army “live-fire” training video major steckleson
TRANSCRIPT
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
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
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
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
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 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