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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
THE FIVE PHASES ARE:
Phase I:
Analyze
Inputs, processes, and outputs in Phase I
are all based on job information. An inventory of job tasks is compiled
and divided into two groups: tasks not selected for instruction
and tasks selected for instruction. Performance standards for tasks
selected for instruction are determined by interview or observation
at job sites and verified by subject matter experts. The analysis
of existing course documentation is done to determine if all or
portions of the analysis phase and other phases have already been
done by someone else following the ISD guidelines. As a final analysis
phase step, the list of tasks selected for instruction is analyzed
for the most suitable instructional setting for each task.
Phase II:
Design
Beginning with Phase II,
the ISD model is concerned with designing instruction using the
job analysis information from Phase I. The first step is the conversion
of each task selected for training into a terminal learning objective.
Each terminal learning objective is then analyzed to determine learning
objectives and learning steps necessary for mastery of the terminal
learning objective. Tests are designed to match the learning objectives.
A sample of students is tested to insure that their entry behaviors
match the level of learning analysis. Finally, a sequence of instruction
is designed for the learning objectives.
Phase III:
Develop
The instructional development phase begins with the classification
of learning objectives by learning category so as to identify learning
guidelines necessary for optimum learning to take place. Determining
how instruction is to be packaged and presented to the student is
accomplished through a media selection process which takes into
account such factors as learning category and guideline, media characteristics,
training setting criteria, and costs. Instructional management plans
are developed to allocate and manage all resources for conducting
instruction. Instructional materials are selected or developed and
tried out. When materials have been validated on the basis of empirical
data obtained from groups of typical students, the course is ready
for implementation.
Phase IV:
Implement
Staff training is required for the implementation of the instructional
management plan and the instruction. Some key personnel must be
trained to be managers in the specified management plan. The instructional
staff must be trained to conduct the instruction and collect evaluative
data on all of the instructional components. At the completion of
each instructional cycle, management staff should be able to use
the collected information to improve the instructional system.
Phase V: Control
Evaluation and revision of instruction are carried out by personnel
who preferably are neither the instructional designers nor the managers
of the course under study. The first activity (internal evaluation)
is the analysis of learner performance in the course to determine
instances of deficient or irrelevant instruction. The evaluation
team then suggests solutions for the problems. In the external evaluation,
personnel assess job task performance on the job to determine the
actual performance of course graduates and other job incumbents.
All collected data, internal and external, can be used as quality
control on instruction and as input to any phase of the system for
revision.
continued...
Five Phases Defined  
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