Running head: ISD PROCESS

Instructional Design Model (ISD) Proposal for Recruit Division Commander (RDC) School
Assignment (5)
Beth Holz
Florida State University
December 6, 2013





EME 5601 Introduction to Instructional Systems
Dr. Abuteen Darabi
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Table of Contents
Overview ...................................................................................................................................................... 3
ORGANIZATIONAL CHARACTERISTICS ......................................................................................... 3
Organization .............................................................................................................................................. 3
Goal and Customers .................................................................................................................................. 3
Organization Structure .............................................................................................................................. 4
Training Delivered ..................................................................................................................................... 6
GAPS IN RECRUIT DIVISION COMMANDER TRAINING PROCESS .......................................... 8
Current Approach ..................................................................................................................................... 8
Weaknesses in Current Approach ........................................................................................................... 10
Lack of Current Needs Analysis ............................................................................................................... 11
Incompatibility of Instructional Setting .................................................................................................. 11
Resources ................................................................................................................................................ 11
Lack of Formative and Summative Evaluations ...................................................................................... 12
PROPOSED ISD MODEL ....................................................................................................................... 12
Overview of Model ................................................................................................................................. 12
ELABORATION OF MODEL ................................................................................................................ 13
Needs Analysis ........................................................................................................................................ 13
Analysis, Design, Develop, Implement and Evaluate .............................................................................. 14
Formative/Summative Evaluation/Program Management .................................................................... 15
Implications of New Model ..................................................................................................................... 16
Validation of New Model ........................................................................................................................ 17
Obstacles to Implementation.................................................................................................................... 17
Summary .................................................................................................................................................... 17
References .................................................................................................................................................. 19









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Instructional Design Model Proposal for Recruit Division Commander (RDC) School

Overview
The purpose of this paper is to propose an updated instructional design model for use in
the Recruit Division Commander Instructor course. The paper will begin by presenting a
thorough review of organizational characteristics, gaps in current training program and current
ISD model. This information will be followed by the proposed new ISD model, highlight the
significant steps in the new model, discuss potential obstacles and conclude with a brief
summary of the benefits of the new model.
ORGANIZATIONAL CHARACTERISTICS

Organization
Naval Education and Training Command (NETC) is the Navy's primary training domain,
whose mission is to transform civilians into highly skilled, combat-ready warfighters, and enable
their career-long growth and development in the Navy (Quinn, 2013). As such, NETC provides
policy, rules, and regulation to embedded training commands across the nation and in several
training sites located overseas. These commands, or training systems, design and develop
programs within their area of expertise to improve training delivery capabilities, reduce system
operational costs, while providing a training environment that is more efficient for the instructor,
more useful for the student, and more cost-effective to operate (Quinn, 2013). One such system
in place is Recruit Training Command (RTC) in Great Lakes, Illinois.
Goal and Customers
RTC operates within the NETC suprasystem as the Navy's only boot camp, providing
essential introductory training to nearly 40,000 recruits (students) annually. Therefore, the
primary goal of RTC is to provide skilled sailors to a variety of external customers such as
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advanced training centers and various operational units located across the globe. A secondary
but equally important goal for RTC is to train and develop the highly motivated men and women
who are responsible for carrying out recruit training. Recruit training is carried out by Recruit
Division Commanders (RDC). The RDC creed embodies the immense responsibility of these
recruit instructors and reads as follows: "These recruits are entrusted to my care. I will train
them to the best of my ability. I will develop them into smartly disciplined, physically fit,
trained sailors. I will instill in them, and demonstrate by my own example, the highest standard
of Honor, Courage, and Commitment" ("Bootcamp," 2013). Every week nearly 1,300 new
sailors are provided to the fleet and the sailor the fleet receives is a direct reflection of the
collective leadership and teamwork of nearly 270 Recruit Division Commanders.
To ensure that new recruits are met with exemplary navy performers, RTC filters all instructor
program applications through a rigorous screening process. This ensures applicants meet
physical, mental and moral qualifications before they are selected for a 13-week intense Recruit
Division Commander (RDC) course (Milpersman, 2004). After graduation, RDC's are assigned
to either the Atlantic or the Pacific Fleet divisions where they are responsible for managing a
myriad of daily activities for 88 recruits over an 8-week period.
Organization Structure
As depicted in the organizational chart for the Recruit Division Commander School
(Figure 1), NETC has designated the Commanding Officer at RTC as a Functional Commander,
responsible for planning, managing, and budgeting for training courses across broad functional
areas ("Task-based," 2009b). The Military Training Department Commander is the principal
advisor to the commanding officer. He or she is responsible for maintaining selected audit trail
documents, annually reviewing training materials in the form of a Formal Course review, making
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recommendations to Course Manager for changes, revisions, and maintaining training equipment
and facilities ("Task-based," 2009b). The Course Manger is a non-uniformed government
sponsored employee responsible for conducting and maintaining the RDC Instructor course. The
course manager initiates curriculum development and training materials modification, conducts
curriculum reviews and analysis of feedback, maintains course audit documentation, and
develops and approves changes. The Leading Chief Petty Officer (LCPO) is a uniformed
enlisted member (Senior Chief, E8) who informs the MTD head on matters pertaining to the
administration and operations of RDC School for staff and students. Additionally the LCPO
oversees the screening and selection of prospective RDC candidates and RDC School Instructor
candidates, forwards recommendations to MTD for approval. Each course phase has their own
enlisted curriculum manager (Chief, E7) who report directly to the course manager during
curriculum reviews and feedback. Phase managers also serve as lead instructors and responsible
for the professional development of two junior level instructors, resulting in each RDC class has
a minimum of three qualified instructors.
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Figure 1 Recruit Division Commander School Organization
Training Delivered
"RDC School is a 13-week long, physically challenging, intensive hands-on training
course that prepares prospective RDCs with the skills, perspective, and physical readiness to be a
Recruit Division Commander. Upon reporting to RDC School, students are assigned a qualified
RDC mentor and split into RDC School classes of up to 50 students" ("Bootcamp," 2013).
Training for RDC students includes the following phases:
Indoctrination (1 week), covers command information to include Navy Rights and
Responsibilities, CPR qualification/ re-qualification, command Policies and Procedures, and
other information for staff members at RTC.
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Drill Phase (1 weeks), includes instruction on marching, formations, manual of the cutlass
(sword) and manual of the guidon (flag). This phase also teaches recruits graduation ceremony
procedures.
Star Phase (2 weeks) students learn compartment readiness, proper stenciling, folding, and
stowing of all uniform articles issued to recruits.
Administration Phase (1 week) focuses on the proper recording and updating of recruit
divisional records to include medical, dental, and performance related results.
Leadership Phase (1 week) is the final classroom training that introduces and defines the
different types of leadership styles required of an RDC. This is achieved mainly through role-
playing and situational scenarios.
Shadowing Phase (7 weeks) are considered a critical part of the RDC's training, shadowing
qualified RDC's allows students on-the-job training to enhance knowledge transfer and build
confidence. This runs concurrently with facilitated lessons and begins after the completion of
the leadership phase.
Physical Fitness not considered a phase, but aimed at teaching proper exercise techniques while
increasing an ability and stamina to perform physical exercises correctly. PT sessions occur
three times a week, precede all other training events and take approximately 90 minutes, to cover
stretching, military movements and anaerobic/aerobic conditioning.
Personnel Inspections not considered a phase, but weekly personnel inspections cover proper
wear of the uniform, basic military knowledge questions, hand salute and formation movements.
The following table provides a breakdown by module and delivery style covered in each phase:
Training Phase Subject Training Type
Indoctrination Navy Rights and Responsibilities Lecture
CPR and First Aid Lecture & Demonstration
Command Basics Lecture
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Financial Responsibility Lecture
EEO/Sexual Harassment Lecture
Administration Phase Recruit Division Records Lecture & Activity
Recruit Dental Records Lecture & Activity
Recruit Medical Procedures Lecture and Field Training
Recruit Mail Handling Procedures Lecture and Field Training
Recruit Mustering Procedures Lecture & Activity
Recruit Compartment Log Procedures Lecture & Activity
Recruit Handwriting Requirements Lecture & Activity
Recruit Legal Procedures Lecture
Navy Exchange Procedures Lecture
Recruit Phone Calls Lecture
Drill Phase Recruit Height Line Procedures Lecture & field Training
Marching Rules of the Road Lecture
Road Guard placement Lecture
Manual of the Guidon Training Lecture & Field Training
Manual of the Cutlass Training Lecture & Field Training
Graduation Requirements Lecture & Field Training
Star Phase Compartment Readiness Lecture, Demonstration,
Activity
Uniform Stenciling, Folding and
Stowing
Lecture, Demonstration,
Activity
Leadership Phase Leadership Styles Lecture, Role Play
Shadow Phase On the Job Training Field Training

Table 1 Recruit Division Commander Training Instructor Guide for course: A-950-0001 Revision A, July 2009

There are currently no formal training requirements for RDC instructors. However, prospective
instructors are assigned to an RDC instructor mentor that they must shadow through the first
three phases before they can begin to teach under instruction in the various phases.
GAPS IN RECRUIT DIVISION COMMANDER TRAINING PROCESS
Current Approach
According to the Catalog of Navy Training Courses (CANTRAC), NAVEDTRA 10500,
there are 13 Recruit Division Commander courses offered each year. The course is delivered
using a face-to-face format and each class consists of a cohort of approximately 50 students. A
three-instructor team leads each cohort. The current RDC course was develop using a Task
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Based Curriculum Development method (NAVEDTRA 130B). Similar to the ADDIE ISD
model, the Navy's Task Based Curriculum development model (Table 2.) is divided into six
interrelated phases - Plan, Analyze, Design, Develop, Implement and Evaluate, or PADDIE.
According to NAVEDTRA 130 B, Volume I, "task based method was designed for developing
training programs that teach performance of a job" ("Task-based," 2009a). Per NAVEDTRA
130B (p. 2) the addition of the PLAN PHASE identifies resource requirements and the sequence
of events in the development process. The remaining phases fall in line with the ADDIE process
model.
"The ANALYZE PHASE provides the job tasks, task sequence, level of performance, and the
skills and knowledge, which must be taught. The DESIGN PHASE produces the course learning
objectives and instructional sequence. The DEVELOP PHASE produces the instructional
materials for the instructor and the trainee. The IMPLEMENT PHASE begins when NETC has
approved the course for use, and the Functional Commander authorizes the course to be taught.
Finally, the EVALUATE PHASE consists of the evaluation and revision of the training materials
based on an assessment of the training materials and the performance of the graduates in the
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Fleet"("Task-based,"2009a).

Figure 2 Current ISD Model (Task Based Curriculum Development Model)
Weaknesses in Current Approach
While the current ISD approach toward curriculum development should provide a firm
foundation for evaluation, feedback and timely revisions, the RDC course has not had a formal
course review in over three years. In the past 36 months, the Navy has seen significant changes
to uniform policy to include the addition of the Navy's new working uniform, the removal of
several other uniform items from a sailor's sea-bag. There have also been numerous local
changes to standardize the recruit access to new technology and to adapt to new facilities and
traffic patterns caused by a major recapitalization project currently underway at RTC.
Course revisions reflect mostly pen and ink change to the master training plan and have not
always transferred to individual instructor guides. These informal revisions have led many RDC
instructors to teach the RDC course using emails and memos from provided by the course
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manager and phase instructors. Instructors are expected to keep up with the changes and pass
this information to their students without the benefit of training, or current instructor guide or
trainee guides. Still, not much has changed regarding the expectations of students in the RDC
course; they are still expected to transfer the information to the workplace regardless of the
training process in place. However, a recent uptick in RDC infractions has been noted during
recruits' uniform inspections, military drill and physical fitness training events are indicative of
an ineffective feedback and evaluation processes and growing performance problems.
Lack of Current Needs Analysis
Internal and external policy changes warrant an updated needs analysis to determine if
the recent rise in RDC infractions is related to deficiencies in information (data), knowledge
(training), resources, motives or incentives (Gilbert, 1978).
Incompatibility of Instructional Setting
According to the Recruit Division Commander Training Instructor Guide for course, A-
950-0001, Revision A (Table 1.) most phases have ample discussion, demonstration, actives and
field practice in place. However, the most common infractions occurring at this time are those
that involve military drill, physical fitness and personal inspection skills of RDCs. PT and
personal inspections are not currently included in the Recruit Division Commander Training
Instructor Guide for course.
Resources
Falling in line with incompatibility of the instructional setting is the time that is lost
during the RDC training course due to unwritten' requirements for RDC students to attend a
variety of command-sponsored events, unrelated to the training program. These interruptions
often result in longer training days for the students or worse result in reductions in lesson content
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and time spent practicing critical training phases. Military drill has been impacted the most as
most of the lesson is learned through demonstration and practice.
Lack of Formative and Summative Evaluations
The current model guidance suggests that evaluation and revision of the training
materials be based on the assessment of the training materials and the performance of the
graduates in the Fleet. Based on the current state of events in this program, there is an apparent
deviation from the formative and summative evaluation process.
PROPOSED ISD MODEL

Overview of Model
Based on the weaknesses detailed in the previous section a new ISD model is proposed
for the Recruit Division Commander Training course that will integrate the current systematic
task-based PADDIE model with the strengths of Kemp's systemic continuous
implementation/evaluation model (Figure 3). Additionally, the new model will use Kirkpatrick's
training evaluation model to develop effective evaluation instruments to measure the training
programs effectiveness at the individual and organizational levels.
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Figure 3 Proposed ISD Model

ELABORATION OF MODEL

Needs Analysis
Throughout the lifecycle of a training program, there are various ways to identify the
need to revise the course of instruction. Internal and external operational requirements and
changes to RTCs infrastructure have created new training demands. However, waiting to revise
course content based on operational requirements is not proactive enough to maintain the
effectiveness or efficiency of a training program. Therefore, conducting a needs assessment is a
necessary first step in the proposed ISD model. The aim of the needs analysis is to determine if
RDCs are performing to the objectives and standards presented during their period of instruction.
The needs analysis will compare the real' to the ideal' or what is happening to what should be
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Figure 4 Kirkpatrick Model
happening once RDC's have completed their training. This will in turn lead to determining the
actual performance problem and if it is worth solving, if it can be fixed quickly, and how it
affects RDCs. To begin the process of closing the performance gap requires a plan that
determines objectives, audience, sample procedures, data collection methods, instruments, data
analysis, and assessing feasibility of the plan (Rothwell & Kazanas, p.65, 2008).
Analysis, Design, Develop, Implement and Evaluate
Much of the original job-task development model is kept intact, as it provides an
excellent framework from which to develop or revise training content based on performance
requirements. The model presents a dynamic and sequential (although not necessarily fixed)
method for curriculum development. Refer to NAVEDTRA 130B, Volume I and figure 3 above
for the following ADDIE model description. The analysis phase determines what is to be taught
in the new or revised course. The Course Training Task L (CTTL) provides a list of the duties,
tasks, and/or skills that pertain to personal inspections and physical fitness training. In the
design phase, the CTTL will be used to write and sequence actual learning objectives (LO) for a
new and revised course content. The resulting curriculum outline
of instruction is a compilation of the written objectives. In the
develop phase, curriculum materials (lesson plan, trainee guide,
test/admin materials, evaluation instruments, and course pilot) are
developed to support the learning objectives listed in the curriculum outline of instruction.
Evaluation instruments will be designed using Kirkpatrick's Evaluation model (Figure 4). In the
new ISD model, evaluations will be performed at each level:
Level 1 to evaluate RDCs reaction to the learning process (do they like it? Are they
motivated?)
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Level 2 to inform MTD on what new knowledge and skills the course provided to
RDCs
Level 3 to evaluate how well RDCs can perform new skills on the job
Level 4 delivers the tangible results of the learning process in terms of cost, quality and
efficiency of the training process.

Additionally, the new ISD model, the design phase will adopt a more comprehensive "seven-
step development plan to develop/revise lesson plans and topics" ("Job task," 2009b):
Review the learning objectives.
Review the technical documentation.
Organize the individual Lesson Topics
Choose or develop Visual Information (VI) aids and Instructional Media Material
(IMM)
Prepare initial Lesson Topics/lesson plan
Conduct Pilot
Finalize Lesson Topics/lesson plan

Formative/Summative Evaluation/Program Management
The new model proposes Kemp's systemic continuous implementation/evaluation model
as depicted in Figure 3. Kemp's model suggests a "continuous cycle that requires constant
planning, design, development and assessment to ensure effective instruction" ("Instructional
design models," 2012). The circular shape shows that the model provides a needed systemic and
nonlinear approach to balance the systematic approach used to design and develop the lesson
content. Following Kemps nine essential elements serve to strengthen the current ISD model by
(Morrison, Ross & Kemp, 2004):
1. Identify instructional problems, and specify goals for designing an instructional program
2. Examine learner characteristics that should receive attention during planning
3. Identify subject content, and analyze task components related to stated goals and
purposes
4. State instructional objectives for the learner
5. Sequence content within each instructional unit for logical learning
6. Design instructional strategies so that each learner can master the objectives
7. Plan the instructional message and delivery
8. Develop evaluation instruments to assess objectives
9. Select resources to support instruction and learning activities
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Lastly, incorporating Kemp's modes into this new model ensures that formative evaluations are
conducted during the analysis, design, develop and implement phases and requires summative
evaluations pulled from the implementation phase.
Implications of New Model

Staff Requirements

A significant challenge to the MTD department is the regular rotation and transfer of the
military course managers and instructors. The majority of the staff are enlisted members who
will rotate back into regular RDC duties and eventually transfer from RTC to their assignment.
Maintaining the skills necessary to conduct needs analysis and manage courses is very difficult.
Therefore, it is recommended that the Commanding Officer establish a training staff of qualified
civilian employees. This will ensure a consistent level of proficiency, responsibility and
accountability. With already one course manager onboard, MTD should consider bringing on
board at least two more employees that are full-time to assist in managing the current course
phases.
Revised Instructional Design Plan
Using the new ISD model to review and revise the RDC course should not require major
changes to the overall training program. Currently, the time is allotted for inspections, PT and
drill phases, what is missing are the course documents to support these training activities. In
order to standardize the training and evaluate the effectiveness of the training, the ISD model is
used to support the design and development of formal training documents. The number of RDC
instructors is sufficient to deliver the new instruction. The participants in the piloting of new
instructional material should be the current instructor staff.
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Validation of New Model
Validation of the new model can be achieved using various summative evaluations. Key
components to RDC effectiveness on found in Fleet Quality Assurance reports. Additionally a
reduction in RDC infractions and increases in recruit division scores are indicative of closing
performance gaps identified during the needs analysis. Using the Kirkpatrick evaluation model,
particularly level 3 and 4, will identify how performance is better on the job and how it has
impacted the RTC overall.
Conclusion
The revised ISD model provides both systematic and systemic processes that are
necessary to manage courses that experience frequent internal and external changes to
requirements. The current job-task model provides a sequential and systematic way of
analyzing, designing, developing and implementing the changes while the addition of continuous
evaluation and revision imparts a holistic and systemic approach to the learning process.
Target Audience
The target audience includes of the proposed ISD model involves the entirety of the
training department, the RDC students under instruction as well as the recruits who will receive
training from the trained RDCs. Identifying gaps in performance can be linked to process
inefficiencies as well as lesson planning and development. Gaps in performance by RDC's can
result in performance deficiencies in the recruits that they train and develop. The new IS models
ensuring timely and valid changes to course content serves to standardize performance for all
instructors and ensures consistent delivery of material.
Obstacles to Implementation
There are a few primary obstacles to implementation that must be considered. The first is
the cost involved in providing a dedicated civilian staff. Complicating this matter is the
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difficulty in providing a substantial and clear ROI because of the rather subjective nature of
determining performance measures in a training environment. A second obstacle to consider is
the time it takes to conduct such a comprehensive and ongoing training analysis. While the
primary role of the MTD staff is course management and delivery, these individuals are often
tasked with collateral duties that pull them away from their training duties. Lastly, regardless of
the time and talent that might be directed to continuous course evaluation, revision and
implementation, the current learning culture does not support uninterrupted training and,
therefore, cannot guarantee the learning outcome for the RDC students. As discussed earlier,
training is often interrupted so that students can attend command functions that are not part of the
learning process. Those in a training environment should not have to attend non-training
functions.
Summary
Given the current conditions of the Recruit Division Commander course of instruction,
the new ISD model provides necessary steps to address their deteriorated evaluation and
implementation processes. The job-task curriculum development model, Kemp's ISD model,
and Kirkpatrick's thorough evaluation model will allow for quicker identification of instructional
problems and a more efficient means to plan, analyze, design and deliver instructional material.
Ultimately, the continuous evaluation and course revisions will result in closing the gap and
increased classroom and on-the-job performance of all Recruit Division Commanders.




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References

Instructional design models. (2012). Retrieved from
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4rd ed.).
New York: John Wiley & Sons, Inc.
Naval Personnel (NAVPERS) Command. (2004). Milpersman 1306-954; Recruit division
commander (rdc) duty. Retrieved from website: http://www.public.navy.mil/bupers-
npc/reference/milpersman/1000/1300Assignment/Documents/1306-954.pdf
Quinn, D. United States Navy, Naval Education and Training Command. (2013). Naval
education and training command strategic plan 2013-2023. Retrieved from website:
http://www.netc.navy.mil/_documents/NETC Strategic Plan 2013_2023.pdf
Recruit training command.(2013). Retrieved from
http://www.bootcamp.navy.mil/staff/rdc_school.asp
Rothwell, W. J., & Kazanas, H. C. (2008). Mastering the instructional design process. (4th ed.).
San Francisco, CA: Pfeiffer.
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U.S. Department of the Navy, Naval Education and Training Command. (2009a). Task based
curriculum development manual volume I developers guide (NAVEDTRA M-130B).
Pensacola, FL:
U.S. Department of the Navy, Naval Education and Training Command. (2009c). Task based
curriculum development manual volume III managers guide (NAVEDTRA M-130B).
Pensacola, FL: