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 GS-1750
- CP-32 employees in GS-1750 Instructional Systems positions perform professional work in training. Many of them serve as instructors, supervisors, administrators, and managers in academic and technical-vocational programs. Others provide professional educational principles and theory in the analysis, design, development, implementation, and evaluation of training programs and products.
- Employees classified in the GS-1750 series must have completed a full 4-year course of study leading to a bachelor's degree or higher, which included, or is supplemented by, at least 24 semester hours appropriate to the work of the position to be filled. The course work must have included study in at least four of the following five areas:
- Learning theory, psychology of learning, educational psychology: Study of learning theories as they relate to the systematic design, development, and validation of instructional material.
- Instructional design practices: Study of the principles and techniques used in designing training programs, developing design strategy and models, and applying design methods to the improvement of instructional effectiveness.
- Educational evaluation: Study of the techniques for evaluating the effectiveness of instructional/educational programs, including developing written and performance tests and survey instruments, and determining reliability and validity of evaluation instruments.
- Instructional product development: Study of the techniques appropriate for developing training materials, including identifying learner characteristics, specifying objectives, applying training strategy, validating training materials, and evaluating training.
- Computers in education and training: Study of the application of computers in education and training, including selecting appropriate computer software.
- In addition to mandatory studies above, below is the list of qualifying 3-credit hour courses that can be used to fulfill the remaining 24 semester hour requirement.
- Introduction to Distance Learning: Serves as an introduction to distance learning terminology, theory, characteristics of learners, history, philosophy, issues relating to interaction, in open and distance education, organizational and government interventions.
- Introduction to Instructional Systems: Overview of systems theory applied to instructional systems development including principles and procedures for developing total instructional systems.
- Introduction to Systematic Instructional Design:Introductory course in the systematic design of instruction. The course activities include a series of assignments focused on the acquisition of practical experience in developing and evaluating instructional materials.
- Theories of Learning and Congnition in Instruction: Introduction to and application of contemporary theories, models, and principles of learning, instruction, and motivation.
- Managing Instructional Development: Introduction to procedures for managing instructional development projects and organizations. This includes project and organizational design and development, staff development, and leadership principles.
- Development of Computer Courseware Procedures for the systematic design and production of computer-based instruction. Includes practice in computer-based course development.
- Instructional Materials Development: Deals with the process of instructional design and development. Students are introduced to and the asked to apply instructional design principles derived from information processing theory of cognition. Special consideration is given to the nature of the learner, the nature of the learning task, and the nature of the learning environment.
- Design and Production of network Multimedia: An introduction to the selection, management and production of computer related information techniques applied to library and information settings.
- Managing Networking and Telecommunication: A foundation course concerned with networking and telecommunications, as a means of providing information services to users. From LAN's to the information Superhighway, it includes an introduction to voice, data, and video telecommunications concepts and management of such systems.
- The Adult Learner: An examination of the research findings from the applied behavior sciences that affect adult learning throughout the life span. Emphasis is placed on the intellectual functioning and differential changes with age; the importance of self-image on the psychology to successful adult learning activities; relevant learning theories and principles that affect adult learning, motivation, adult attitudes and participation patterns will be explored.
- Learning Strategies for Adults: Covers a variety of learning strategies and models for adults, including experimental learning, application of learning technologies and approaches to instructional design.
- Research Methods in Education: Designed to provide an introductory understanding of educational research and evaluation studies. It emphasizes fundamental concepts, procedures and processes appropriate for use in basic, applied and developmental research. Course includes developing skills in critical analysis of research studies and analyzes the assumptions, uses and limitations of different research designs. It explores methodological and ethical issues of educational research. Students either design or conduct a study in their area of educational specialization.
- Educational Research Design: An examination of research designs and concepts commonly utilized in conducting research in applied educational settings. Fundamental principles of research are extended to cover such topics as quasi-experimental, multivariate and qualitative research design.
- Applied Statistics Methods in Education: Techniques for describing and summarizing data for educational research studies. Applications of the standard normal distribution and the use and interpretation of standard scores. Inferential statistics for one and two population studies including means, proportions and correlations.
- Adult Learning Theory and Research: Research and theory in adult learning, including social and psychological aspects of adult learning, participation and motivation, self-directed learning, transformative learning and recent theoretical perspectives.
- Curriculum Design in Science: Provides opportunity to learn and apply the principles of curriculum design, implementation and evaluation in science. The course emphasizes analysis of implemented science curricula in terms of philosophical and psychological models, the roles of teachers and students and external forces.
- Computer-Based Instructional Technology: Major emphasis will be given to historical and social context, computer systems, computer software, operation skills and curriculum adaptation. Instructional processes, delivery system and the use of technology and instructional design will be investigated current research in systems use as related to teaching and learning theories will be explored.
- Curriculum Integration of Technology: Major emphasis will be given to evaluation of software and applications, instructional design, audio/visual production and curriculum design and integration using technologies as a basis for instruction. Current research in course design and current systems use as related to cognitive teaching and learning theories will be explored.
- Educational Leadership: Designed to teach students how to plan, organize and conduct research in educational leadership. Conduct staff development based on assessment needs; develop motivational communications and human relations skill; develop leadership skills through the study of practice of effective behavior, plan decision making, probe analysis and management skills within a diverse school setting.
- The Instructional Systems Specialist (ISS) is responsible for the engineering of efficient and effective education and training programs to include, but is not limited to, ensuring that products and programs are educationally sound and adhere to the proven principles of education and training, e.g., adult learning principles. They coordinate with the combat and doctrine developers to ensure continuity and cohesiveness.
- The ISS possesses the expertise needed to lead and manage the education and training production effort which includes, but is not limited to the following:
- Ensuring the instructional product provides for efficient and effective learning by applying the SAT process.
- Providing education/training development expertise and leadership to improve systemic functioning of the Army's TD process.
- Designing learning based on sound adult learning principles and application of appropriate learning principles.
- Keeping all people involved in the development effort informed of progress, problems encountered, developments, changes, and constraints.
- Establishing and maintaining current production plans (e.g., TD Project Management and Proponent TD Development Plans).
- Providing supervision, guidance, and training to the content SMEs and other TD team members concerning how they are to perform their development/production responsibilities.
- Providing information on the latest improvements in producing, distributing, and/or presenting education/training.
- Providing quality control/assurance of the education and training process and products produced.
- Identifying and ensuring the availability of resources required to accomplish education and training production.
- Ensuring the TD resources are efficiently and effectively applied to the education/training production.
- Counseling subordinate training developers on their performance.
- Preparing and managing training product production budgets.
- The following functions apply to the GS-1750:
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- Training Development Management
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- Evaluation/Quality Assurance
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- Education/Training Quality Assurance Management
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