J
John P. Furman
Publications - 5
Citations - 179
John P. Furman is an academic researcher. The author has contributed to research in topics: Job analysis & Doctrine. The author has an hindex of 3, co-authored 5 publications receiving 169 citations.
Papers
More filters
ReportDOI
Interservice Procedures for Instructional Systems Development: Technical Level Workshop
TL;DR: Interservice Instructional Systems Development Procedures, audio-visual materials, and a limited number of Workshop Enablers or instructors are used in this article for self-instructional training.
Interservice Procedures for Instructional Systems Development. Executive Summary and Model
TL;DR: In this paper, the authors present a set of procedures for the preparation of a curriculum when interservice training is called for, addressing five major phases, which are: analyze, design, develop, implement, and control.
Interservice Procedures for Instructional Systems Development. Phase 3. Develop
TL;DR: In this article, the authors outline important procedures in developing interservice training effectiveness, including guidelines for learning objectives, obtaining instructional cost effectiveness by mixing media, using existing proven materials or devising new ones, evaluating existing materials for appropriateness, developing new instruction where necessary, and validating all instructional materials.
Interservice Procedures for Instructional Systems Development. Phase 1. Analyze
TL;DR: In this paper, the analysis phase of interservice training curriculum development includes the establishment of job performance standards, task discrimination to separate important ones from the unimportant ones, construction of tests to determine ability to perform tasks, examination of existing courses for effectiveness, and selection of an optimum instructional setting for a given task.
Interservice Procedures for Instructional Systems Development. Phase 4 and 5. Implement and Control
TL;DR: In this paper, the implementation phase of interservice training involves providing guidelines for classroom management, designing teaching methods which include self-paced instruction, determining whether the instructional effort has accomplished the intended aims and providing good data upon which to base training decisions, external evaluation to find how well trained students are doing their jobs after course completion and job placement, and setting up a system for revising the training methodology in case of doctrine changes or discovery of instruction deficiencies.