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The purpose of this study is to examine the feasibility and
usefulness of applying Duty Module methodology in the front-end
analysis of the Regular Course, U.S. Army Command and General Staff
College (CGSC). A Duty Module is a cluster of related job tasks
that tend to go together organizationally and occupationally in
meaningful ways. Duty Modules were designed for use by U.S.
Department of the Army, Deputy Chief of Staff for Personnel
planners in matching personnel with Officer Personnel Management
System (OPMS) job requirements. Duty Modules and their associated
data of task criticality, level and time of performance can assist
the curriculum designer in establishing a need for training and
allocating resources to support the curriculum. The study attempts
to correlate the application of Duty Module concepts at CGSC with
the U.S. Army Training and Doctrine Command (TRADOC) requirements
for systems engineering of the CGSC curriculum using the TRADOC
Instructional Systems Development (ISD) Model. A front-end analysis
model using Duty Modules and the ISD process is developed and
applied to structuring the CGSC curriculum. Comparisons of this
hypothetical curriculum and the current one are made to include
discussion of strengths and weaknesses of both. The study concludes
that the application of Duty Module concepts to the CGSC curriculum
is both feasible and useful. Their use would significantly increase
the ability to identify curriculum needs and define the CGSC
output, both critical elements in resource justification.
Additional curriculum improvements would result in more efficient
resource allocation, reduction of subject matter duplication, and
better use of student academic hours to support OPMS specialties;
however, Duty Modules do not identify all training needs for course
development and are in need of technical refinement.
Recommendations include further development of Duty Module
methodology with emphasis on the application to curriculum design
at CGSC.
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