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Training
ACTIONS NEEDED TO IMPROVE PLANNING AND COORDINATION OF ARMY AND MARINE CORPS LANGUAGE AND CULTURE TRAINING  

Each military service is responsible for training forces with the language and culture capabilities necessary to support departmentwide and servicespecific requirements and the needs of combatant commanders. Army and Marine Corps headquarters staff and service commands develop guidance and training programs to prepare forces with required skills, such as language and culture. The Army and Marine Corps have published language and culture strategies to guide servicewide efforts. Within the ...Read more >

43 Pages
1.12 MB
ARMY AND MARINE CORPS TRAINING  

Marine Corps forces have deployed repeatedly with limited time between deployments. At their home stations, combat training centers and other locations, units have focused their limited training time on training for counterinsurgency operations. Prior to deploying, units also conduct a large-scale exercise referred to as a culminating training event. With the drawdown of forces in Iraq, the services have begun to resume training for a fuller range of offensive, defensive and stability missions. ...Read more >

31 Pages
1.14 MB
REPORT ON THE PROCEEDINGS : CONFERENCE ON PROFESSIONAL MILITARY EDUCATION  

The Defense Science Board 2004 summer study endorsed the need for both language and cultural awareness. How, then, does the Department change the way it values and develops language. The first step has been to identify language capability as a formal military requirement, bringing it within the requirements bureaucracy. Beyond working the requirements system, the Department also faces the challenge of changing military culture and incentives, for example building an expectation in the officer ...Read more >

13 Pages
595.07 KB
EDUCATION, TRAINING AND DOCTRINE  

In most modern Western armies, soldiers are expected to be not only technically profi cient in warfi ghting, but also capable of supervising civil aff airs,providing humanitarian aid and performing a range of activities relating to order and stability. As networked technologies fl atten command structures, new doctrine and revised training regimes are likely to be required in order to prepare individual soldiers to assume greater responsibility on the multidimensional 21st-century ...Read more >

10 Pages
580.88 KB
SYSTEMS APPROACH TO TRAINING : TESTING  

Student performance measurement/test design is a critical step in the design phase of the instructional development process. During test design, construct measuring instruments that measure the learner’s ability to perform Learning Objectives (LOs) to the standard prescribed in the objective. During implementation, control the test instruments designed IAW their sensitive nature and administered IAW the test plan. Compile the learners’ responses, apply the GO/NO GO criterion and collect ...Read more >

156 Pages
826.70 KB
SYSTEMS APPROACH TO TRAINING ANALYSIS  

This pamphlet provides guidance to training developers, subject matter experts and training development managers for conducting analysis in developing training products. It describes how to conduct the five types of analyses in the systems approach to training and manage analysis information.This pamphlet provides guidance on conducting the five types of training analyses: needs, mission, collective task, job and individual task analysis.It explains the role of analysis within the overall ...Read more >

176 Pages
2.41 MB
SYSTEMS APPROACH TO TRAINING : EVALUATION  

This pamphlet applies to TRADOC activities and The Army School System (TASS) Training Battalions responsible for managing or performing Training Development (TD) or TD-related functions, including evaluation/quality assurance of the training, products and institutions that present the training. It also applies to non-TRADOC agencies/ organizations having Memorandums of Understanding, Memorandums of Agreement and contracts for developing training or training products for TRADOC and TASS ...Read more >

90 Pages
855.81 KB
TRAINING THE FORCE  

The horrific events of September 11, 2001 resulted in change in the United States Military Doctrine and the execution of modern warfare. Smaller formations of technologically superior conventional forces quickly defeated a larger conventional enemy force in Iraq. In early May 2003, the President of the United States publicly proclaimed and end to the war in Iraq. Over two years later in Iraq, the United States Military, primarily the United States Army, continues in a quagmire of conflict with ...Read more >

19 Pages
513.66 KB
CLOSING THE DISCOVERY LEARNING GAP : A LEADER DEVELOPMENT TRAINING STRATEGY FOR COMPANY GRADE OFFICERS FOR THE CONDUCT OF STABILITY AND  

Failed or failing states present a significant challenge to United States security in the early years of the 21st Century. Army units increasingly find themselves deploying to far-flung regions of the globe to conduct a variety of missions under the umbrella of Stability and Reconstruction Operations (SRO). However, current Institutional Domain education and training methods for company grade officers fail to adequately address the variety of challenges these officers face during operational ...Read more >

89 Pages
995.90 KB
TRAINING FOR FUTURE CONFLICTS  

I am pleased to forward the final report of the DSB Task Force on training for Future Conflicts.The Task Force was asked to indentify new training methodologies and techniques that ensure US forces can achieve the capabilities envisioned in Joint Vision 2010/2020. In addition, the Task Force was to identify and characterize the education and training demanded by JV 2010/2020 and address joint and interoperability training as well as development and demonstration phasing over the next two ...Read more >

109 Pages
3.13 MB
TRAINING FOR FUTURE OPERATIONS : DIGITAL LEADERS TRANSFORMATION INSIGHTS  

The United States Army White Paper, Concepts for the Objective Force,1 describes soldiers whoare “highly trained in all tasks across the spectrum of military operations.” Leaders must becapable of training their units without significant external support packages and will need to beinnovative, creative risk-takers in both training and in warfighting. The training must enable theObjective Force to be more deployable, agile, versatile, lethal, survivable and sustainable. TheArmy now faces the ...Read more >

47 Pages
843.23 KB
CONFERENCE ON PROFESSIONAL MILITARY EDUCATION  

This broad strategic outline requires detailed implementation. How, for instance, can requirements for language be properly generated in a system that assigns Military Occupation Specialty (MOS) from the bottom-up.There is a need for top-down analysis of what language skills are needed and how they can best be employed. For this reason, the Combatant Commands (COCOM) have been tasked to develop institutional language requirements. These will be passed back to the Department and integrated into ...Read more >

13 Pages
494.96 KB
THE SECOND LEARNING REVOLUTION  

Learning science has evolved to a point where the distinction between training and education has become blurred, so much so that the two often are combined in several important aspects. Training prepares a young Soldier to deal with expected situations on the battlefield. Education prepares him to deal with uncertainty. On the modern battlefield, a Soldier knows that to survive he must be able to use his weapons and follow his leaders’ orders. But he is also expected to demonstrate ...Read more >

8 Pages
2.11 MB
IET SOLDIERS HANDBOOK  

When the forces of Communism fell in the late 1980s, civilian leaders began to re-evaluate the Army’s role and it again went through a dramatic reduction in size. Recently, the Army claimed a major victory in Desert Storm, defeating the 4th-largest enemy in the world in 100 hours. The Army has also had a crucial role in bringing peace to several areas of conflict as well as continuing to protect and advance American ...Read more >

318 Pages
3.19 MB
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