How does a military training organization improve intellectual habits of mind as well as the quality and rigor of its instruction without, first, encouraging a widespread fundamental understanding and leveraging of intentional instructional design practices by experienced instructional design professionals? In May 2020, a study, highlighting the perceptions and practices of Instructional Designers within United States Army training organizations, published findings that indicated Instructional Systems Specialists (ISSs) are not routinely performing ADDIE related competencies. Trends were based on Instructional Designer (ID) competencies established by the International Board of Standards for Teaching, Performance, and Instruction (IBSTPI). A descriptive case study research design was used to collect and analyze the data. Seventeen ISSs were interviewed. Member checking and expert ISS reviews were used to validate the trends. Of the 22 established ID IBSTPI competencies, only three (3) were identified as fully practiced by most ISSs interviewed: Communication in all forms, Professional Development, and Relationship Building. This research will expand to include a survey focused on identifying both IBSTPI competencies and position description duties that are performed and to what frequency across multiple military training environments.
Human Performance Analysis and Engineering
Army Training and Talent Management: Finding Developmental Leverage in the Rediscovery of the Instructional Systems Specialist
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