithis point, you are directed to the appropriate readings for the module. Atthe completion of the readings you are given the posttest. If you pass theposttest, you will receive the performance exercise(s) for the module and pro-ceed in the manner stated above. However, if you do not pass the posttest youwill be referred to those sections of the readings which seemed to cause youthe most trouble. With the assistance of the Enabler, iron cut any of theproblems you hive encountc-ed. After this you will move on to the exercise(s)for %'hat module.

SMEs and Mate.'ials

Throughout the workshop, you will be required to complete numerous practicalexercisps using your own materials. If you were to bring materials relatedto the job of a rifleman, it would be essential for you to be a subject matterexpert , that job. In order to successfuTly complete the practical exercises,you must be a subject matter expert in the content of your materials. Inaddition, the examples you select for development should be simple. The use ofmaterials related to extremely complex or technical jobs will only make yourlearning experience more difficult.

A flowchart (diagram) of the workshop procedures is presented on the next page. XIt is suggested that you take a brief look at this diagram. You are nowready to begin Module One of the Technical Workshop. "Good Luck" and pleasefeel free to make any comments concerning the procedures, %I.e materials, oranything you see which might hay. an impact on the materials. Suggestions forrevisions or changes should be sent to:

ISD ProjectCenter for Educational Technology1A Tully Building ILFlorida State UniversityTallahassee, FL 32306

TW-IN-6

START

IPISD TECHNICALLEVEL WORKSHOP

TAKE PHASEPRETEST

READ TAKEPASSS flO ASIGNEN MODULE

FROM POSTTEST

DOEXERC ISES

no

TEXRIE ASS IGNME1NTTOO

PASS no APPOVASSIGMEN

LCOMPLETIONJyes

FINno ORKSHOP

XERCISE

yes

STOP

INTERSERVICEPROCEDURES FOR

TYSTEMSDEVELOPMENT

aRaTECHNICAL WORKSHOP

MODULE ONE

-W-MI-I

WOkKSHOP LEARNING OBJECTIVES

_ 1. From a provided list of tasks, select the properly written tasKstatements.

__ 2. Write a job definition for a familiar job.

3. LisL the duties that make up a familiar job.

4. Considering the practical constraints of a given command, develop acomplete data collection plan for the analysis of a specific joband the selection of tasks for training. This plan should includeas a minimum:

a. How data will be collected. Rationale for these decisions.

b. In what order data will be collected (i.e., what data must begathered before other data). What is the raticnale for thesedecisions?

c. What evaluation criteria will be used to select tasks forJ! training. What is the rationale for these decisions?

d. From what sources the data will be gathered.

e. What data collection forms will be used.

5. Write several examples of "duties" c-f a familiar job.

6. Match task statements with the duties o; a familiar job (duties listedabove).

7. For a series of task statements, geaierate representative summnary datasimuiating the results of data collected for the selection of tasksfor traininq.

8. Select task, for training, using a task list and appropriatesupportive -Pit'

9. Select ta._L for training on the .asis of summarized data resultingfrom a task ;n~tory survey. Give a rationale for the decisions.

10. Document 4-e ,:onitions, cues, standards and elements for tasksselected ir twi-ining.

WORKSHOP INSTRUCTIONAL MATERIALS

The read",ngs fir" this module are Blocks I.1 and 1.2,in the ISO Manuals.If there is any part that you do not understand, ask the Workshop Enablerfor assistance.

=___--

TW-M1-2

WORKSHOP EXERCISES

1 Following is a list of tasks that are part of the job of Military Po ice.Six of the task statements are correctly written and five are not. /Identify the correctly written tasks. V

Correct incorrect1. Work at scene of demonstrations.

2. Process juvenile offenders.

3. Subdue subject resisting arrest.

4. Prevent accidents.

5. Remove vehicles that obstruct traffic.

6. Fill out missing person report forms.

7. Follow safety rules. _

8. Take appropriate action while on duty.

9. Issue traffic citations.

10. Fill out burglary report forms.

S 11. Understand how to fill out arrest rprs

2. From the list of tasks on the next page, select 7 tatks for training

new recruits. Although all information included in the chart should beconsidered, your conmand considers consequences of inadequate performancethe most important criterion. Place the letterT next to the tasksyou select for training, in ti left-hand column marked "T".

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TW-M1-4

3. During the workshop you wi1l analyze a job, design and develop instruc-tion for a small portion of this job, and evaluate the instruction todetermine its effectiveness.

At this point you should:

a. Select a simple job. You should be very familiar with this job andknow how it is performed or be reasonably expert at performing it.Do not select a job function with which you are not familiar.

b. List the major duties included in the job you have selected.

4. Assume your supervisor has assigned you the responsibility for jobanalysis for the job you selected in Exercise 3. Also assume that acurrent task list is not available. Before you conduct the jobanalysis you will need to: (1) prepare a data collection plan and(2) establish criteria for selecting tasks for traini.g.

Insofar as practical, suit the plan to your understanding of yourpresent command. You may have to make some assumptions about therequirements of your command. For example, are you likely to havereasonable time and resources for conducting the job analysis or mustyou operate on an extremely tight schedule and budget? Be sure todocument or reco'-d any assumptions you make. Remember that you arewriting a plan so that you, your supervisor, and others will knowexactly what you are going to do. Your plan must be sufficientlydetailed so that your supervisor can either approve the plan or tellyou what you must do differently.

Your plan should, as a minimum, include:

a. What date and information you need to collect.

b. in what order you will collect the data and what methods you willuse to collect the various data. Be sure to give the reasons foryour decisions.

c. Evaluation criteria to be used to select tasks for training. ,

d. Sources for the various data; that is, from whom you will collectthe data. Be reasonably specific here. "From a representativesample of the population," is not sufficient.

e. What data collection forms will be used. Either sketch the formsor reference them if they already exist.

f. Howv the task list will be validated. V(NOTE: Since this is a long exercise, you may wish to have the Enablercheck each part as you complete it.)

%I

TW-M1-5

5. For the job selected in Exercise 3:

List 8 of the tasks that make up the duties of this job. Do notdocument the conditions, cues, standards, or elements unless ncces-sary to make clear to the user (in this case the Workshop Enabler)what the tasks are. Later you will develop tests and instruction forsome of these tasks; therefore, you should list tasks with which youare reasonably expert./

6. In Exercise 4, your data collection plan included collecting data forselecting tasks for training. Assume you now have collected this data.Summarize the data upon which selection of tasks for training will bebased, fo" the 8 tasks listed in Exercise 5. Since you do not have thereal data, nake the sumary data look the way you think the real datawould look. (NOTE: The Enabler may make some changes to these data.What you get back from him will represent the "real" data.) Yoursummarized data might look similar to the form shown in Figure 1.15,page 142; Figure 1.16, page 150; or Appendices C and D, pages 99-104.V

7. Assume that your super~isor informs you that resources are availablefor training only 4 out of the 8 tasks. Based on this constraint and onthe summarized data from Exercise 6, recommend tasks for training. Givethe criteria you will use to select tasks for training and the rationalefor your final recommendations. (NOTE: The Workshop Enabler may notaccept your recommendations. The final selection of tasks for training fmay be negotiated by you and the Enabler.)

8. The Enabler will assist you in choosing one of the tasks selected fortraining. .(later, you will actually develop or select instruction forthis task.) For this exercise, document the conditions, cues, standards,and elements for the chosen task on the attdched Job Data Worksheet./

* 9. Why are tasks selected for training?/

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J INTERSERVICEPROCEDURES FORTNSTRUCTIONALSYSTEMSDEVELOPMENT

X1, TECHNICAL WORKSHOP

I r

MODULE TWO

M2 _ _ __ _ 1

TW-M2-1

-IWORKSHOP LEARNING OBJECTIVES

i. State the differences that generally exist between tasks and theircorresponding JPMs.

2. Construct JPMs for tasks. Each JPM should contain:

a. The required test performance

b. Test conditions

c. Test cues

d. Test standards

e. Equipment and facility requirements

f. Administrator's instructions

3. List the reasons why instruction is based on JPMs rather than uponactual tasks.

4. Define the term "JPM."


Read Block 1.3 in the ISD Manuals. If there is any part that you do notunderstand, ask the Workshop Enabler for assistance.IJ

WORKSHOP EXERCISES

1. Construct JPMs for the tasks listed onthe three %ttached )ob DataWorksheets. in cases where the JPM you write and the task differ,give the ,,ationale for the difference. Prepare test administrator'sdirections only for the Wheel Vehicle task. The test administrator'sdirections should include:ItIa. Test objective

b. Conditions

1) Eoluip, ent required -

2) Envi .onment3) Layout of te3t area

TW-M2-2

c. Standards

d. Test administration procedures

e. Instructions to examinee

f. ChecklistV

2. Explain why instruction is based on the JPMs rather than on actualtasks.

3. Construct a JPM for the task selected for further development inExercise 8 of Module 1. You may use the space left of the Job DataWorksheet from Exercise 8, Module 1, or ask an Enabler for additionalforms. The JPM should include:

a. The required test performance

b. Test conditions

c. Test cues

d. Test standards

e. Equipment and facility requirements

f. Scoring instructions /I 4. Why are draft JPMs given tryouts?

5. How do process scales differ from product scales?

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INTERSERVICE1PItCEDUlRES FORThSTRUCTIO4ALSYSTEMDRVELOPMENT

N_ TECHNICAL WORKSHOP

MODULE THREE

TW-M3-1

WORKSHOP LEARNING OBJECTIVES

1. Examine -eviews of existing cou.rses and determine if the coursesshould be selected for instru~ction for a given set of tasks.

2. Provide a rationale for analyzing a job before analyzing existingcoorses or vice versa.

3. List the information that would be required to analyze existinginstruction for a specified job.

4. Describe the course q'f action that should follow te 'decision thatan existing course appears to contain suitable contetrt and is basedon a recent job analysis.

WORKSHOP INSTRUCTI 9NAL MATERIALS.

Read Block 1.4 in the ISD Manuals. If there is any part that you do notunderstand, ask the Workshop Enabler for assisince.

WORKSHOP EXERCISES

1. Attached are two JPMs and five reviews of existing instruction. Look ateach review sheet and the JPM(s) to which it applies (noted at the topof each review sheet), to determine if you would select the existinginstruction for use. You are not judging the JPMs, just deciding if theinstruction reviewed atches the JPM. Factors you may consider includetitle, contents, data, developer, existence of a job analysis, taskselection, existence/suitability of JPMs, and general availability ofnecessary information on which to base a decision. State your reasonsfor selection or r.lection.

2. Ordinarily, which should you do first, conduct a job analysis or analyzethe development documentation for existing instruction? Why?

3. If you analyzed an existing course that supposedly taught the job thatyou wished to teach, and you determined that the course was based ona professional, recent Job analysis, what is the next action you shofldtake before accepting the Job analysis as suitable for your needs?

TW-M3-2

4. What; fo:tr Mam i he - Ilection and review Of dcumentation ofexistln(, -r!trtzti~r, should be evaluated and found acceptablebefore accepsting the instruction for your use? Why?

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a)E(n I . 44

Cos-dev' far JPM 4 & 6

PREViEW S-;ET FOR EXIST NS TRUCTION

Title of Document: Qper4 Manual for Ton Tru~ck _______

Aut-hor: N'qaduarters, Departmenioth Ar

\'o Iuwe a -,tz '.1r-er: not - -ve Date; Sept. ,

rub! ih'r: Deeartrvnt of tniAk~-

Any Other Il-E-tifying info. - TM 9-2320-218-10 Official Document?: Yes

Delive*ry System._E rint L______________ ________

Developed by ISD Method?: Yes __________No x ____

Xc Analysis Data:

Front End Analysis

Job Analysis 'l~fne within the past 3 years? Yes _____

Any system changeF? Yes-general changes in doctrine incorporated

What were the SOLrces? Not enough information given-to determine

Can you generalize this situation to your situation? Yes, 3ine

information on electrical systemn

Is the data difficult to locate? Yes

Any other conuents?_________________________

Select Tasks

Are these tasks based on the same criteria of tasks that your coimmandis? Yes, done bysame conmand.

TW-M3-8

Is the data used to select tasks based on the same geographiclocation,~ skill levels, etc.? Aapers to be

Was task selection based on the S;m.. constraints? Unsure

Job Performance Measures

Can you review all JPt~s? A-ttach list. No list available

What ris .itch the objectives? See above

Any nther comnents?L

E 3 1"ON: Accept:

Accept Partially:

Reject-________

Recor.3ider at Block 111.3:_______________________

WITWIM- 35.

TW-M3-9I*TM 9-2320-218-10P

'I I CIINICAL MANUAL. II E ADQ I A RTERS( IEPARTMEN'I OF THE ARMY

No. 9J-232C-218-l10 f3 WAsaric-roN, D.C. 8 .September 1971

OPERATOR'S MANUAL

TRUCK, UTILITY: 'A TON, 4 x 4, MI 51 (2320-

542-4783), MI 51 Al (2320-763-1092),Ml 51 A2 (2320-177-9258i

TRUCK, UTILITY: / TON, 4 x 4, M151AIC(2320-763-1091), M825 (2320-177-9257),

106MM RECOILLESS RIFLETRUCK, AMBULANCE, FRONTLINE: 1/ TON,

4 x 4, M718 (2310-782-6056), M718AI(2320-177-9256)

Paragraph Page

CHAPTER 1. INTRODUCTIONSection 1. General

Purpose and. scopc........ ....... 1.-i 1-1 I

Maintenance i0Trms and recoids. 1-2 1-2Recontiiding improvens.. 1-3 1-2

11. Description and dataDecc.-:ptioii of vehiclc' 1-4 1-2Tabulated data.........1-5 1-7

"This manual supersedes TM 9-2320-218-10,8 March 1968.including all changes.

Paragraph Page Paragraph PageCw~mm 2. OPERATING INSTRUCTIONS CHAPIFR 3. MAINTENANCE

Seto .Operating procedures ISRCINSet enC~'eral...........2-1 2-1 Se~ ion 1. Lubrication

Preparation of vehicle before Lubrication order

opertion22 - (L09-2320-218-12).. . . . .3-1 3-1Operating precautions .......... 2-3 2-19) Lul't it ation chart . ~ 3-2 3-2Before-itarting operations 2-4 2-21II evniemntaneccls

Starting the cngine..... ..... . .. 2-5 2-21 and] servicesDriving the vehicle .. .......... 2-6 2-23 Gnrl . . . .- -Stopping the vehicle .. ..... .... 2-7, 2-27 General .......... 3 3-2

Driving in reverse..... ..... 2-8 2-28 Cleanintg instrurtion . ...... .... 3-5 3-Parking the vehicle........2-9 2-28 l9igpeatos36 31

11. Operation of auxiliary equipment Creanivg mrintenancc . .. 3- 3-10

106MIM recoilless rifle......2-10 2-2911.TobaotnHot water heater kit ............... 2-l1 2-30 -25TrulehotnWinterization kit (-651F.)....2-12 2-37 General ............. ... ..... ..... 3 1 3-2

Hardtop .......... ...... ...... 2-1 2-4 PV arec rocedures..........39 32Domt and side curtain kit ..... 2-14 2-47 '. aicanerodrsDeep water fording kit......2-15 2-54 Geea...........-013100 ampere generator (alternator) 2-16 2-538Whlantierpcent -l 3-6I180 ampere generator (Alternator) 2-17 2-58 Draining and filling

M4 Pedestal gun niount .... ..... 2-18 2-59 cooling system....... . . .... 2 3--V'MIO/14 iflewout.........219 -60Windshield washer.......3-13 3-41

Portable fire extinguisher.......2-20 2-63 Cekigeetoyeu airc -4 34Decontamination kit 2-21 2-66 APENIlix A. REFERENCES ...... A-1

111. Operation under tunusual B. BASIC ISSUE ITEMS LIST.conditions (Bill.) B-I

Extreme cold condition ........... 2-22 2-71Extreme hot weather operation .. 2-23 2-75Operation on unusual terrain 2-2 2-7Towing the vehicle........... ... ... 2-25 2-NO

TW-M3- 10

Consider for JPMs 4 & 6

REVIEW SHEET FOR EXISTING INSTRUCTION # 2

Title of Document: Organizational M.aintenance Manual for Ton Utility

Truck

Author: Headquarters, Department of the Army

Volume and Number: -- Date: 23 Sept 1971

Publisher: Headquarters, Departmert of the Army

Any Other Identifying Info.: TM 9-2320-218-20 Official Document?: Yes

Medium: Print

Delivery System: Print

Developed by ISD Method?: Yes No

Job Analysis Data:

Front End Analysis

2 Job Analysis

Done within the past 5 years? Yes

Any system changes? Yes

What were the sources? Obtained from earlier publications

Can you general-ie this situation to your situation? Yes

Is the data difficult to locate? No, information given

Any othe coments?_ _ _...

Select Tasks

Are these tasks based on the same criteria of tasks that your commandis? Yes done by same command.

TW-M3-11

Is the data used to select tasks based on the same geographic

location, skill levels, etc.? Yes, few modifications

Was task selection based on the same constraints? Unkow-n


Can you review all JPMs? Attach list. No

What parts match the objectives?

Any other comments?

DECISION: Accept:

Accept Partially:_____

Reject:___ __

Reconsider at Block 111.3:

TW-M3-12 *TM 9-2320-218-20

TECHNICAL MANUAL) HEADQUARTERSDEPARTMENT OF THE ARMY

No). 9.2320-218-20 JWASHINGTON, D. C., 23 September 1971

ORGANIZATIONAL MAINTENANCE MANUAL

TRUCK, UT(ILITY: 1/4 TON, 4X4, M151, M151A1,M151A2;

TRUCK, UTILITY: 1/4 TON, 4X4, MisiAiC,

M825 WITH RECOILLESS RIFLE;

TRUCK, AMBULANCE, FRONT LINE:

1/4 TON, 4X4, M718, M718AI

Paragraph Page

CHAPTER 1. INTROD)UCTIONSt tinit I. General .. .. .. ... ... 1 1-

Il. D~escription and data 1-7. 1-8 1-2

C HAPTER 2. SERIVICE- AND) MAINTENANCE INSThVCTIONSVIsecti',n I. Sernice upnin receipt of materiel .2-1-2-5 2-1

If. Part't. tipols, aid equipment 2.6-2-1) 2-1Ill. lhiriio 2-10-2-12 2-2

AI 1. 1'retli~e nmaintenlance services 2.13-2-lb 2-31'. rimbe~ttitin thePljce2-1.2-18 2-8

V I. T lhnab oing the elcrical sytem ... 219-:22. 2-1-4

%'f bgn dsrito admaneanefn vehielel..............-2~6-2-41 8-0

IN. Exatim Ailitem2-55i-2-o 211. wng--tm2-61-2-06 2-121 .

XI1. Igitjin %-kteflm 2-6'. 2-72 2-1V~XII. Ntinz s)I-tn m.. .. * 2-73--7.5 2-131

XIII. Generatigi, )~itIem1.. . 2-?o.--2-81 2-133XIV. Ilititrnes and lighting -)stern -.. 2-82-2-99) 2-13SXV. ln-trirntut lianf-. Avnitrbrt . sending unit. and horn .2-100-2-11 2-1 65

x V. %etilaii~ %,tr - -2-119-2-122 2-173X%~ If. *Frwiiune andl tranfr . 2-123-2-125 2-175

X VIII. l'n.-peller -I1ini. and uiier'aI joint- 2' , -12 6-2 2-7-nXIX. Iro,,t 'ii*~n-nli'ijI1 111n4 dri~e 74129-2-15o 2-177

X X. Hea-tr drit,' a-%ndil% 2-151-2-154 2-102x x1. ear2-1353-2-150 :?-1()4X NI1. 2-160-2-16-5 2-190

XXIII. WakeL' -- tin 2 -166-2-17-6 2-199XX 1%. 'A Ii~ aun . . 2-I177-2-1 78 2-2u-,

II . 1-0 and n ;-Il -n-.u mts2-179--2o00 2-207

XX VII. NI Is- I: , I u2 we-Ii-le and Ilbrnrn rerniIIe,, rifle 2-204-2-241- 2-221IV \I 11. m innd \117l1,1 I %e-iIr 2-2(18-2-212 2-221

(.uIpr,1: 3. M ViITII-A E. 1iED I% ;oN.'JL NCT'IN %IA lii \IAJ01 ITEI:M'

II. 'Aiw.t-rj/aiwi kit !-650 F.1I 3-4-3-17 3-IIll. Ilairilt'',. k;1 3-18-3 22 3-14

9W _1' --- _~irlmrkt K -333) 3I

TW-M3- 13Paragraph pare

I ~ 1, . 3 l.n~t.i~. :-40-3-50 3-26

'III %I If. I I rifle' I m . . 3-59-.-3-64 3-37I I )---er mide ith. e erwiti k, 3 -. 5-3-06 3-42

V ~ \1 .eee 1w.e~Ie .!m .1-1k .od-1 3.7. 3-683 3-42

.. ;.e leeeeI tull1 rd e~ . . . . .4-1-4-4 4-1

II. Deh.tneei jeec .. I ,naeritel t.-ete ennl om. ..... ...... ......... .. 4.5-4-7 44,

~~i'~~-p~~si~~~i. ..... 1 V \c >. . . . ........ . . l- 4 AI

it. lI4t.%lt Mw %LLC110Ki~ C.............(H-1-.-2s C-I

DITM ESiNGO iIcFSC--- -

TW-M3-14

Consider for JPM 4

REVIEW SHEET FOR EXISTING INSTRUCTION # 3

Title of Document: Troubleshooting the Starting System on a Ton Truck

- -Author: John o-es

Voluue and Number: -- Date: June 1975

Publisher: U.S. Army Ordnance School

Any Other Identifying Info.: 000-000-6056F Official Docu-,Tct?: Yes

Medium: film-sound; still visuals

Delivery System: Besseler Cue/See - also available on slide/tape

Developed by ISD Method?: Yes X-Systems Engineering No __

Job Analysis Data:

Front End Analysis

Job Arlysis

Dune within the past 5 years? Yes

Any sy,.tm changes? No

What were he sources? Unknown

Can you generalize this situation to your situation? Yes

Is the data difficult to locate? Data is available from Ordnance School

Any other comments? Lesson has been validated on E1-E4s

Select Tasks

Are these tasks based on the same criteria of tasks that your commandis? Yes

TW-M3-15

Is the data used to select tasks based on the same geographiclocation, skill levels, etc.? Yes, with some changes

Was task selection based on the same constraints? Yes


Can you review all JPMs? Attach list. No, but lesson posttest matches

our JPMs

What parts match the objectives? Good match of objectives and JPM

Any other comments? Job task data card available on supporting skills

and knowledge _ _ _ _ _ _ _

DECISION: Accept:

Accept Partially:_______

Reject:


.I

-I

TW-M3-16

Use with JPM 6

) REVIEW SHEET FOR EXISTING IHTRUCTION

Title of Document: Use and Care of the Optical Antifreeze Battery Tester_ - for Determining State of Batteries and Testing Antifreeze Protection

Author: John Jones

Volume and Number: -- Date: Jan. 1975

Publisher: U.S. Army Ordnance School

Any Other Identifying Info.:l.N 030-000-6051F Official Document?: Yes

Medium: Print and slide/tape

Delivery System: Illustrated text and Besseler Cu.See AV Lesson

Developed by ISD Method?: Yes X-Sytems Engineered No _-

Job Analysis Data:

Front End Analysis

Job Analysis

Done within the past 5 ,'ekrs? Yes

Any system changes? No_________ _________-

What were the sources? Obtained from other documents


V Is the data difficult to locate?Obtained from other sources

I Any other coments?

Select Tasks

Are these tasks based on the same criteria of tasks that your conmandis? Yes

TW-M3- 17

Is the data used to select tasks based on the same geographiclocation, skill levels, etc.? Yes - information given

Was task selection based on the same constraints? Yes

Joi Performance Measures

Can you review all JPMs? Attach list. No. List of lesson objectives

attached

What parts match the objectives? Second section

Any other comments?_ _ _ _ _ _ _ _ _

DECISION: Accept:_____

Accept Partially:______

Reject:__________J

Reconsider at Block 111.3:_ _ _._

P

TW-M3-18

Use with JPM 6

y REVIEW SHEET FOR EXISTING INSTRUCTION # 5

Title of Document: Use of Antifreeze Solutions for Cleaning, Compounds in

Engine Cooling Systems

Author: Headquarters, Department of the Army

Volume and Number: Date: 22 Jan 1971

Publisher: Department of the Army

Any Other Identifying Info.: TB 750-651 Official Document?: Yes

M Medium: Print

Delivery System: Print

Developed by ISD Method?: Yes No X

Jb Analysis Data:

Front End Analysis

Job Analysis

Done within the past 5 years? Yes

Any system changes? Yes

What were the sources? Unknown'I


Is the data difficult to locate? Unavailable

Any other comments?

Select Tasks

Are these tasks based on the same criteria of tasks that your commandTnis? Unknown

TW-M3-19

Is the data used to select tasks based on the same geographiclocation, skill levels, etc.? Yes - with several differences

Was task selection based on the same constraints? Unknown. Appearsto cover same topic's.

Job Performance Measures ___

Can you review all JPMs? Attach list. No

What parts match the objectives?

Any other comments?__ _

DECISION: Accept:

Accept Partially:

Reject: -


01I

INTERSERVICE

PROCEDURES FORINSTRUCTIONALSYSTEMS

EVELOPMENT

MifLJ7: I

MODULE FOUR

WT -144-1

TW-M4- 1


1. Analyze collected data and determine what additional data are requiredto make instructional setting decisions. Provide examples of the

1A required data.

2. State the general guidelines to follow when nominating instruction toeach of the following settings: JPA, STEP, FOJT, ISS, RS. Stam.thethe advantages/disadvantages of each setting.

3. Using provided data, nominate appropriate instructional settings fortasks. Provide a rationale for each decision.


Read Block 1.5 in the ISD Manuals. If there is any part that you do notunderstand, ask the Workshop Enabler for assistance.

WORKSHOP EXERCISES

1. On the following pages are JPMs for nine tasks. Summary survey data arealso included for each task. Based on the JPM and the summarized data,nominate each task to an instructional setting (JPA, STEP, FOJT, ISS,RS) using the guidelines on pages 245-259. /

2. You will be nominating your task (the one you prepared a 3PM for inModule 2) to an instructional setting. Do you have all the data youneed to make this nomination? If not, what additional data do youneed? For any additional data that you think you need, summarize thedata in the form you think they would take. Make whatever assumptionsyou need to make, but be sure to document the assumptions. The Enablermay change some of your data and some of your assumptions. What youget back from him will represent the "real" data. /

3. Based on the data from Exercise 2, nominate an instructional settingfor your'task. Give reasons for your nomination. NOTE: You may haveto explain the final setting selection to the Workshop Enabler.) V

1Id-M4-2

EXERCISE 1 RESPONSE SHIEET

ASIGNEDJPM TASK SETTING___

Ila Survive

2 Adjust a malfunctioning wheelbearing on a 4 tontruck

3 Determine state of charge of the battery using _ _ _

the Optical Antifreeze Battery tester _____

5 Test battery using the LYCT______

6 Determine antifreeze protection of a coolingsystem using the Optical antifreeze battery _____

tester

7 Draw front and right side view sections ofmechanical objects______

8 Letter with Leroy Lettering Set _____

9 Drar. multiview projections

10 Dimensiona drawing of mnechanical objects_____

F.-

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fu. --W 414f co C04.

4-- 4A 4.'0w 4DJa

4_ _ _ 0

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WORKSHOP LEPRNING OBJECTIVES

1. Us;ing a list of job tasks, write the terminal learning objectives (TLOs)for each task, including in these statements, the actions, conditions,and standards.

2. Classify specified TLOs into one of the following categories of learning:Mental skills, information, physical skills, or attitudes.

3. For a familiar group of tasks and students, ,state the probable studententry behaviors.

4. Perform a learning analysis for provided TLOs. Write the learningobjectives Including in the statements, the actions, conditions, andstandards, and specify which items are learning steps (LSs).

5. Write test items which can be used to test provided TLOs, Los, and LSs.

6. For a group of familiar tasks, state why or why not within-course testsshould be used.


Read Blocks 11.1 and 11.2 in the ISD Manuals. If there is any part that you

do not understand, ask the Workshop Enabler for assistance.

WORKSHOP EXERCISES

1. Given the following LO action statements from the LVCT learning analysis,write 3 test items. You may use the "B" part of JPM 4 and the pages fromthe TM which follow these exercises.

LO Action Statement: Given readings on battery ground cable tests andthe battery cable test, the trainee will interpretthe readings and recommend further actions ifnecessary. V

A-

TW-M5-2 ':

A voltmeter -looks like this:

VOLTMETER

2. For your task (the task for which you constructed a JPM(s) in-Module 2and selected-an instructional setting(s) for in Module 4), developterminal learning objectives (TLOs). The TLOs must include actions,conditions, and standards. Fill in blocks marked 1, 2, 3, and 4 of theattached Learning Objective Analysis Worksheet (LOAW) for each TLO.

3. Classify each of your TLOs into the appropriate learning category(block 6 of the LOAW).V

4. Perform a learning analysis of one of two selected TLOs. A suggestednumbering system for the analysis is shown on page 23 of the Phase iiManual. The analysis should only proceed as far as the assumptions dthat are made about the student entry behaviors. Using the LOAW,document the actions, conditions and standards for each LO and designatethe LSs for each LO. The LSs may be listed in block 10 of the worksbeet./

5. State clearly what applicable skills and knowledge you assume the typicalstudent who will take your course already has. All or most of this shouldalready be available from Exercise 4. If you wish, simply identify thoseitems rather than rewrite them.

6. For each of the TLOs, LOs and LSs developed in Exercise 4, write a testitem. These items go in block 5 of the LOAW./

7. State why or why not within-course tests should be used when trainingthe TLOs, LOs and LSs developed in Exercise 4.

8. Why are the concepts of "false positive" and "false negative" important J.,

to the test developer?

I=

TW.-M5-3

9. Define the term "fidelity" as it applies to testing.!

(NOTE: A Learning Objective Analysis 1orksheet is attached for your use.You may get additional Worksheets from the Enabler.)

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Table 2-4. Electrienl Troubleshooting-Continued TW-M5- 7

STARTING 5STS~EM CIRCUIT (fig. 2-181

MafuctonOrcoit Teat

- - - 1NOTEAllJ reference to ground for following tests pertains to vehicle frame.

:S. Starter fails to crank or cranksf 6.7.68 Test A'. Perform the starter voltage test. Connect low voltage circuit testerslo~il~ -(o~ntiued 5O-volt ranxel botween starter terminal and starter frame as shown in fig-

tire 2.18. test 2. With the ignition switch off. depress starter switch. Ifrn-ding~ i,, 18.5 volts or more, starting switch. cotblet and batteriesafre aft

t ' ''cof slow cranking. Check for tight engine or defective starter. If-- f es than 18.5 volts, perform test 3.

NOTE T est ^'Perforn. th~e battery ground cable test. Connect low voltage circuitCoat all battery terminal post jtester 15i;.volt range I between battery ground terminal and starter frame asclamps with light grease after shown in ligure 2-18. test 3. With the ignition switch off, depress startertests have boeen comnpleted. It If~.1 voltmeter shows no oir low reading, switch the voltmetee raiw

Ocew te, a !ower range until a reading is obtained or the I-volt range ksrecchrd. if itading is more than 0.1 volt. remove battery ground cable andbmttery terminal post clamp. Clean battery terminal post and batteryterminal Post clamp with wire brush. Re-install battery cable and terminalpxost clamp and tighten all bolts secu-ely to assure a good eiectuical coan-

rn'tgon. Perform test again. If the voltage reading is still more than Q. I volt.inistall x new cable, and retest. If starter sti cranks slowly. perform test 4.

68S Tist 4. Perform batterytobattery cable test. Connect low voltage circuittester 13').volt range) acors. batery4o-battery cable. Contact the actuoalhAtiery Pots. and not the terminal poet clamp, with positive and negativstsst leads s shown in figure 2.18. test 4. With the ignition switch off.'lepress starter switch. If voltmeter shows no or low reading. switch the.voltmeter range selector to a lower ranere until a reading is obtained or this I-volt range is reached. If reading is 0.1 volts or less, cable is servceable. If

Iread inx is t0.1 or more, remove the battery-to-hattery cable. Clean the

1batten I.rminal posts and the terminal post clamps on the cable with a wireIbrush. Re-insittll the cable and tighten all bolts securely to assure a gonod -

electrical connection. Perform test again. If the voltage is still moe than 0. 1 . Ij%till. install a new cable. and retest. If the starter still cranks slowly. perferial .

test 5.ITest 5. Perform battery positive terminal test. Connect the low vritage

circuit tester 15O.%olt ransm) boetweeni the battery positive post and itsterminal post clamp as shown in figure 2-19. test S. With the ignition swilch0.ff depress the stter switch. If the voltmeter shows no or lo eilig*%,I itch the voltmeter range selector to a lower range until a reading is btamed or the 1l.-olt range is reached. If the reading is more than 0.1 Volt.rimoonr the batteryto-otarter switch terminal post clamp aod clean thebattery terminal pi'tst and the terminal post clamp with a wire brush. Re-

Iinsitall the cable and tighten all bolts securely to assure a good electricalrio'ionm. Perform test again. If the voltage is still more than 0.1- volt.

I install a new cable and retest. If the starter still cranks slowly, perform tes

6.7.N Tst (P. Perform enitine-toi-frome ground strap test. Connect low votaetireit tritter C.50oflt rangel negative lead Iblack wire) to terminal pestiamp~ off the negatiwe tiroundedl battery terminal. Connect the positivemeter lead (red wire) to the starter frame, as shown in figure 2.19. test 6.%~ ith the ignition swiitch oiff, depress the starter switch. If the *nltnseter

o nior low reading, switch tevoltmeter to a lower range until smadling is obtained ior the I-volt range is reached. If the reading is meered than 0.2 % tiltso. check for logose bolts in the ground strap. If they are tight.

an he reading is still moire than 0.2 volts, install a new engire-to-fromeM round strap. tightening 1xIlts securI.l. Make sure frame surface area isfilsanlt a-tslro Xoood olertrical ctmitact. Retest. If voltage is less thant 0.?

%olsand ..tarter -till crankit olowl%. perform test7.'

I TW-M5-8

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INTERSERVICEIRDCEDIJRES FORI D4STRUCTIONAL'§YSTENS'DEVELOPMENT

TECHNICAL WORKSHOP

NDUXLE SIX

TW-M6-1


1. Given a learning analysis of a TLO, entry tett assumptions, entry testitems, and data from a trial of the entry tett on the target population,interpret entry test results to find out whether entry behavior assump-tions were correct and revise the assumptions based on the data.

2. Given TLOs, LOs, LSs, matchirng test items, and tested entry levelassumptions:

a. Prepare an appropriate entry test, pretest and posttest.b. Provide scoring criteria for each item in the tests prepared in (a).c. Describe the purpose of the pretest prepared in (a) and explain

why it should be used.

ft 3. Given a learning analysis which includes dependent, independent, andsupportive learning objectives, sequence dependent and supportivelearning objectives.

4. State why independent objectives need not be sequenced by the designer.

=4 WORKSHOP INSTRUCTIONAL MATERIALS

Read Blocks 11.3 and 11.4 in the ISD Manuals. if there is any part thatI. you do not understand, ask the Workshop Enabler for assistance.

WORKSHOP EXERCISES

1. Use the following information to test entry behavior assumptions andrevise them, if necessary, based on the data supplied.

t A. Learning Analysis (See p ge TW-M6-3).

B. Entry behavior assumptions:

1) Trainees can real well enough to use TMs.21 Trainees can follow safety rules.3 Trainees can identify symptoms.4) Trainees can assemble equipment using TM.

C. Entry test items:

1) No test was made for assumption I that trainees can read.2) An information test was given on the safety rules. The

items on safety rules are:

I TW-146-2

IItem 1--Is it dangerous to have your boots in water whentesting electrical systems?

Item 2--Is it dangerous to touch ,oth battery terminals itIthe same time?Item 3--Can you damage the LVCT if you make incorrect

-I connections?

3) Three audio tapes of 3 ton trucks starting were used for- identifying symptoms. The items are:

Item 4--Good quick start soundItem 5--Slow crank soundItem 6--Crank barely audible, no start sound

4) A sample performance test using the TH was given for assembly.Items are:

Item 7--Connect LVCT voltmeter test leads to voltmeter bindingposts and connect free ends of voltmeter test leadsbetween the battery positive post and its terminal postclamp.

Item 8--Connect LVCT voltmeter test leads to voltmeter bindingposts and connect free ends of voltmeter test leadsbetween the starter frame (housing) and the batterynegative post clamp.

D. Entry test data* -

The entry test was given to 10 wheel vehicle mechanic trainees, all

Els and E2s. The data looked like this: (+ means correct, - meansincorrect)

TRAINEE A B C D E F G H I J1

ITEM1 - + + + + L - + +

2 + + + - + - + + - +

3 + + + + + - + + + +

4 + + + + + + + + + +

5 + + + + + + + + + +-

6 + + + + + + + + + +

7 - + - - - + . . . .-

-8 - - + - - - + . . .. -

The errors made in 7 and 8 included mixing up the red and the black leads;1. also, failure to locate +'e starter frame (housing).

TW-M6-3

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TW-M6-4

You are to:

a. Correct the entry behavior assumptions.

b. Extend the learning analysis.

c. Revise the entry test and/or rewrite the statement of entryrequirements, if they are necessary, based on the data given.Be sure to look at each test item and the assumptions to decideif the test items are testing the right behaviors.V

2. Using the learning analysis from Exercies 1(A) and your revised entrybehavior assumptions, sequence the dependent and supportive learningobjectives. You may use just the alphanumeric designation (e.g., A.1.1.1)for each LO and TLO.V/

3. In Module 5 you developed a number of TLOs, LOs and LSs based partlyon certain assumptions about student entry behaviors. For this exercise,assume that those assumptions were correct. Develop an entry test forthose TLOs, LOs, and LSs. If you have previously written all or someof the test items in other exercises, you may identify the items ratherthan rewrite them. Describe standards and scoring procedure and the wayyou will use the pretest in the development and/or implementation process.I

4. Develop a pretest and posttest for the TLOs, LOs, and LSs in Exercise 3.As with that exercise, you may identify any -xisting test items ratherthan rewrite them.V

5. Sequence and structure the above TLOs, LOs, LSs. Give the reason forany major sequencing/structuring decisions. You may use just the alpha-numeric designations rather than rewrite all of the objectives.

v if

6. Why is it unnecessary to sequence independent objectives at this point?

7. How does the purpose of a pretest differ from an entry behavior test?

8. How do pairs of dependent and independent learning objectives differ?V

I

I INTERSERVICEPROCEDURES FORThSTRUCTIONALSYSTEMS

D -VELOP'ENT

jo.I TECHNICAL WORKSHOP

MDULE SEVEN

pFm-ll

TW-M7-1


1. Classify learning objectives into appropriate learning categoriesand sub-categories.

2. List appropriate learning guidelines fcr learning ohjectives orgroups of learning objectives obtained from a learning arlysis.

3. State an appropriate learning activity for each of the learningguidelines for specific learning objectives.


Read Block llI.1 in the ISD Manuals. If there is any part that you donot understand, ask the Workshop Enabler for assistance.

WORKSHOP EXERCISES

1. a. Select the correct Tearing sub-category-for the LOs h-XcW. Use

Table 111.6 (pages 12-16) in the Phase III Manual.

Action Statements:

LO-1 Operate LVCTLO-2 Select tests for given symptoms or test resultsLO-3 Perform the following tests:

1) Battery positive terminal test2) Engine to frame ground strap test3) Starter voltage test

The conditions for all three LOs are:

3 ton truckLVCT wi" 4pport equipmentTM 9-2 11-20TM 9-4910-456-14

The standards for all three LOs are:

Following safety precautionsCorrect readingsCorrect determination of repairs or replacement requirements

TW-M7-2

b. Select the learning guidelines for LO-3 (the three objectives shouldbe the same sub-category, therefore the same type of events). Usethe guidelines in Appendix A of Block III.1 (page 35-70). List theselected guidelines by number only and write a description of thelearning activity beside it. (Use the form provided on the nextpage. Additional forms are available from the Workshop Enabler.)V

2. For each of your TLOs, LOs, and LSs from Module 6, list the appropriatelearning sub-category. (See pages 12-16, and 17-23 in Block III.1)You should list the sub-category in the "learning category" section ofeach Learning Objective Analysis Worksheet.V

3. List appropriate learning guidelines for your LOs or groups of LOs. Thisshould be done on the reverse side of the Learning Objective AnalysisWorksheets. (Appendix A, pages 35-70)

4. List appropriate learning activities for the guidelines selected in3 above. Specifically, how will the learning guidelines selected foreach TLO be operationalized? (See pages 24-26) /

5. Define the following:

a. Natural feedbackb. Artificial feedbackc. Learning activityv

Il

Exercise 1b, MN'odule 7 TW-M7-3

Learning Category Media Selection Criteria Media Pool

LearingActiityCOMPLEXITY CRITERIA

DiffI&cult Motor ActsSmooth Motor Performance at end of

Training -

STIMULUS CRITERIAVisual Form

AlphanumericPictorial, PlaneLine Construction, Pan-... -

Object, SolidFull visual environment

Visual MovementStill-imnited

FullVosual Spectrum

Black and White--Gray Scale-Color -

ScaleExact Scale

AudioVoice Sound Range Media Selection and Rationale-Full Sound Ran-Aftient Sounds

Other tliC

Internal Stimulus Motion CuExternal Stirmilus Motion Cu-.Fine movemenit manipulative ActsBroad Movement manipulative Acts

TRAINING SETTING CRITERIAIndividual Trainee or team training at a

Fixed LocationIndividual Trainees; with simultaneous-

Instruction or many locations IIndividual Trainee or taem training with

Indeopende~snt. Instruction at anyLocation

Individual Trainee on-the*joSmell GroupLwge Group at Single LocationTeem Setting

AOMINISTRAT:VE CRITERIASite of Courseware Develoipment

LocalCentral

Magnitude of Acquisition CostLow

High

_ INTERSERVICEPROCEDURES FORTNSTRUCTI ONAL3-YSTE14SUEVELOPMENT

A u

Ile.TECHNICAL WORKSHOP

I MODULE EIGHT

TW-M8-1


1. Determine the appropriate media for each learning objective or groupof learning objectives.

2. Specify the instructional management plan necessary to accomplish aprovided list of learning objectives.

3. Based on provided pertinent inputs, develop a System Master Plan fora project.

4. Describe three important considerations in selecting media.

5. Name high and low cost media.


The reading for this module is Block 111.2 in the ISD Manuals. If there isany part that you do not understand, ask the Workshop Enabler for assistance.

WORKSHOP EXERCISES

1. Determine the appropriate media mix for the task, "operate LVCT." Thelearning activities and media selection criteria are shown on the attachedLearning Objective Analysis Worksheet. Select the media pool, make amedia selection, and provide a rationale for your decisions. Also,annotate your decisions on the LOAW. The decision matrices for mediaselection can be found in Appendix B (Block 111.2), pages 14-184.Criteria for rejecting media can be found on pages 118-123.

2. Determine the appropriate media mix for each of your learning objectives(those you developed in Module 5). Select the media pool, make a mediaselection, and provide-a rationale for your decisions. Also, annotateyour decisions on the LOAW (attached). Use the matrices and rejectioncriteria staLi in Exercise 1./

Si

S OPERATE LVCT Moul 8,__________1__ 418-2

Guide Moue8 Eecs 1 T-Parn-nq O tegory 9 lin Media Selection Criteria Media Pool

Lt~rnu ActvityCOMPLEXITY CRITERIAState ~Dif IiculIt Motor Acts________

Saethe objectives. 1 Smooth Motor Performrince at end of

D emonstrate the procedure 4 TMLSCIEI

visualy. I Visual FormAlphanumeric

Use the diagrams in the TM 6 I Pictorial, Plane

or print them. Inform the Line Constru-.tion, Plans

trainee that the TM is a Ful viua -niomn

job aid he can always use. Visual MovemnentI Still

Provide practice espeicially 10 itdFullin reading the voltmeter. Viul -etrum

Blacic an; MhitePro~vide visual display of 13 Gray scalecorrectly set up LVCT to lobatteries.Scl Exact Scale-

AudioProvide description of the 20 Voc Sund Range Media Selection and Rationale:task in relationship to I FuSo Ran-g-

other similar ones. Ohe

Tactile C'Internal Stimulus motion Cules 3External Stimulus Motion Cuas

I Fine movemient manipulative Acts-I Broad Movesment manipulative ActL

TRAINING SETTING CRITERIAIndividual Traine or teem training at a

Fixed LocationIndividual Traineee with sk'multaneous

instruction or many loclonsIndividual Traine or teem training with

IndependentInstructiorn at anyLoc.-tion

Indivsida Trainw or-teob-

Shull Group

I Ts4Setting--

I ADMINISTRArIVE CRITERIA

Site of Coursirwair Developmentj

Magnitude of Acqiuisition Cot

Low,

Module 8, Exercise 2 I I TW-M8-3Learning Category Guide

-~~ ~rie Media Seleclion Criteria -MdaPo

~Learning Activity I COMPLEX17Y CRITERIA

Oitficult Motor ActsSmooth Motor Performance at and of

15- STIMULUS CRITERIA

ViulFormAlphanumericPictoorial, PlansLino Corntruction, Plan.Obgcct Soli.---,Full visual an~ironmeont

Visual Movement -

Ftill - - - _ _

Visual SpectrumBlack and WhiteGray scaleColor

Scxae_______Audio ____________

Voice Sound Rlange -Media Selection and Rationale.Full Sound Ro.Z

Oder

Internal Stimulus Motion CuesExtbmael Stimulus Motion Cm.

Broad Movement manipmltivec"

TRAINING SETTING CRITERIAIndividua Trainee or tean training at a

Fixed LocationIndividual Trainees with alnitneou

Instruction or many locationsIndivdual Trainee or teem trianig w"t

Location

Individual Trainee on-the-ob_Small Groupj Large Group at Single LocationJTea Seting

ADMINISTRATIVE CRITERIASite of Courlieware Development

Local

Magnitude of Acquisition Cost

High

TW-M8-4

3. Determine the appropriate instructional management plan for your learningobjectives or group of objectives. This plan should include:

a. Mode of instructionb. Course managementc. Student decisionsd. Completions and accum,.!ations 1e. Identification and cor,trol of marginal studentsf. Program completiong. Instructor decisionsh. Support personneli. Facilities and equipmentj. Consumablessand courseware 1/

4. Develop a System Master Plan for the instruction you are developing.Remember that you already prepared large portions of this plan when youwere developing the instructional management plan. The System MasterPlan should include:

a. Media requirementsb. Material requirementsc. Testing proceduresd. Instructor responsibilitiese. Time schedulesf. Placement and advancementg. Physical layout and facilities requiremez;tsh. Equipment requirementsi. Setting-specific problems

1) Job Performance Aids2 Self-Teaching Exportable Packages

Formal On-the-Job Training4) Installation Support Schools5) Resident Schools/

5. What are three important considerations in selecting media?

6. List two low cost and two high cost delivery systems./

INTERSER VICETW~CEDURES FOPRI TINSTRUJCTIONALSYSTEMS

DEVELOPMENT

TECHNICAL WORKSHOP

MODULE NINE

r1

TW-M9-1


1. Using reports by reviewers of existing materials, TLOs, LOs, and LSs,matching test items, selected media and management plar., select orreject the existing materials and *tate the reason for your decision.(See pages Tw-M9-3 through 5 for existing material.)

2. Given TLOS, LOs, LSs, matching test item, selected media and manage-ment plan, describe a search procedure for existing materials.

3. Using existing instructional materials, TLOs, LOs, LSs, matching testitems, selected media and management plan, evaluate the materials,select any that match the TLOs, LOs, etc., and give the rationale foryour decision.

4. Given the TLOs,6 LOs, LSs, matching tests, media selected, managementplan, and selected existing materials:

a. Prepare a package to give the script writer, the artist, and/orany other support personnel.

b. Use existing materials to prepare an adjunct program to meet Ithe TLO.

5. Given the TLOs, LOs, LSs, matching tests, media selected, managementplan, -elected existing materials and the adjunct program, prepare abrief instructor's manual (in outline form) for the materials in (1)above.


The readings for this module are Blocks 111.3 and 111.2 of the ISD Manuals.If there is any part that you do not understand, ask the Workshop Enablerfor assistance.

WORKSHOP EXERCISES

1. Given the following learning objectives and the delivery system, lookat the review of the STEP lesson on the AN/PRC-77 and the data anddetermine if you will select or reject it. (NOTE: The TEC lessonon this is available in print and in slide/tape format if you wish tolook at it in its entirety.)

a. Your 1--arning objectives are:

1) Preset two frequencies in the same band (upper and lower).2) Preset two frequencies, each in a different band (upper

and lower).

TW-M9-2

b. Data from 30 students:

perfonitance test pass fail

objective 1 30 0

objective 2 20 10

c. You selected slide/tape as the delivery system.

2. Describe specifically how you would go about locating existingmaterials for your particular instruction.V

3. Using the learning objectives you deveoped in Exercise 1, Module 5,evaluate existing materials and select any portions suitable for useas training materials./--

4. a. Prepare the materials and instructioa that you would give to thescript writer, artists, etc. (NOTE: The Enabler will designatea portion of the learning objectives for this exercise.)

b. Use existing materials to prepare an adjunct program..

5. Prepare a brief instructor's manual (in outline form) for yourinstructional materials.V

6. What facto,'s should you consider when deciding whether to use "off-the-shelf" materials?I

FSs

Exercise 1 TW-M9-3

REVIEW SHEET FOR EXISTING INSTRUCTION

Title of Document:-__jgDal 5ub~ogrse. Radjo Set ARLPRC-.ZZ

Author: U. S Army Signal School_____

Volume and Number:______________ Date: nfd

Publisher: U. S. ArMy

Any Other Identifying Info.: Am CorsndceOfficial Document? :ves

Medium:_-_________________________

Delivery System: print

Developed byt ISD Method?: Yes x ____ No__________I

Job Analysis Data:

Front '-nd Analysis

JbAnlsis IDo., within the pest 5 years? .anotW

Any system changes? svrl rneciog

What were the sources? ____________________

Can vnitj generalize this situation to your situation? yes_

Is the data difficult to locate? NuinjforQ ati-on- given

Any other comments?____________

Si-lect Tasks

Are these tasks based on the same criteria of tasks that your cinmandi?____________ _____________ _

-x7

TW-M9-4

Is the data used to select tasks based on the same geographiclocation, skill levels, etc.?_ appears to be very closely related

Was task selection based on the same constraints?--Yes


Can you review all JPMs? Attach list.________________

What parts match the objectives?_________________

Any other comments?___________________________

DECISION: Accept:__________________

Accipt Partially:_ __


Exercise 1 fl4.f9..5

"ONTENTS

PAGE

I NITRODUCTION 1

INFORMIATION FOR UNIT COWt1ANDERS 1

INFOR3ATION FOR STUDENT 2

Lesson 1 ... Inspect, Clean and -semble 3Radio Set AN/PRC-77

PERFORMANCE TEST 37

LESSON 2 ... Operational Check ofRadio Set AN/PRC-17 38

PERFOR14ANCE TEST 72

LESSON 3 . Presetting Frequencies onRadio Set AN/DRC-77 73

PERFORMANCE TEST 101

LESSOIN' VERIFICATION SHEET (OJT)

SUBCOURSE CERTIFICATION LETTER

;,3COURSE CREDIT HOURS .. 5

INTERSERVICEROCEDURES FORINSTRUCTIONALSYSTEMSDEVELOPMENT

ii

I1

qTRj

itIi

i TECHNICAL WORKSHOP

MODULE TEN

-s,

- - -- -____a _'

TW-M1O-1


1. Using TLOs, LOs, LSs, entry tests, pretests, posttests, the instruc-tional materials, and data from a group validation:

a. Make a revision plan including deletions, replacements, additions.b. Rewrite any parts of the instruction.

F c. Write a description of any further formative evaluation required.

2. a. Using draft materials, do a one-on-one trail.b. Use data from a one-on-one trial to revise draft materials.c. Do a one-on-one trial of the revised draft materials.

3. Describe the validation process.


The reading for this module is Block 111.5 in the ISD Maduals. If there isany part that you do not understand, ask the Workshop Enabler for assistance.

WORKSHOP EXERCISES

1. Based on tie following validation data, identify problem areas in theinstruction. The lesson has been validated-on a group of six students.The objectives are:

a. Make the transmissions required by the Net Control Station (NCS)to open a net.

b. Make the transmissions required by the subordinate stations toreply to the initial call.

The pre and posttest are the same and are attached (next page).The pre and posttest data are displayed on page TW-410-3, foilowedby the entry test results and the within-course test results.

IWO,!

S ,

TW-M1O-2

Exercise 1

PRETEST AND POSTTEST ITEMS:

1. List the machine functions which must precede all radio teletypewritertransmissions.

2. List the maximum number of characters, including spaces which may betyped on a line in radio teletypewrt4r operations.

3. List the end of line machine functions which must be used in radioteletypewriter operations.

NOTE: For problems 4 through 10, use the call signs in the CEOIExtract.

4. Assume you are the operator at the Net Control Station (NCS). Listthe first transmission necessary to establish communications withthe substations in your net. Y

5. Now assume you are the operator at the first subsLation. List thereply to the initial call made by the NCS to establish communications.(The call received from the ,1CS was "clear.")

6. Now list the transmission the operator at the Net Control Stationshould make in reply to the call of the first substation. (Thetransmission received frim the first substation was "clear.")

7. Now, suppose you are the NCS and the transmission received from thefirst substation in problem fivG was received garbled. List thetransmission the operator a1 the NCS would send if the transmissionreceived trom the first substation was garbled.

8. Assume you are the NCS and have established -ommunications with thesubstations. List the initial transmission che operator at the UCSshould make to open the net.

9. You are the operator at the first substation. List the transmissionto reply to the Net Control Station's initial transmission to openthe net. H'

10. You are the NCS and all substations have answered your initialtrarsmission to open the net. List the transmission the NCS wouldmake to acknow!:Jge the replies of the substations.

_-- _ -_ _ - =._ -, _ _. _ - - -

TW-M1O-3

PRTET Exercise 1

Student1 2 3 4 5 6

I temn1 + -- --

2 + - - - +

3 +----

4------

5-----

6------

7-- -

8 ---

9-- ---

10-----

POSYTEST:

2+ + + + +

3 + + - + + +

4 + - - +--

s1,5 + - --- +

6 + - -- - +

7 +-----

8 +-----

9 +-----

10 ---- -

TW-M1O-4

Exercise 1

ENM? TEST RESULTS ARE:

1 2 3 4 5 6

A + + + + + + (Entry test skill A)

B + + + + + + (Entry test skill B)

C + + + + + + (Entry test skill C)

D + + + + + + (nr etsilD

The wi-!in-course data, shown by numbers corresponding to the posttestitem, are as follows: (Most topics were covered more than once. This isI ~a summnary, not shown by student.)j

WITHIN-COURSE:

1. + + - The first time an equivalent of item 1 was presented.). . . . . . The second time an equivalent of item 1 was presented.)

. . .. . The third time an equlvalert of item 1 was presented.)2 . . . . . . . (The first time an equivalent of item 2 was presented)

. . + . . . (The second time an equivalent of item 2 was presented.'3. + + + --- (The first time an equivalent of item 3 was presented.)4. + + -- etc.

5.+ + + +++

6. + 47. + +----8. + + +-9. ---- -- -- --

+ +1-

10. + + ----

Use the data to identify trouble areas by test item number. Note any specialproblems you see, such as in #1, #k, and #9. Assume that all the test itemare appropriata and properly wrtten.y

TW-M1O-5

2. a. Using the instructiona) materials you prepared in Module 9, doan individual (one-on-one) trial on another workshop participant orother appropriate student. Display the data in a format such asthe one suggested in Block 111.5 (pages 304-307).

b. Analyze the data from the trial. Based on this data, what revisionsare indicated.V

c. Using the data gathered in the one-on-one evaluation, revise theinstruction. Revising instruction based on certain data "patterns"

is discussed on pages 332-336.

d. After the instruction has been revised, do a second one-on-onetrial on another student. Display the data in a useful format.

j 3. Describe the validation process.v'

W1

?NL-__ .

=1

Ii

ENNA

INTERSERVICE

PROCEDURES FORINSTRUCTIONAL

SYSTEMSDEVELOPMENT

r2

TECHNICAL WORKSHOP

MODULE ELEVEN

TW-M11-1


I. Using instructional materials, tests, instructional managementplan, and instructor's guide, identify or describe training andresources required to carry out the instruction by an individual

a | :who has been assigned as instructor.

2. Using the instructional materials, tests, instructional managementplan, and instructor's guide, specify any required additionalinstructions to an assigned group of students.

3. Make comparisons between the role of an instructor in a self.-paced course and the role of an instructor in a platforminstruction course. List the kinds of problems the instructorsmight have in each. State ways to minimize these problems.

4. State the likely effect on an instructional program if theinstructor fails to accurately document any deviation from theinstructional plan.

5. State the purpose of the instructional management plan anddescribe how the plan is used in IPISD.

6. Define hard and soft data.


The readinis for this module are Blocks IV.1 and IV.2 in the ISDanuals. If there is any part that you do not understand, ask the

Workshop Enabler for assistance.

WORKSHOP EXERCISES

1. Assume that the student sitting next to you has been assignedto deliver the instruction you have developed. Describe everythinghe will need--Instructor's MWnual, special training, supplementaryinstructions, etc. (Note: You may wish to interview him to see

f what training he has already had.) /

2. Assume that you will present your instruction to this g-oup ofstudents, in this location, tomorrow morning. Describe any

- =additional instructions you would prepare for students (e.g.,when and where the class will meet and what the students shouldbring to class).

i- S = .= : .. _ _ _ -_ _ -

TW-M11-2

3. Compare the role of an instructor in a self-paced course with therole of an instructor in a platform instruction course. Indicatewhat types of problems each might encounter and how these problemsmay be minimized.

4. Describe what might happen if an instructor does not accuratelydocument the operation of his course by noting any changes inthe plan and describing any substitutions.

5. Who uses the instructional management plan and how is it used?

6. Define hadand soft daa

IN

k

INTERSERVICEPROCEDURES FOR

NSTRUCTIONAL37ySTEMSDEVELOPMENT

TECIW9ICAL WORKSHOP

NODULETWELV

TW-MI2-1

WORKSHOP LEARNING OBJECTVES

1. Using tii, products from all previous blocks, develop an internalevaluation plan.

2. Prepare an internal evaluation report based on data gatheredduring an interral evaluation.

3. Given appropriate products from previous blocks, developan external evaluation plan.

4. Prepare an external evaluation report based on datr. gatheredduring an external evaluation.

5. Prepare a system revision plan based on a provided SystemMaster Plan, INER, and EXER.

6. Give a written explanation of whete the ISD proiess stops.

7. List at least five reasons which will. indicate that a courseneeds to be revised.

ft

8. Describe how continuous revisions of. a ptoduct, after an initialrevision, effect reductions in time taken to .-.Wiete a course.


The readings for this module are Blocks V.1, V.2, and %.3 in theISD Manuals. If there is any part that you do not unde-stand,ask the Workshop Enabler for assistance.

WORKSHOP EXERCISES

1. Develop an internal evaluation plan for the instruction developedin Module 9. Document any assumptions you made in preparing theplan. Your plan should include.:

a. A progress evaliation planb. A process evaluation planC. A performance evaluation piand. A plan for collecting ;nformation from students and instructorsv

2. Tables a, b, and - are internal evaluation data obtained duringthe evaluation of an existing course. Based on these dati andthe following assumptions, prepare an internal evaluatior. report(INER) for the existing course. Your report should consistprimarily of:

TW-M12-2

a. Your interpretation of the luation datab. Recommendations tor revisit

Asumptons---

1. [he course is administered on a self-paced basis. A soons as the student has completed a lesson or unit, he is given

the posttest. If he passes, he goes to the next lesson;if he does not, he repeats the objectives on which hehad a "no-go".

2. Posttest 1 refers to the first time the test was taken, posttest2 to the second time (if reqL.red), and posttest 3 to the finaltime (if required). For example, in Table b, 75 studentspassed the Unit 1 posttest the first time it was administered.An additional 20 students passed it the second time, and 3more passed it the third time.

3. Any posttest can be taken only three times; however, anystudent who fails the test three times is allowed to stayin the course.

4. The objectivei of Unit 2 do not depend on mastery of Unit1. Also, the Unit 3 objectives do not depend on mastery

Mi of Units 1 or 2.5. After going through the instruction and taking the posttests

] for all four lessons in a unit, a unit posttest is givencovering all significant items in the unit.

6. Average time is based on all students who took the course.7. The original plan was for each unit to require 20-30 hours

for the typical student to complete.8. Students were not given advanced placement as a result of

pretest scores.31 9. The inscructional designers have no control over which

students take the course; however, the entry behaviors ofstudents have been relatively stable over time.

10. instructors reported they had to provide additional individualinstruction to many students in Unit 2.

11 No remedial work is included in the program.12. The only possible scores on the posttests are a "go" or

a "no-go".

I:

-,I

Tl-M12-3

TABLE a: Project Schedule--

Estimated ActualEvent No. Event Name Activi Completion Completion Note

001 Begin Block Conduct Job 1 May 2 May (1)1.1 Analysis

002 Begin Block Select Tasks/ 15 June 12 July (2)1.2 Functions

003 Begin Block Construct JPMs 1 August 20 August (2)

006 Begin Block Develop 15 October 17 OctoberII.1 Objectives

007 Begin Block Develop Tests 1 November 1 November11.2

008 Begin Block Describe Entry 20 November 18 November (3)11.3 Behavior

019 Begin Block Revise System 1 March (15)

Notes:

(1) Pending approval from Command HQ; expected 15 April.(2) Travel funds delayed.(3) Preferred students not available; substituted members of

another DOS who were awaiting shipment.

(i5) Printing deadlines arranged from Command HQ.

L -I

TW-M12-4

x (%Cj C'J4 -

0 ' C) C) CC) I~ c- r cls to C7% in r n.cr) C') CV) ~ t - Cj v4iC' f V

4- JC) Cv) M 4D 00 - t N CV) toLa.4 l- t

Ir C'J Or) CV) 4D V-4 V-4 V e V

J0 7 1 C O 0 C U'j M 00 r-, R*- qt V) i

< fu V-4 r-4 r-4 m Co C\J m% - O C o t ~ c

0 C(D C'J crJ cJ Ch NV tO mo~ t - - -0- -4J -4t) C- C - -

V-4- 9-I

0

FA 414. 0M CV) to I U') 00 P, 0i. MV r. V-I 1 1 1 1-4 C'*J

r-0 -4 c C'j (Y) ~J CV)

U)O Ue' C) 0) m CV). C) m'. to w CV Ro 0

Or r U) C% U') to r-4 01 (A 0 (n M~

43) 4-)

01U4-3 4-) MG

a)00-'4-) 43'f ~> C U) Z m

L0) ) 0)

>1J 0 000 0 0 00O

co 00 (A W'~ 0)( W (

ccS 0) di 01 0 0 0 0 0 w 0 0

TV-M12-5

TABLE c: Studet Performance Data:

Entry Test Score Pretest Sct.,(Out of possible 50) (Out of possibil 50) Go/No-Go

Studrent Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 :'nit 3 Unit I Unit 2 Unit 3

01 45 33 50 7 4 41 GO GO GO

02 50 43 50 12 7 49 GO GO GO

03 46 31 50 8 5 40 GO NO-GO GO

04 41 22 45 0 0 35 NO-GO NO-GO GO

05 47 32 49 9 2 45 GO NO-GO GO

06 40 25 46 1 0 36 NO-GO NO-GO CO

07 46 35 50 4 39 GO GO GO

08 44 37 50 8 6 41 GO GO GO

09 49 41 50 i. 7 49 GO GO GO

10 45 31 49 4 6 44 GO NO-GO GO

11 39 23 46 0 0 37 GO NO-GO GO

12 45 29 49 7 4 42 GO NO-GO GO

13 47 36 50 3 3 40 GO GO GO

14 44 32 49 4 2 43 GO NO-GO GO

15 50 42 50 10 6 48 GO GO

16 49 40 50 11 7 49 GO GO GO

17 46 29 49 5 5 Z9 GO NO-GO GO

18 47 37 50 6 4 41 GO GO GO

19 45 34 49 5 4 43 GO GO GO

20 42 24 47 1 0 37 GO NO-GO GO

100 43 35 50 6 3 44 GO GO GO

Ii

TW-M12-6

3. DEVELOP AN EXTERNAL EVALUATION PLAN for the instruction developed-4 in Module 9. Document any assumptions you make in preparing the

plan. Your plan should include:

a. Data sourcesi- 'b. What data are requiredc. When external evaluation will take placed. How the data will be gathered/

4. Tables d - g are external evaluation data obtained during externalevaluation of the same course discussed in Exercise 2. Based onthese data and any pertinent data from Exercises 1 and 2,PREPARE AN EXTERNAL EVALUATION REPORT (EXER) for the course.The report should consist primarily of-

a. Your interpretation of the evaluation datab. Recommendations for revisionv

Ii

MEE

Ll

-!-

TW-M12-7

TABLE d: Student Baseline Data-~-

Performance on JPMs for job incumbents who were trained under the "old"4 instructional program:

7 Responses of Job Incumbents Passing JPMsInstructional instructional instructional

Student Unit #1 Unit #2 Unit #3Number JPM (Task ) No. JPM (Task) No. J14 (Task) No.

1 2 3 4 ...3M 31 32 33..7T 98 99 ... 168

01 P P P F P P P F P P P P

02 P P F P P F P F P P P P

03 F P P P P P P P F P' P P

04 P P F P P P P F F' P P P

05 P P P P P P P P P P P P

150 P F P P P P F P P P P p

7 sassing -

JP' (Task) 96 82 95 84 92 94 82 86 95 100 100 100

P = pass, F = fail

NOTE: Tasks 1 - 30 taught in unit oneTasks 31 - 97 tctught in unit twoTasks 98 - 168 taught in unit three

TW-M12-8

TABLE e: Graduates' Evaluation--

Responses of graduates of "new" instructional program:

Unit #1 Unit #2 Unit #3Student Task No. Task No. Task No.Nur.mber 1 32 3.....3 31 32.'...97 98 99... 168

01 + - + + - + + + +

32 + + - + - + + + + +

03 - + + + - + + + + +

04 + + + + + + + + +

ii15 + - + - + + -+ + +

7 Respondingwith + 92 86 94 97 81 86 87 IGO 100 100

+ = Felt training adequately prepared me for the taske- Felt training did not adequately prepare me for the task

Consistent comments:

1. I knew most of the tasks in Unit 3 before I went through theinstruction.

2. I had a very difficult time with Unit 2. This was the stockinventory system. Ano, now that i am on the iob, we don't dothose tasks anyway. They have a naw cc.nputer inventory system,and I don't know anything about that.

rABLE f: Supervisor's Evaluation--

Consistent comments:I 1. They all do well on tasks 98 - 168, but tnat isn't uncommn. Our

men have always done better on those tasks.

2. The new comptter inventory system requires proficiency in a coupleof dozen tasks that these trainees don't know the first thing about.

3. Most cf tne men are much stronger in tasks 1 - 30 than they usedto be under the old system of training.

LI:|

TW-N12-9

4. Some of these trainees talk about tasks that we just d)n't eoarymore now that we use a computerized inventory system.Iv 5. The men are strong in tasks 1 - 30 and 98 - 168, but their per-

formance in tasks 31 ,- 7 is very spotty. Some tasks they performreasonably well; others, not very well at all.

TABLE g: Evaluation Team Report--

4% 1. Overall, trainees better prepared than trainees tested one year ago.

2. Trainees unable to perform tasks related to computer inventory system,

3. Trainees stronger on tasks 1 - 30 than trainees tested ane year ago.

t 4. Trainees as strong on tasks 98 - 168 as trainees tested one year ago.

5. Trai.ees slightly weaker on tasks 31 - 97 than trainees tested oneyear ago.

5. Using the System Master Plan developed in Exercise 3 of Module 8and the INER and EXER developed in this Module, prepare a revisionplan for your course. Follow the revision plan format giver onpage 113 of Block V.3. Since, in this workshop, some of the datawill not be available, you will have to make some assumptions. Documentthese assumptions.

6. If a course is to be revised, what reasons are there for revising it?

7. if a course has been revised twice and substantial time has been saved,what are the chances that further efforts will be successfu in moretime reductions? Explain?

X I8. Does the ISD process stop here? Explain.V

°I ... - .. ... 4 oIN.C-LA-SS.......l .. .

-SECURIrY CLNSSIFICATION OF THI1S PAGE ( ohen Dn'I a Titered_5 i IREAD INSTP.UCTIONS

REPORT DOCUMENTATION PAGE BFRE COMPLETORM_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _B E F O R E C O M P L E T IN G F'O R M

. REPORTN..jMR z. COVT ACCESSION . ECIPIENrS CATALOG NUMBER

N/A4. TITLE (and So bi!) S. TYPE OF REPORT & PERIOD C0,ERED

Interservice Procedures for Instructional Final 25 Jun 73-Systems Development: Technical Level 31 Dec 75(-o kshop E . PERFORMING ORG. REPORT NUMBER

7. 4UTHOR(s) Or. CONTRACT OR GRANT NUMBER(*)

Robert K. Branson, Gail T. Rayner,John P. Furman, and J. Lamarr Cox N61339-73-C-01-0 7

9. PERFORMING ORGANIZA- ION NAME AND ADDRESS 10. PROGR..M ELEM-NT, PROJECT. TASK-- AREA a WOPK UNIT NUMBERS

Center for Educational Technology N/@Rite 1A, Tully Gy .?,Florida State university

Ii. CONIROLLING OFFICE NAM4E AND ADDRESS Q?. R EPORT DATEPresident Decembor 1975US Army Combat Arms Training Board 1. NUM3ER O PAGES

Jr!% AT! G-T4~t 11814. MONITORIrIN AGENCY NAME & ADDRE (If diffetrent from Controltlin Office) 15. SECURI CY CLASS. (of thile repoi)

UNCLASSIFIEDO. DECASSIFICATIO/OOWNGRAOINGSCHEDULEI

A

16. DISTRIBUTION STATEMENT (of this RepotS)

This dc.-ument has been approved for public release and saletits diE ribution is unlimited.

17. DISTRI 8-TION STATEMENT (of the abstrct entered tn lock 20, It differentc - Rqpott

18. SUPPLEMENTARY .OTES

19. KEY WORDS (Con'. ju* on rovers& ada !f nsee aqr end Identify y block numtwr)

Validate C.ntrol Externel evaluationDesign Analyze Learning ObjectivesDevelop Job ana.ysis Entry Behavior

V Implement "ask Arallsis Performance MeasuresTests Internal Evaluation

, 20. ALDSTRAC . on mvproc aId Itf nt! wsmy sad Identily by block number)

-This report ctntains workbooks for 12 modules in the InterserviceProcedures for Instructional Systems Development Technical

'-? CA Level Workshop,

D "R ..

JAM~ 73 wWTO

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