THE PROCESS OF DEVELOPING AND IMPROVING COURSE CONTENT FOR MILITARY TECHNICAL TRAINING

Curriculum development procedures in use as of 1966 for first- enlistment technical training in the Army, Navy, and Air Force are analyzed. A model process for training curriculum development was defined from training research findings and practices: (a) Analyze the system, (b) develop task inventories, (c) develop a job model, (d) analyze its tasks, (e) derive training objectives, (f) develop the training program, and (g) monitor the trained product and modify the curriculum. A comparison between this model and the training development procedures in use in the services indicated a need for (a) better procedures for determining the adequacy of training content and the means for improvement; (b) detailed guidance for developing or conducting the first four steps of the model process, criteria for allocating training content to formal instruction or on-the-job learning, performance specifications for graduates, and feedback from training programs; and (c) more opportunities for career fields in training.