Army “Live-Fire” Training Video Major Steckleson.

Army “Live-Fire” Training VideoArmy “Live-Fire” Training Video

Major StecklesonMajor Steckleson

U.S. Army BackgroundU.S. Army Background

• Operates in 146 countries• Over 3 million employees• $371 billion budget

Department of Defense

Army Navy Air Force Marines

US Army vs. The WorldUS Army vs. The World

US Army vs. The WorldUS Army vs. The World

Size of the army by number of active troops

Flag State Total  

  Vietnam 10,564,000

  China 7,024,000

  North Korea 5,995,000

  South Korea 4,210,000

  India 3,973,300

  Russia 3,796,100

  United States 3,385,400

  Pakistan 1,449,500

  Egypt 1,109,000

  Turkey 1,042,700

  Iran 1,005,000

Challenges Facing the ArmyChallenges Facing the Army

• Changing competitive environment• Emerging technologies• Massive turnover of employees• Budget cuts and downsizing

Size of army reduced by 2/3

History of National Training CenterHistory of National Training Center

Native Americans inhabited the lake Mojave area, currently Fort Irwin, 15,000 years ago

1940, President Franklin D. Roosevelt established the Mojave Anti-Aircraft Range

1951 Camp Irwin opened as an Armored Combat Training area for Korean war troops

1979 NTC opened

NTC MissionNTC Mission

1979 Mission Statement: • “NTC trains and transforms the Army by

conducting force-on-force and live-fire training for ground and aviation brigades in a joint scenario across the spectrum of conflict.”

2001 Mission Statement: • “National Training Center has transformed to

focus on continuous counterinsurgency operations that reflect the ongoing and rapidly changing battlefield.”\

• Video

External Conditions External Conditions

Training Area Trainers Program Design

NTC Training Area NTC Training Area

Mojave desert Rough Terrain Scorching temperatures ranging from 110

to 121 degrees centigrade Away from urban environments

NTC Trainers NTC Trainers

Staffed with 700 professional including Observer-Controller (OC)’s

OC’s are normally individuals who have a great wealth of knowledge due to their experiences

OC’s provide close oversight that lead to intense learning experiences and they pressure trainees to perform at their best

NTC’s Program Design NTC’s Program Design

Two week battle training is split between “force-on-force” and “live-fire” training

What is “force-on-force”?What is “force-on-force”?

Units fight “freethinking” opposing forces OPFOR

OPFOR vehicles are equipped with multiple integrated laser engagement system (MILES) and detection belts

The vehicles are linked with GPS and tracked by a central computer center

This technology interfaces with MILES continuously tracks all shots, casualty statistics, and other vital metrics

HOW DOES THE 3RD SQUADRPON DO IN THE FORCE ON FORCE?

HOW DOES THE 3RD SQUADRPON DO IN THE FORCE ON FORCE?

Army “Live-Fire” Training VideoArmy “Live-Fire” Training Video

http://www.youtube.com/watch?v=PXWiGgdaYsc

After Action ReviewAfter Action Review

What is an AAR?• A structured conversation about a recent

experience that enables members of a unit to learn from their mistakes and successes

After Action ReviewAfter Action Review

All levels of the military Core of the Army’s organizational

learning framework Primary tool for continuous

improvement

Key PointKey Point

Everything is a learning opportunity

“The only real failure is the failure to learn”• General Sullivan, U.S. Army, retired

The AAR: Roles of Key IndividualsThe AAR: Roles of Key Individuals

Major James Steckleson Lieutenant Colonel Tom Hanson Major Jim Straight Captain Flip Finnegan Second Lieutenant Hank Smith

OC’s Role at an AAROC’s Role at an AAR

Promote an atmosphere of open discussion

Guiding objectives Raises key performance issues Analyzes strong performances Facilitates the discussionDid Major Steckleson complete his role successfully?

Did Major Steckleson complete his role successfully?

2LT Hank Smith, CPT Flip Finnegan, & LTC Tom Hanson

2LT Hank Smith, CPT Flip Finnegan, & LTC Tom Hanson What were the contributions to

AAR from the officers listed? What were their attitudes during

the AAR? Do you agree with the way they

handled the AAR meeting? What do you think Steckleson

thought of Smith, Hanson, and Finnegan?

The AAR ProcessThe AAR Process

1. What did we set out to do?

2. What happened?

3. Why did it happen?

4. What are we going to do about it?

Was the AAR Process a Success? Why or Why not?

Was the AAR Process a Success? Why or Why not?

An AAR SHOULD Be….An AAR SHOULD Be….

Leader - guided Soldier - centered Focused on learning

objectives Frequent

Not a lecture Not a discussion of

minor events Not a gripe session Not intended to

embarrass anyone

A Leadership Development Tool

What is CALL?What is CALL?

Center for Army Lessons Learned 70 personnel Responsible for spreading the learning throughout entire organization Members develop expertise and become content experts in specific areas

The difference between CALL and AAR

The difference between CALL and AAR

CALL• Learning from the experience of others

AAR• Learning from one’s own experience

BONUS QUESTION!!!!!

BONUS QUESTION!!!!!

Which Learning Theory is Implemented at CALL? At the AAR?

Which Learning Theory is Implemented at CALL? At the AAR? Goal setting theory Expectancy theory Social learning theory Adult learning theory Reinforcement theory

At CALL• Social Learning Theory

At AAR• Reinforcement Theory

LEARNING THEORY

LEARNING THEORY

What is Learning?What is Learning?

A relatively permanent change in human capabilities that is not a result of growth processes

Break Out GroupsBreak Out Groups

Are these conditions required for learning present in the AAR?• Opportunities to practice and receive

feedback• Meaningful training content• Prerequisite knowledge to successfully

complete the program• Opportunity to learn through observation

and experience

LEARNING OUTCOMESLEARNING OUTCOMESHow do we measure learning?

Learning OutcomesLearning Outcomes

Verbal Information• Describe previously stored information

• Facts Intellectual Skills

• Apply general concepts and rules to problem solving• Analytical and critical thinking skills

Motor Skills• Execute of physical action with precision

and timing• Combat training

Learning OutcomesLearning Outcomes

Attitudes • Personal course of action

• Beliefs• Feelings

Cognitive Strategies• Individual thinking and learning

processes• Method of memorization

Which Outcomes are Relevant to the AAR?Which Outcomes are Relevant to the AAR?

Verbal Information

Intellectual Skills

Motor SkillsAttitudes

Cognitive Strategies

LEARNING THEORY: HOW IT INFORMS

LEARNING FROM THE AAR

LEARNING THEORY: HOW IT INFORMS

LEARNING FROM THE AAR

Learning TheoriesLearning Theories

Reinforcement Theory Social Learning Theory Goal Setting Theory Need Theory Expectancy Theory Adult Learning Theory Information Processing Theory

Break Out GroupsBreak Out Groups

Break into groups Each group assigned a single learning

theory Review the case in conjunction with the

learning theory and answer the following:• What does this theory say about learning in

general?• What does this theory suggest about how and

whether learning might occur during the AAR? Report Out

Reinforcement Theory Reinforcement Theory

People perform or avoid behaviors because of past outcomes that have resulted from those behaviors• positive reinforcement• negative reinforcement

Trainers need to identify what outcomes learners finds most positive (and negative) for learners to: • acquire knowledge• change behavior• modify skills

Social Learning TheorySocial Learning Theory

People learn by observing others (models) whom they believe are credible and knowledgeable

Behavior that is reinforced tends to be repeated

The models’ behavior that is rewarded is adopted by the observer

Learning comes from:• directly experiencing the consequences of

behavior or• seeing the consequences of observed other’s

behavior

Self-EfficacySelf-Efficacy

A judgment about whether he or she can successfully learn knowledge and skills

Self-efficacy can be increased using: • verbal persuasion – offering words of

encouragement to convince others they can learn• logical verification – perceiving a relationship

between a new task and a task already mastered• observation of others (modeling) – having

employees who already have mastered the learning outcomes demonstrate them for trainees

• past accomplishments – allowing employees to build a history of successful accomplishments

Goal Setting TheoryGoal Setting Theory

Behavior results from conscious goals and intentions

Goals influence behavior by:• directing energy and attention• sustaining effort over time• motivating the person to develop

strategies for goal attainment

The Best GoalsThe Best Goals

Specific

Measurable

Attainable

Realistic

S

M

A

R

T

Effective

GoalsTime-Bound

Goal OrientationGoal Orientation

Refers to goals held by trainee in a learning situation• learning orientation – relates to trying to

increase ability or competence in a task• performance orientation – refers to a

focus of learners on task performance and how they compare to others

Who learns more and performs better at job-related tasks?

Need TheoriesNeed Theories

Explains the value that a person places on certain outcomes• need – a deficiency that a person is

experiencing at any point in time. Suggest that to motivate learning:

• trainers should identify trainees’ needs, and• communicate how training program content

relates to fulfilling these needs If the basic needs of trainees are not met,

they are unlikely to be motivated to learn

Expectancy TheoryExpectancy Theory

Suggests that learning is most likely to occur when employees believe:• they can learn the content of the program

(expectancy)• learning is linked to outcomes such as

better job performance, a salary increase, or peer recognition (instrumentality)

• employees value these outcomes (valence)

Expectancy Theory of MotivationExpectancy Theory of Motivation

X X= Effort

Expectancy Instrumentality Valance

Effort Performance Performance Outcome Value of Outcome

Does Trainee Have Ability to Learn?

Does Trainee Believe He Can Learn?

Does Trainee Believe Training Outcomes Promised Will Be Delivered?

Are Outcomes Related to Training Valued?

Adult Learning TheoryAdult Learning Theory

It is based on several assumptions:• adults need to know why they are

learning something• adults need to be self-directed• adults bring more work-related

experiences into the learning situation• adults approach learning with a problem-

centered approach• adults are motivated to learn by both

extrinsic and intrinsic motivators

Information Processing TheoryInformation Processing Theory

Cognitive processes that occur during learning are influenced by external events• increased freq of material exposure enhances

attention• verbal instructions, pictures, diagrams, and maps

suggesting ways to code the training content so that it can be stored in memory

• meaningful learning context (examples, problems) creating cues that facilitate coding

• demonstration or verbal instructions helping to organize the learner’s response as well as facilitating the selection of the correct response

Reinforcement TheoryReinforcement Theory

Motivated to perform or avoid certain behaviors based on past outcomes that have resulted from these behaviors• Positive reinforcement• Negative reinforcement• Extinction• Behavior modification training

Social Learning TheorySocial Learning Theory

Learning by observation of others Rewarded behavior will be repeated Learning new skills comes from

• Experience with that behavior or skill• Observation of others using that behavior

or skill • Self-efficacy important to successful

learning

Goal Setting TheoryGoal Setting Theory

Goals direct effort toward particular behavior

Goal Orientation • Individual goals of each learning

situation• Learning Orientation

• Increase ability or competence in a task• Performance Orientation

• Focus on task performance in comparison to others

Need TheoryNeed Theory

Explain the value a person places on certain outcomes

Need• Current or past deficiency experienced • Need drives behavior

Maslow’s Need Theory

Expectancy TheoryExpectancy Theory

Behavior is based on three factors 1. Expectancy

– Correlation between attempting to perform and actually performing a behavior

2. Instrumentality– Belief that performing a given behavior will

yield a certain outcome

3. Valence– Value placed on an outcome

Adult Learning TheoryAdult Learning Theory

Andragogy is the theory of adult learning

Model assumptions • Need to know why you are learning• Need to be self-directed• Bring work related experiences into the

learning environment • Enter the learning environment with a

problem centered approach• Motivated to learn by extrinsic and

intrinsic factors

Information Processing TheoryInformation Processing Theory

Emphases on internal processes Response generated relates to the five

learning outcomes • Verbal information • Cognitive skills• Motor skills• Intellectual skills• Attitudes

Feedback completes the model cycle