The research aimed to identify different ways Army course instructors adapt or tailor their training to meet student needs. Interviews with 81 instructors from 51 courses across four installations were conducted. No single template existed regarding how instructors tailored, and some typical modes of tailoring were not described. Instructors provided details of how their courses were conducted as well as impediments to tailoring training. Characteristics of the courses and the instructors that increased the likelihood of tailoring training were defined. Courses that have well-defined and enforced graduation requirements aimed at producing students with a high level of proficiency were the ones most likely to tailor training to student needs. Results imply that tailoring in Army courses, as a whole, is probably limited. The major factors related to tailored training, to include instructor expertise with relevant pedagogical skills and assessment techniques, are integrated in an overall model. Considerations regarding how to initiate tailoring in courses, and questions regarding tailored training in the Army that emerged from the research are presented. 15. SUBJECT TERMS training, tailored training, Army training, Army courses, institutional training, adaptive training, learner-centric, ALC 2015
, MO were interviewed to determine which course criterion exhibited large variation in officer performance. Based on those interviews, the criterion of defensive planning was chosen. Five types of predictors were constructed. The first type was predictive judgments of criterion performance. The second type was biodata items. The third and fourth types consisted of self-report items measuring training experiences in criterion-relevant activities and confidence in one's own ability to carry out criterionrelevant actions. The fifth type was a test of prior knowledge. Results showed that prior knowledge alone predicted criterion performance, but only for officers with no prior enlistment experience. In addition, the interrelationships among the variables differed markedly between officers with prior enlisted experience and officers without. These results underscore the need for empirically validating performance predictors in Army courses. We discussed in detail how these findings enable instructors to make informed decisions about tailoring training. ii iii
The Army Learning Model (ALM) emphasizes a learner-centric approach to education and training and application of digital technologies to address learners' points of need. The point of need concept is focused both on the accessibility of information to support the learning process as well as designing learning materials to address individual differences in learners' experiences, background knowledge, and job-specific requirements. In this research we focused on determining how to apply instructional design techniques and tailored training strategies to address different learners' needs in the context of interactive multimedia instruction (IMI). This was accomplished on the basis of an extensive review of existing Army IMI to determine the relevance of various instructional designs and tailored training strategies to address point of need. Starting with a sample of N = 427 IMI modules, we reduced the sample (N = 179 modules) by focusing only on IMI relevant to Combat Arms/Maneuver, Fires, and Effects and Squad/Team Leaders. Findings indicated that much of existing Army IMI was designed to be applicable to the largest possible audience rather than address individual learners' needs. Here, we recommend principles and strategies that may be incorporated into the design of IMI to better address individual learners' needs.
Tailoring training can improve effectiveness and efficiency. However, before informed decisions regarding tailoring Army institutional training can be made, instruments which predict performance must be available. To that end, instructors from the Infantry Advanced Leaders Course at Fort Benning, GA were interviewed to determine which course criteria exhibited large variation in student performance. Based on those interviews, two criteria were chosen: land navigation and troop leading procedures Four types of predictors were constructed for each criterion. The first type was predictive judgments of Soldier criterion performance. The second type was demographic items. The third type was self-report items concerning specific, criterion-relevant experiences. The fourth type was prior knowledge tests. For each criterion, prior knowledge alone significantly predicted performance. The different nature of the criteria has implications for both the construction of prior knowledge tests and how prior knowledge tests can be used to predict performance. Ways in which these results can be translated into user-friendly tools for course managers, instructors, and other relevant personnel are illustrated.
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