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The challenges faced by junior leaders in operational units in developing effective training programs. It discusses the 8-Step Training Model and the Junior Leader Training Development Tool (JLTDT) as potential solutions. The research focuses on understanding training development methods, resources, and evaluation processes in operational units.
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Junior Leader Train in Development
in Operationa Units
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<4. TITLE AND SUBll11.E Junior Leader Training Development in Operational Units
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ER Technical Report 1305
junior I ad r development, training development, 8-step training model , opera · nat un· • training job a· s
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Research Requirement:
Junior leaders in the US Army face complex o~rational environments that drive how units train in the years ahead. The daunting training challenges are compoundedbya fast-paced operational tempo and the sub equent pressures inheren in the Army force generation (ARFORGEN) cycles. Various government organizations have developed innovative training
of tafT Sergeant (E6) to Captain (03). Applicable train ng development products and computer- based technologies offer promising solutions. Techni training development products and resource include mi ion e entia! task li ts (METL), c Uective taskli ts, Combined Arms Training Strategy (CATS), and the Digital Training Management System (DTM ). While work has been done to mitigate the training development cha enges experiencedbyjunior leaders, there still exists a d velopm ntal need in the abilities ot;junior leader to develop training in today• operational tempo. Consequently, a prototype tool that instructs junior I der in the processesoftraining development for individual and collective training ta , and provides training de elopmentjob aid to assist in developing e rive training product. The goalofthis research project was to develop a detailed understandin oftraining development in operational units at the Brigade Combat Team (BCT) level.
Procedure:
A front end analysis was performed that included a literature review for training development in operational unit and a seriesofintervi and focus group with 29 ubject matter experts (SME) from both operational U.S. Army orces Command (FORSCOM) units and U.S. Army Training and Doctrine Command (TRADOC) agencies. Resultsofthe literature review and focus groups were used to guide the developmentofa tool to a sist junior leaders in developing effective training. The resulting product, called the Junior Lead r Training Development Tool (JLTDT), was transitioned to the Ariny Training etwor (ATN). Formative evaluationsofthe JLTOT were conducted at Fort Leavenworth, Kansas, and Fort B nning, Georgia.
Findings:
The JLTOT was built around six instructional m dules comprising four interactive and two informative links. The main module consistsofan interactive tool that follows the 8-Step Training Model. Other supporting module consistofa central databa e oftraining re ources and planning tools, a training archiveofbest-practices programs, and vera! training development training aids that are downloadable and printable. The focal training development process in the JLTOT is the 8-Step Training Model, witn supporting training development processes de cribed in the Analysis, Design, Development, Implementation, Evaluation (ADDIE) Model, Military Decision-Making Proce s (M MP) Model, and Troop Leading
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Background ........................................................................................................................ Technical Objecti es ..........................................................................................................
METHOD.................................................................................................................................. 2 Literature Review............................................................................................................... 2 Interview/Focus Group...................................................................................................... 3
Interview/Focus Group Results.......................................................................................... 11 Summary............................................................................................................................ 14
JL TOT Formative Evaluations Background and R suits.................................................. 15 Refinements to the JLTDT................................................................................................. 16
CO CLUSIO S A 0 RECOMMEND ATIO S .................................................................... 17 Conclusions........................................................................................................................ 17 Future Research Recommendations................................................................................... 17
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CONTENTS (Continued)
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FIGURE 2. STEP INTHE 8-STEP TRAIN! G MODEL.................................................... 8
FIGURE Al. THE JUNIOR LEADER TRAINING DEVELOPME T TOOL'S (JLTDT) HOMEPAGE CONSISTING OF SIX MODULES LI TED IN A TREEVIEW FORMAT 0 THE LEFT SIDE OF THE PAGE ..................... A-
FIGURE A2. THE JUNOR LEADER TD PROCESSES MODULE PRESENTS THREE TRAINING DEVELOPMENT PROCESSES TO ASSIST I DEVELOPING TRAI ING ............................................................................ A-
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Army force generation (ARFORGE ) cycle. Various government organizations have developed innovative training development interventions to mitigate the challenges faced by junior leaders. Applicable training development products and computer-bas d technologies offer promising solutions. Technical training development products and re ources includ mission essential task lists (METL), collective task lists, combined arms training strategies (CATS), and the Digital Training Management System (DTMS). Con equently, the goalofthis research is to determine the most effective way to instruct leaders and Soldiers on developing training products and materials. This research has four objectives:
In an effort to meet the technical objective , a front end analysis was performed. The front end analysis wa comprisedoftwo major tasks, which included a reviewofpertinent literature for training development in operational units and a seriesofinterviews and focus groups with subject matter experts (SME).
Method
Literature Review
The purposeofthe literature review was to determine the content for and approach to instructing junior leaders and Soldiers on training development methods and techniques in the operational unit domain. pecific topics in th literature review includ d training development background material, methods, and models. Consequently, results for these topics are reported from military and academic training publications, training development enablers, and training development websites. The base documents included:
The trnining development models and methods d scribed in the various base documents were used to develop the prototype trnining development tool in this research project. The training de elopment models and methods included the:
The trnining de elopment drivers and enablers ere primarily discovered in training web ite , which included the:
Interviews/Focus Groups
The purposeofthe interviews/focus groups was to develop a broad understandingof training content development, management, implementation, and as essment in the operntional domain. Moreover, the purpose was to uncover effectiv training development tactics, techniques and procedures (TTP), gained from exemplar training development products used by junior leaders in operational units. In tum, the training d velopment TTP could be modified as necessary and used as exemplar products for training.
Participant. The participants in the interview and focus groups were personnel from
the U.S. Army Forces Command (FORSCOM). To ensure generalizabilityoffindings across the operational units in the U.S. Army, the participants had aried backgrounds, time in service and experience levels regarding training development. Overall, the interviews consisted of
The focus group que tions were divided into six section :
All participants were first asked to define training development and training management.
Rc ults andDicu ion
Literature Review Results
The resultsofthe literature review revealed various publications and websites that are currently available to junior leaders to help them develo training for operational units. pccifically, the results revealed the training development models and methods currently employed in military operational units. The focal method included the structureoftheSAT, ·upported by the ADDIE model. The development oftti Automated Systems Approach to Training (ASA T) provided a databaseofindividual and collective tasks used primarily at TRADOC organizations to develop lesson plans and training support packages. The Systems Approach to Training has progressed through variou it tionsofapplication and has given rise to TRADOC Pamphlet 525-8-3, The U.S. Army Training Concept (U.S. Departmentofthe Army, 20 II b). The TRADOC Pamphlet 525-8-3 conceptually describes training development and it addresses two topics pertinent to the current proje (^) t. First, the Army must change the way it trains to meet A RFORGEN readiness objectives to co duct full-spectrum operations in future operational environments in the years 2012 to 2020. Secondly, the Army should afford commanders and leaders with capabilities to enable them to execute ARFORGEN-based training plans needed to generate and keep full-spectrum operations trained unit (U.S. Departmentofthe Anny, 20 II). Given what is conceptually derived versu what is realistically driving training development in the Army today, research is needed to determine what is available for junior leaders which allow them to plan, prepare, and execute effective training in their units.
One of the integral textual products available to junior leaders for their training development is FM 7-0, Training Units and Developing Leaders for Full Spectn1m Operations (U.S. Department of the Army, 20lla). It is the keystone doctrine for training, which addresses the fundamentals of training modular, expeditionary Artn¥ forces conducting full- pectrum operations. The manual provides junior leaders with guidance on how to conduct training and training management. Of particular importance is the definition of training management found in the third chapter. It defines training management as a process that includes "sufficient planning, quality preparation, di ciplined execution, relevant assessment, and continuous leader invol ement" (U.S. Department of the Army, 20lla, p. 3-1). The Army' training management model, derived from this defmition, consists of plan, prepare, execute, and as ss. This training development approach entails a process whereby senior leaders provide training focu , direction, and re ources. Subordinate leaders then develop training objective and requirements pecific to their organization. Guidance, based on training mission and priorities, flows from the top down and results in an identification of collective and individual tasks to support training. Input from the bottom up is essential to identify ne ded training to achieve task proficiency aligned to the unit's training mission and requirements (U.S. Department ofthe Army, 20lla).
The SAT process bases its tenants in TRADOC Regulation 350-70, Systems pproach to Training Management, Processes, and Products (TRADOC, 1999), and training development in all training domains aligns with this process. The TRADOC Regulation 350-70 is the Army's regulation that directs operational processes for developing, managing, and assuring the quality of collective, individual, and self-development training and education (TRADOC, 1999). Moreover, the ADDIE proces is described in TRADOC Regulation 350-70, Army Training and Education Development: Management, Processes, Products, and Deli ery (TRADOC, 2009). This TRADOC regulation refined the SAT process and brought training development into a systematic, non-linear, ongoing process for conceiving, planning, organizing, and documenting training and education products. The ADDIE process relate operational unit training development efforts with the ARFORGEN reset and train phases, leading to an operational ready force (TRADOC, 2009).
Under ADDIE, the analysis phase seeks to determine the need for training, who gets the training, and what wartime collective and individual tasks are necessary. In the design phase, the process continues to determine when, where, and how the training takes place, and it describes the training resource requirements. The next phase includes the development phase. In this phase training products and material are produced to facilitate the training at hand. An effective development phase leads to the implementation phase of ADDIE. The implementation phase drives the execution of training to a set tandard. The last pha e in ADDIE i the evaluation
that the ADDIE process aligned well with the Army Training Management Mod 1 (Figure I). The major phases of each training development model fell in line with each other as a training event or product went from inception to implementation.
8-Step Training Model
Figure 2. tepsinthe 8- tep Training Model.
The eight steps are progressi einnature and lead to effecti e planning, preparation, and executionoftraining. In tep I, Plan the Training, leaders assess mis ion e ntial tasks to evaluate training proficiency and shortfalls; develop specific training objecti es; allocate tim and resources for the training; and specify how the training will be evaluated. In tep 2, Train and Certify Leaders, leaders must ensure that the trainers conduct pre-training preparation and that a clear understandingofthe task, conditions, and standards exists. onsequently, the preparation done in tep 2is ubstantiated in teps 3, 4 and 5. In tep 3, Recon the ite, the trainers will coordinate with range control, cla room administrators or any other landowner to pre iew the location for the training to ensure that it is ready and appropriate for the training e ent. The train r will issue the planin tep 4 wbi h consi tsofhandouts, evaluation checklists, concept sketches, risk as essment and tactical orderifnecessary. In tep 5, Rehearse, the trainers conduct a rehearsal to ensure understanding, synchronization, and preparationofthe plan. Leaders supervise rehearsals to verify that tho e responsible for the training are prepared to conduct efficient and organized training. The - tep Training Model comes to fruition in tep 6, Execute, since this is when the training occurs and e aluation starts. Evaluation is peninent in tep 7, Conduct AAR. In this step, the trainer and leaders collaborati ely conduct an after action review (AAR) to determine what worked and what needs to be impro ed. In Step 8 Retrain, the leaders mustassesifthe training met the standards andifa shortfall warrants retraining. The AAR, conducted at tep 7, can provide the infonnation used to aid in the detenninationof retraining. The - tep Training 1odel was discovered in a reviewofpublished regulations and field manuals. Howe er, a complete literature review includes in estigating digital libraries, a well , to see' hatisem rgingintraining development technology.
Junior leader strive to detennine bo\ b st to use emerging technologies and innovative training methods to enhance the effecti enessoftraining. The literature re iewofemerging technologies uncovered a vast amountoftechnical means available for training de elopment which can overwhehnjunior leaders in their training de elopment efforts. Centric to the grouping of all the e technical training development resources is the AT , which is available to junior leaders at ATN's website (https://atn.anny.mil). The ATN can be accessed by anyone who is registered with the Army Knowledge Online AKO) \ ebsite. The homepage contains link that provide junior leaders with training management and training de elopment resources and product. The A TN bas a digital link to FM 7-0 in which junior leaders can read and
understand training principles, training management processes, and METL development, allof
homepage provides a junior leader with collaborative information in the formofan ATN blog, Army Training Forum ATN newsletters, Ask-a-Trainer and Knowledge Networks. The Collaboration link allows training developers an outlet in which to share and exchange ideas and best practices regarding any training development issue. Of particular importance is the Ask-a- Trainer link in which a junior leader, who is in the proc ssofdeveloping training, can ask trainers rcgi tercd with ATN a question involving a training issue.
Additionally, ATN provides links to training de elopment enablers such astheCA TS and the DTMS. The CATS has numerous links to training materials which can assist unit training managers develop and conduct training. Provid'ng training materials which reduce planning time remains the number one goal for the CA. The CATS provides task-based, event-driven training strategies designed to assist unit commanders in achieving training readiness consistentw1thARFORGE , Army unit training guidance, and reporting regulation and doctrine. Specificmision es entiat tasks (MET) can be searched, based on what is needed in the training schedule. Consequently, a junior leader can enter the task in the search field entitled "Enter Search Term" and select the^ "Go"^ button.^ Search Templates intheCATS relate to individual and collectiveta ks, and individuals can search and select the tasks that are needed for training. The templates in the CATS outline the tas to be trained, conditions, standards, evaluation guidance, and safety note. Moreover, the C TS template di plays the task steps and performance measure applicable to the task selected in the template. At the bottomofthe template appears a listingofsupporting collective and individual tasks that can be used to augment the training at hand. The resultsofthe performance measures in the CATS template are entered into DTMS to track the training statusofindividuals and units.
The DTMS is a web-based program that facilitates the unit's ability to train and track training. It is in essence a training management tool. The DTMS ties together collective, individual, mandatory, Army Warrior Tasks (A^ WT), and deployment training in a database that is designed to provide the commander with a snapshotofthe unit's training status. The program allows commanders to produce and deliver long-range training calendars, short-range training calendars, training schedules, and installation school schedules. The DTMS currently tracks individual Soldier training results that remain on record m the databa e until the individual undergoes a permanent changeofstation (PCS) or leaves the ervice. It al o tracks a unit's training status that depicts the commander's assessment, personnel strength, training schedules, and training highlights at elected time intervals. Leaders can access their workspace in DTMS to determine their unit's mi sion essential tasks and dev lop a unit mission es ential task list (METL) based on the information pro ided. The DTM interfaces with the Army Training Tracking and Resourcing System (ATTRS), the Medical Protection System (MEDPROS), the Army Training Information Architecture (ATIA), the Range Facilities Management Support System (RFMSS) and the Training Ammunition Management Information System-Redesigned (TAMIS-R)
Training enablers discovered in the Army's training development websites, such as the A TN, afford junior leaders with a myriadofinformation on how to execute training management and development. Nevertheless, the literature reviewed m academic journals pertaining to
