Training Tactical-Level Planning Skills: An Investigation of Problem-Centered and Direct Instruction Approaches

Abstract

The purpose of the present research was to inform training developers of the instructional approaches that are most effective in achieving cognitive skill proficiency for problem-based, decision-making/analyzing tasks. Prototype training modules were developed and used in experiments to determine the effects of three different instructional approaches [inquiry-based learning (IBL), direct instruction (DI), and the Invention Framework (IF)] on student outcomes. However, due to the small sample sizes across the three experiments, the results of this research should be considered a pilot effort. Therefore, the contribution of the research is best reflected in the reporting of the instructional design and methodology of each approach as well as an indication of the advantages and disadvantages of using these approaches for US Army training. Further research is needed to determine the validity of the approaches for training a range of tasks under various training and transfer conditions. Future research should draw from the training presented here and develop additional exemplars of each approach that can be further demonstrated and evaluated. The software for the IF approach and full slide packets for the DI and IBL approaches are freely available by contacting the first author of this report at the above address. 15. SUBJECT TERMS problem-centered learning, inquiry based learning, invention framework, direct instruction, training, tactical-level planning, cognitive skill, junior officers SECURITY CLASSIFICATION OF 19. LIMITATION OF 20. NUMBER

Comparison of Direct Instruction and Problem Centered Instruction for Army Institutional Training

“…Recent research (e.g., Pleban, Graves et al, 2011;Pleban, Vaughn, Sidman, Semmens & Geyer, 2011;& Tucker, Semmens, Sidman, Geyer, & Vaughn, 2011;U.S. Army, 2011) provides some support for Clark's (2004) major conclusions, indicating that the effectiveness/utility of a specific training strategy (i.e., direct instruction versus problem centered) will depend on a number of factors such as learning objectives, time allotted for instruction, available resources, preparation of instructor, and level of experience of the learner.…”

“…Additionally, issues involving classroom organization such as fixed time length instructional periods in military classroom training environments (of shorter duration than might be optimal for PCI), skill levels of current instructors to serve as course facilitators versus lecturers, and the relatively high student/instructor ratio (40:1) in many military classrooms may limit the applicability of this particular approach. These practical limitations have led some researchers (Tucker et al, 2011;Pleban, Graves et al, 2011;Pleban, Vaughn et al, 2011) to examine the feasibility of implementing alternative PCI strategies in Army institutional classroom settings.…”

“…To date, contrasting cases/invention has been used to train ethical decision-making skills with United States Military Academy cadets (Pleban, Graves et al, 2011), and mission planning skills with second lieutenants attending the Infantry Basic Officer Leader Course (Tucker et al, 2011;Pleban, Vaughn et al, 2011) with mixed success. Tucker et al found this approach yielded the highest self-report of training effectiveness and was more engaging for students.…”