Tailored Training in Vehicle Maintenance Courses

摘要

A central tenet within the Army Learning Concept 2015 (ALC 2015) and Army Learning Model (ALM) is the need to transition to learner-centric methods and processes that develop critical competencies through rigorous, tailored, outcome-oriented learning experiences. Previous research conducted by the U.S. Army Research Institute (ARI) Ft. Benning Research Unit showed that tailored training in the Army is most likely to occur in technical, functional courses where graduates must be proficient in clearly defined skills, based on specified performance standards, upon graduation. However, there has been little research focused on identifying the actual different tailored training strategies employed in divided small group training based on interpersonal interactions or how the nature and frequency of these interactions affect subsequent student learning or task performance. This effort addresses gaps identified in previous research conducted on tailored training approaches and examines specific training issues raised by the 3-81st AR BN at Ft. Benning, GA. The first objective of the research was to identify potential predictors of performance at different stages of training in the 91A and 91M AIT courses that will enable instructors to better identify strong and weak Soldiers. The second objective was to examine small group processes in both courses to identify the nature and extent of tailored training, peer-to-peer interaction, and how tailoring varies with group composition. The final objective was to examine the effectiveness and other impacts of the Blended Rotation Interactive Technology Environment (BRITE) technologies employed in training (91M course only) on training outcomes.