Major Steckelson at the National Training Center

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Major Steckelson at the National Training Center

• Evyn Temperton Madison Edgar
• Ashley Alcorn Tim Langham
• Bushra Barkat Shariq Memon

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Summary

• Chapter 4- Learning Theories Program Design
• Army Overview
• 3rd ACR Overview
• National Training Center (NTC) overview
• Training Chronology
• AAR
• Discussion of Case Issues

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Learning Theories

• Reinforcement Theory
• Social Learning Theory
• Goal Theories
• Need Theories
• Expectancy Theory
• Adult Learning Theory
• Information Processing Theory

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Reinforcement Theory

• The process of shaping a behavior by controlling
  the consequences of the behavior.
• Positive and Negative Reinforcement
• Trainers responsibility to focus on outcomes
  learners view as positive or negative
• Behavior Modification
• http//www.youtube.com/watch?vznAzMkn5Ey0feature
  related

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Social Learning Theory

• Learning through observation of others deemed
  credible
• Influences on Learning
• Self Efficacy
• Verbal Persuasion
• Logical Verification
• Modeling
• Past Accomplishments

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Social Learning Theory
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Goal Theories

• Goal Setting
• Assumption that behavior results from a persons
  conscious goals and intentions.
• Specific, challenging goals produce better
  results than vague, unchallenging goals

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Goal Theories

• Goal Orientation
• Learning orientation
• Increases ability or competence in a task
• Performance orientation
• Task performance and how to compare to others
• Trainers should focus on deemphasizing
  competition among trainees

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Need Theories

• Identification of needs and communicating value
  of meeting the needs
• Maslow and Alderfer
• Focused on physiological, relatedness and growth
• McClelland
• Focus on achievement, affiliation, and power
• (Trainers focus should be on recognizing needs)

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Expectancy Theory

• Three factors
• Expectancy
• Instrumentality
• Valence

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Adult Learning Theory

• Malcolm Knowles and Andragogy
• Why they are learning
• Self-directed
• Work-related experiences into learning
• Problem-centered approach to learning
• Motivated by extrinsic and intrinsic motivators

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Information Processing Theory

• Focus on internal processes

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The Learning Processes
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Expectancy
Informing the learner of the lesson objective
Demonstrate the expected performance Indicate the
kind of verbal question to be answered
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Perception
Presenting stimuli with distinctive features
Emphasize the features of the subject to be
perceived Use formatting and figures in text to
emphasize features
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Working Storage
Limiting the amount to be learned
Chunk lengthier material Provide a visual aid of
material to be learned Provide practice and over
learning
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Semantic Encoding
Providing learning guidance
Provide verbal cues to proper combing
sequence Provide verbal links to larger
meaningful context Use diagrams and models to
show relationships
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Long term storage
Elaborating the amount to be learned
Vary the context and setting presentation and
recall of material Relate newly learned material
to previously learned information Provide a
variety of contexts and situations during
practice
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Retrieval
Providing cues that are used in recall
Suggest cues that elicit the recall of
material Use familiar sounds or rhymes as cues
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Generalizing
Enhancing retention and learning transfer
Design the learning situation to share elements
with the situation of use Provide verbal links to
additional complexes of information
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Gratifying
Provide feedback about performance correctness
Provide feed back on degree of accuracy and
timing of performance Confirm whether original
expectancies were met
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Learning Style Type
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Divergent
Assimilator
Converger
Accommodator
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Divergent
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Assimilator
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Converger
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Accommodator
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What's your learning Style?

• Little survey to find out about your style!!!!!

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Implications of the learning process for
instruction

• Employees need to know why they should learn
• Employees need meaningful training content
• Employees need opportunity to practice
• Employees need to commit training content to
  memory
• Employees need feedback
• Employees need the training program to be
  properly coordinated and arranged

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Considerations in designing effective training
programs.
Selecting and preparing the training site
Comfortable and accessible, Quiet, private, and
free, Sufficient space, e.g. Class room type, fan
type, horse shoe, and conference type
Selecting Trainers
Inside or outside
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The Detailed Lesson Plan

• It translates the content and sequence of
  training activities into a guide that is used by
  the trainer to help deliver the training.

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Features
Learning objective or outcome
What is the lesson designed to accomplish?
Target Audience
Characteristics of audience
Prerequisites Trainees and instructors
Qualifications
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Time
How much time is devoted in each part of the
section?
Lesson Outline
What topics will be covered?
Activity
Trainee's and instructors role
Support Material
Extra material or equipment
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Physical Environment
Size and arrangement
Preparation
Trainees homework Instructor preparation
Lesson Topic
Topics covered
Evaluation
How learning will be evaluated
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Transfer and Retention
To ensure that training content is used on the
job
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Sample of Detailed Lesson Plan
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Army Overview

• The Department of Defense (DOD) controls the 4
  services of the US military
• Army, Navy, Air Force, and Marines
• The US Army focuses on defense and peace-keeping
  in land-based conflicts
• The Army is one of the largest organizations in
  the world with over 1.7 million employees

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3rd Armored Cavalry Regiment (ACR) Overview

• Organized by Congress in 1846
• Earned its motto Brave Rifles during the
  Mexican War of 1847
• Has earned a reputation for seeking and
  succeeding in difficult missions
• Continued relevance and existence of the ACR
  remains in doubt

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• Located in the Mojave Desert in Fort Irwin, CA
• Army training camp where they engage in
  realistic combat simulations
• Each month approx 5,000 soldiers travel to NTC to
  fight the opposing force (OPFOR) and are
  monitored by observer-controller (OC) teams

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NTC History

• Mojave Anti-Aircraft Range built 1940
• In use 1940-1942, 1951-1972, 1980-Present
• 1942- Renamed Camp Irwin
• 1961- Renamed Fort Irwin
• January, 1971 post deactivated

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NTC History

• August 9, 1979- selected as sight for NTC
• Oct 16, 1980- NTC officially activated
• July 1, 1981- Fort Irwin returned to active
  status
• Today continues to serve as Armys premier
  training center

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National Training Center

• Two week period split between force-on-force
  and live-fire training
• Multiple Integrated laser engagement system
  (MILES) transmitters and detection belts are used
• NTC staff includes 700 OCs, senior NCOs, and
  other officers chosen for excellence in skills

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Armys Goals for NTC

• Produce bold, innovative leaders through
  stressful tactical exercises
• Embed current doctrine throughout the Army
• Provide feedback for commanders in assessing unit
  training deficiencies
• Provide a data source for lessons learned and
  trends to distribute Army-wide

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3rd Squadron, 3rd ACR- Thunder Squadron

• TRADOC (Training and Doctrine Command)- General
  Tom Hack
• Squadron Commander- Lieutenant Colonel Tom Hanson
• Squadron Training Officer (S3)- Major Jim Straight

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Thunder Squadron contd

• Troop Commanders- Three (I,K,L) and one tank
  company commander (M)
• L Troop Commander- Captain Flip Finnegan
• Observer Controller- Major James Steckelson
• Engineer Platoon Leader- Second Lieutenant Hank
  Smith

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3rd Squadrons Training Chronology

• 0600-0700 - December 2 Squadron Receives Mission
  from Regiment
• 0715-0730 December 2 Sr Leader Oversight
• 0900-1000 December 2 Squadron Issues Mission
  to Subordinate Units
• 1000-1800 December 2 L Troop Battle
  Preparations
• 1800-2000 December 2 Inspections Rehearsals

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Training Chronology contd

• 0100 December 3 Last Minute Change
• 0100-0130 December 3 A New Plan
• 0130-0200 December 3 The Volcano Arrives
• 0245 December 3 First Fratricide Incident
• 0255 December 3 Second Incident
• 0330 December 3 Third Incident
• 0400-0800 Battle and ENDEX

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After Action Review (AAR)

• Structured conversation about a recent event that
  enables members to learn from their mistakes and
  their successes
• Core of the Armys organizational learning
  framework and primary tool for continuous
  improvement
• Origins date back to January 1982

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AAR Process

• Goal is to answer four questions
• What did we set out to do?
• What happened?
• Why did it happen?
• What are we going to do about it?

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The AAR

• House Rules
• Participate
• Take Notes
• No thin skins
• Determine
• What happened
• Why it happened
• How to fix it
• Who will fix it
• Take ownership and improve

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Recommended Sequence for AAR

• I. Introduction and Rules
• II. Review of objectives and intent
• Training objectives
• Commanders Mission/Intent
• OPFOR commanders mission/intent
• Relevant doctrine, tactics, techniques, and
  procedures
• III. Summary of Recent Events

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Sequence for AAR contd

• IV. Discussion of key issues
• Chronological order of events
• Battlefield operating systems (BOS)
• Key events/themes/issues
• Discussion of optional issues
• Soldier/leader skills
• Tasks to sustain/improve
• Statistics
• Others
• VI. Discussion of force protection (safety)
• VII. Closing comments (summary)

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CALL (Center for Army Lessons Learned)

• Takes relevant lessons from AAR and spreads to
  Army as a whole
• Comprised of approx 70 personnel in Fort
  Leavenworth, Kansas
• Top-down and bottom-up learning
• Formally est. in 1985
• Set up an online knowledge database

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The AAR in Action

• Haiti
• Missions to clear weapons caches from towns
• German Shepherds
• Female Lieutenant put in charge
• Afghanistan
• Better job of educating journalists
• Embedding journalists within Army units

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Skit

• Reenactment of AAR Proceedings

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Stecklesons Questions

• Why did LTC Hanson order the Volcano at the 11th
  hour?
• Why didnt CPT Finnegan install the fratricide
  fence?
• Why didnt MAJ Straight communicate the location
  of the new minefield?
• Why didnt 2LT Smith tell his engineering team to
  wait?

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The AAR

• MAJ Straight acknowledges hes not giving enough
  guidance to CPT Finnegan
• Why is LTC Hanson still quiet?
• Steckleson is pleased when mistakes are beginning
  to be acknowledged
• Steckleson knows he must move the meeting back in
  the right direction

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2LT Hank Smith

• Smith knows his colleagues are disappointed
• Should have run through the Volcano training one
  more time
• Smith is hard on himself
• But is able to speak up and acknowledge his
  mistakes

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CPT Flip Finnegan

• Frustrated and slightly humiliated
• Felt fratricides were not his fault though
• L Troop had much success in the past 2 years
• Finnegan needs a good score on his Officer
  Evaluation Report
• He is torn on how to address his actions and
  their consequences

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LTC Hanson

• Hanson planned to stay out of AAR
• Expectations were not met
• Also frustrated and embarrassed
• Critical of CPT Finnegan not admitting to his
  mistakes
• Pleased with 2LT Smith
• Acknowledges importance of AAR Process

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Discussion

• What learning theories were demonstrated in the
  case?
• How were the attitudes of 2LT Smith and CPT
  Finnegan different?
• Why was Major Steckleson disappointed in the
  results of this AAR?
• What is the purpose of the NTC? Why is it
  important to the US Army?