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Interservice Procedures for Instructional Systems Development :
Executive Summary and Model (Continued...)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

BLOCK II.3: DESCRIBE ENTRY BEHAVIOR

Introduction

Adequate design of ISD training requires a careful analysis and description of the entry behavior of the trainee. Entry behavior falls in two principal classes:

1. Basic aptitude and ability, and

2. Acquired knowledge and skills.

In the short term, very little can be done to change the basic aptitudes and ability of the entering trainee. However, longer term results can suggest the need for different selection criteria.

Assumptions must be made in Block II.1 about the level of knowledges and skills of the trainee. In this block, Describe Entry Behavior, these assumptions, are verified or adjusted depending on the result of testing of entry skills.

In addition to the entry test which is used to adjust the beginning point of a course, pretests for the instructional unit are developed to see to what extent students have already mastered the skills to be taught in the course. Provisions can be made for students to bypass certain blocks of instruction if they have already met the skills.

Rationale

A fundamental concept in ISD is that a maximum proportion of qualified trainees should meet the training requirements with the instruction provided. Since many trainees will begin the instruction with different knowledge, skill and ability, it is necessary to document this information so that course design can be tailored to the users.

continued...

Page 56 of 130