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Graduate Studies Legacy Theses

1999

Distance learning assessment of the Canadian forces

junior leadership course and militia officer staff

course for commander 41 Canadian brigade group

Anderson, Andrew A.

Anderson, A. A. (1999). Distance learning assessment of the Canadian forces junior leadership

course and militia officer staff course for commander 41 Canadian brigade group (Unpublished

master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/14400

http://hdl.handle.net/1880/25437

master thesis

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UMI

THE UNIVERSITY OF CALGARY

Distance Lrming Assessment of the

Canadian Forces Junior Leadership Course and

Militia Ot'ticer Staff Course for

Commander 4 1 Canadian Brigade Group

bv

Andrew A. Anderson

A THESIS

SClBMITTED TO THE FACULTY OF GRADUATE STUDIES

IN PARTIAL FULFILMENT OF T H E REQUIREMENTS FOR THE

DEGREE OF MASTER OF ARTS

GRADUATE DIVISION OF EDUCATIONAL RESEARCH

CALGARY. ALBERTA

JUNE. 1999

0 Andrew A. Anderson 1999

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,ABSTRACT

4 1 Canadian Brigade Group (4 1 CBG) is a diversely established Reserve formation

of the Canadian Forcrs in terms of the occupations employed within units and the locations

of these units. It is difficult. time consuming and costly to have personnel available for

training. centrally. and for long periods of time. The objective of this study was to identify

and provide recommendations to the Commander. 4 I CBG concerning those triining

scenarios of the Canadian Forces Junior Leadership Course (CFJLCI and the Militia

Ofticers Staff Course (MOSC) that are applicable to a distance learning format utilizing

Computer Based Training. The first task was to determine what areas of the JLC and

MOSC were iipplicablc to distance learning cmd CBT. This was followed by the

presentation of plausible options for the delivery of the training and tinally. i t was

determined whether or not the solution would he fewibie with respect to cost.

ACKNOWLEDGEMENT

I am grateful to Dr. Bruce Clark for the guidance and suppon provided in the

preparation of this thesis. I also wish to acknowledge the outstanding support provided by

several people including the Commander. Assistant Chief of Staff. G6 Operations Officer

and the G3 Training staff of 4 1 Canadian Brigade Group for their assistance in gathering

information and consultation during development of this study. As well the contributions of

the Individual Training Officer and Reserve Professional Development Officer at the

Western Area Training Centre were invaluable. Finally. I wish to thank Second Lieutenant

Mike Owens of the Calgary Highlanders and icom Productions for the lengthy discussions

and for providing the cost of developing the Computer Bosrd Training package.

TABLE OF CONTENTS

... Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1

... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . List of Tables v ~ r i

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . List of Abbreviations ix

CHAPTER ONE: INTRODUCTION Buckground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Situation - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objective 3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assumptions 5 SrrviceandSuppun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CHAPTER TWO: REVIEW OF SELECTED LITERATURE .AND THE CFITES

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction 7 XnalysisPhtlse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 Designphase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Development Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conduct Phase 36 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Evaluation and V;llidurion Phases 38

Summluy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

CHAPTER THREE: METHODOLOGY Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Applied Research 40 Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Creative Concept CBT Product 42 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

CHAPTER 4: JUNIOR LEADERSHIP COURSE TRAINING PLAN ASSESSMENT

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Junior Leader Course Evaluation 52

Junior Leadership Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 PO 40 1 Lead Subordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 PO 402 Conduct Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PO 403 Instruct Personnel 59 . . . . . . . . . . . . . . . . . . . PO 404 Apply Policies . Principles . Regulations and Acts 60

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . PO 405 Communicate Orally and in Writing 62 . . . . . . . . . . . . . . . . . . . . . . . . Proposed Options tbr Distance Learning Delivery 65

Option 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Option? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Option3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

JLC Feasibility Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

CHAPTER 5: MILITIA OFFICER STAFF COURSE ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction 76

PO 401 Conduct Unit Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 . . . . . . . . . . . . . . . . . . . . PO 402 Communicate effectively orally and in writing 79

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PO 403 Plan and Coordinate Training SO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PO 4 M Apply military law 83

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PO 405 and PO 407 Not Allocared 84 PO 406 Administer Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PO 408 Administer tlnanciril resources 86 PO 409 Administer career manilsement policy . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

. . . . . . . . . . . . . . . . . . . . . . . . Proooscd Options for Distance Learning Delivery 90 Option 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Option1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

blOSC Feasibility Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 S l l m m a ~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

CHAPTER 6: SUMMARY AND RECOkChIENDATIONS FOR FURTHER ACTION AND STUDY

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary and Rrcommendntions 96

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusions 100

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

APPENDIX A: Delivery Methods and Media for Distance Learning . . . . . . . . . . . . . . 107

APPENDIX B: Canadian Forces Training Development Centre Course Descriptions . 1 18

APPENDIX C: Canadian Forces Course Evaluation Checklist . . . . . . . . . . . . . . . . . . . 122

APPENDIX D: Request for Quotation - Computer Based Training Product Icom Productions. Calgary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

APPENDIX E: Icom Productions Response to Request for Quotation . . . . . . . . . . . . . 149

LIST OF TABLES

Table I : Cognitive Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 2: Psychornotor Domain 19

Table 3: Affective Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Table 4: Levels of Interactivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 5: JLCI MOSC Evaluation Checklist 46

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 6: .Assessment of PO 401- Lead Subordinates 57

. . . . . . . . Table 7: .A sarssment of PO 404- Apply policies principles regulations and acts 62

. . . . . . . . . . . . . . . Tahlt: 8: Assessmrnt of PO 405- Communicate Orally and in Writing 65

. Table 9: Option 2 JLC Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 10: Option 3 JLC Delivery 70

Table 1 I: Cost ofcurrent JLC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

- . . . . . . . . . . . . . . Table 12: I C - ~ I I Z Proti~icriotis Quotation for CBT Product Development / 3

. . . . . . . . . . . . . . . . . . . . . . . . . . Table 13: JLC Training 1 April 1998 to 3 1 iMuch 1999 74

. . . . . . . . . . . . . . . . . . . . . . . Table 14: MOSC Training 1 April 199% to 3 1 lMarch 1099 91

Table 15: Cost of Current MOSC . . . . . . . . . . . . . . . . . . . . ,., . . . . . . . . . . . . . . . . . . . '13

LIST OF ABBREVIATIONS

C'aliadirin Ilrigadc iroup C'~)niputcr Uascd I'rnining C'antlcf i a11 t+'orccs C'ii~~iidia~i I ~ ~ r e c s /\~lniinistr~tion Orders C'anadiali l.'orccs I ndividual I'roinin y illid lidi~cati~n S>.stcn~ C'anadian I:orccs Individual I'ri~ining System (';lni~diari i:orccs Rccrt~itilig l : d l ~ ~ i l t i ~ ~ i aiid I'raininy S>stcm ('ana~liali liorccs Scl~ool ol' l listruct iunal 'I'ccl~ni y ucs (';i~iadinli l.'orccs Supplctiicntary ( )rdcrs ('anatliati 1;orccs Support 1 Ini t ( ( )rtuun) C';inaJiun i.'ol-ccs 1'r;iining 1)cvclopnicnt ('cnlrc ('atia~liun l;orccs I'riii liilig hliit~lri~l 1)roduct ion ('en trc ('01iipi1tr.r hlcdiatcd C'omniunicatiol~

C'ornhut I'mininp C'ctitrc I l i rcctor:itc 01' :\mi> 'I*raininy I ) i rcctor (icncral [iccrui ting I!ducation and I'railiiny [>ctkncc I tili~rtl~ation Nctiiork Ilspartmcnt o I' National I)cli.ticc L:113hl ing ()hjcctiv~ I lcarlqi~;~rtcrs .lun ior I .c;idcrship C'oursc. I .;itid I.'orec~ C'oninirtnJ I .and I.'orccs C'c)ni~nand .Iirnic)r Nc~n-C'c)nin~issionccl ( 1 I1iccr I .and I..orccs b'cstcrti :\rcii bli l i tia ( )l'liccr Still'!' ('o~lrse Mil ilia I'raining I)ct~icIimcnt Norti1 :\tlalit ic l'rcat! Oryilniziltion Noti-~'o~~i~iiissioricd ( lfticcr N~lticr~lul Ilc lkncc 1 Icadqilartcrs ( 1t'ticc ol' l'ri liiar> Interest I'cr!ilrniancc C'licc k I'crsonncl 1~:vaiu;ition Kcport I'rogramtiicd Inslruct iotial I'ac tagc 1)crli)mi;lncc ( )I?jcctivc Ouali ticutiori I .cccl ()uccn's Kegi~lotiot~s and Ordcrs 0i1;lli Iic;~tir~n Standard

RESO Rexrve Entry Scheme Officer SME Subject Matter Expert TP Training Plan TRXDOC Training and Doctrine Command I US Army) TS Training S tandilrd WATC Western Area Training Centre. Wainwright. Alberta WBT Web Bosrd Training

Chapter 1 Introduction

Background

In June 1998. Commander. 41 Canadian Brigade Group (4 I CBG) requested the

services of Captain A. Anderson and the University of Calgary to examine to what extent

the Canadian Forces Junior Leadership Course ( J LC ) and the Militia Officers Staff Course

MOSC) could he delivered through disrancc education and distributed trainins. primarily

!hrough a computer based training package. The ovcrtlll aim of the project was to determine

whether or not the two courses could be delivered in an alternate format. thereby allowing

selected personnel to receive the necessary career training.

The purpose of the project was to determine avenues ofrfticient. effective and cost

saving distance learning scenarios tbr 4 I Brigade Headquarters and its subordinate units.

.As il result of the Defence Minister's study on the Reserves relcased on 30 October

1995. specitical ly rrcomrnendiltion 28 states that:

The Commission recommends that training courses be made. insofar as pc~ssiblc. nccrssiblr to reservists by carvine them into segments of two to three weeks. ...

:Moreover. it was sug_grstrd that not all courses necessarily have to be taken outside the unit. With the now pervasive presence of modem computer technology. it was sugested that many technical courses could be done via terminals. This solution impresses the Commission as reasonable and efficient. and we urge that i t he implemented to the maximum extent possible.'

This study will contribute to the on-eoinp discussion and exploration for answers to

Canada. Dcpannirnt o i National Deicncs. Rrpon b! the Special Commission on the Restmcrurin~. of rlrr Reserves. 3 0 October IYL)5. Chap I 0 p.b. li~uncl at h~~p:/lt~u~t.Jnd.crricn~min/~t:p~~ns/n:~tmct~nn~.

solving Rexrve Force training. Recognizing the emeqencr of technology and its

applications to distance learning the Assistant Deputy Minister (Personnel) issued policy

direction in October 1994 pertaining to the use of technology in the training environment.

In part the d~~curnent states that "all courseware must be developed and implemented with

the quality control processes of an approved training management system. ... [and] training

rechnology ... is a set of alternative approaches to conventional instruction and should be

rreatrd as j l r s r a~rorllr~- op~iofl. The hottom line is that the use of training technology must

support the operational objectives that are the basis of the training rrquiremmt."' For the

Canadian Forces the quality control process is imbedded within the Canadian Forces

Individual Training and Education System I CFITES I. This project will work within the

cuntinrs of that system.

Situation

4 1 CSG is n diversely established Reserve brmation of the Canadian Forces in

terms of the occupations employed within units and rhr locations of these units. I t is

difficult. time consuming and costly to have personnel available for training centrally and

tbr long periods of time.

The formation covers the geographic area of Alberta with units located at

Edmonton. Red Deer. Calgary. Medicine Hat and Lethbridpe. There are 17 units employing

approximately 1500 personnel. The headquarters is located at Calgary under the command

of a Colonel. The branches of the Canadian Forces represented in the bripde include.

7

- [L'rrnlrds. Dcpann~cnr o i National Dcicncc. 43slst;lnt Ckput! Xlinisrcr I Pcrsijnncl,. .VDHQ Insrrucri~~rt ADMll'erj 09/94 Pulicy Framcwurk fir Truirring Terl~nulu.g.?.. I Otraws: DGR ET. I YLIJ I. :~ntl Csn:lJa. I)~~~crr .r t trr tr i I tt l V t r r ~ ~ ~ t z ~ ~ ! Dr;c~tc.c*. D(;RL-r. 3ItWl-100 ~DGRETI CF Poliry Frurrteworkft)r Traininx Technulug~. 10tfawa: DGRET. I0 Xla! 1994). %OIL. thia 15 a d r ~ f t dtxurnrnt r ) i .Whl (Per) 09/94 distributed tor cc)nlnlrnt. p. h.

artillery( field and air defence). armour. infantry. communications. engineer. logistics

(supply. transport. tinance and cook). security. intelligence. medical. dental. administration.

rlttctrical and mechanical engineer (vehicle technicians. weapons technicims etc. ).

administration and hand.; The rank structure of the CF represented in the brigade includes

all non-commissioned r~nks (Private to Chief Warrant Ot'tlcerl and ot'ticer ranks from

Second Lieutenmt t c ~ Colonel.

Objective

The objective of this project is to identify and provide recommmdutions to

Commander 4 l CBG concerning those training scenarios thal are applicable to a distance

learning format utilizing CBT.

In order tu meet this objective i t wah necessary to review the literature outlining the

Canadian Forces Individual Training and Educat ion S ystr m. distance learning and the

selection of media for the delivery of objectives. The evolution of information technology

i h at a staggering pace. new developments are announced almost weekly. With this in mind

the terminology concerning technology is 3150 chilngine at a rapid mtr. For this essay the

term distance learning will he used most ~sequently. The most recent training literature

utilises this teml. Preceding this terminology were the notions of distance education and

distributed training.

Distance Learning is defined as .*instruction delivered to the student through n

medium that takes the instructor to the student. This normally occurs at a remote leming

Canada. Dep;~rtriient ui Nat~cln:~l Ilt.f'mcr. RrsunVe h i t s -IVestrrn .-bra. I June IL)97 pp 2 - ; . ti,und at htrp://u u\\ 1 1 ; . . c l u r n g l i ~ h / u ~ ~ n 1 ~ / ~ ~ c ~ ~ d c h ~ - I ins. ~ I I I I .

site. the work place. or even at home. The primary defining characteristic is the student

does not have to go where the instructor is physically 10cated."~

Distance education is identified as having three essential criteria:

I . Distance education implies that the majority of educational communication between (among, teacher m d studrntc s occurs noncontiguousiy.

7 -. Distance education must involve two-way communication bctween t among) teacher and student(s) for the purpose of facilitating and supporting the educrtt ional process.

3

3 . Distance education uses technologies to mediate the nrcess;lry two-way c~mmunication.~

Distributed training is defined as:

... a methodology which packages instruction so that it may be made available to troops and units in erographically dispersed locations where and when i t is needed. Thcre are two main methods employed to deliver the training. namely electronic or mail deliver). The instruction delivered in either miinner tends to he studrnt- centered since much of the burden for learning is placed on the student. ... The goal of Distributed Trainins is to assist the Army in meeting its training requirements by bringing standardized. quality. cost-effective training to the soldier at a time and place most convenient to him and his unit through the systematic implcmttnration of existing and emerging teohnoiogics."

In summation these three definitions can be synthesized into one single cieflnition

for the purposes of this paper: distance learning involves the characteristics of learnin@

occurring at a site other than a centralised school. involves two-way communicntion

between instructor and student. utilisrs information technology to ;~ccomplish the learning

J Ho\k3rCI F.S. I ) ~ . ~ I ~ R c c I.earrtirrr: Attnorcrted Bibliugraply (Whitc Sands 3Iissric Kangc: C.S. tkpartnirnt c~t'thc .4ml). TKXOOC.

i W 7 ) . p. I

S>vcn~cn-Bittal E.X. Distributed Training in tlrr Cirnudias Furces: .4 Decision Jf~~del . r XI.4 Thcs~s: L;nivrrt;lt> ot'Calg~n. lLJtLl.~ p. 2%.

objectives and is cost effective in the delivery of the learning material and objectives.

Furthermore. current Canadian Forces (Army doctrine states that "[tlhe conduct of

training. like combat, should be dr-centralised but oriented to common intent."' Therefore.

this study will not only examine those aspects that are applicable to distance learning and

CBT but albo include those cornpunentb uf courheb thilr can be drcrnrrali~rd.

.Assumptions

It was assumcd that during the course of this study. little. if any. changes would

occur with respect to the contmt and length of training time of the courses under

examination. Additionally. i t was accepted that no changes would occur to the computer

Irnrning labs that were established nt the local arrnourylunit level during 1997.

Service and Support

It was anticipated that the following assistance would he required from -I I CBG

HQ:

I. .A?,sitanct. in the gathering of information:

7 . Assistmce in the ucquisition of triining standards:

3. Access to photocopier:

4. Access to military mail system: and

5 . Access to Canadian Switch Network ( telephone ) lines.

'Canada. Dcpanmenr c)f Nar~unal h k n c c . Cutiada's A r t & 1 0 l r a ~ a : Oirccror GcnemI Public Affain. I99X). p. SX

Limitations

I t was essential to the success of this project that 4 I CBG assist in the acquisition of

material concerning tarset population information md training standards. Furthermore. i t

was necessary to have other CF units supply essential information. Response in ;In

unrimrly manner would limit the cfkctivrness of chis srudy.

Chapter 2 Review of Selected Literature and the CFITES

Introduction

The literature on distance learning also called distance education and distributed

training is extensive. As stated in Chapter I . training technology must .'be developed and

implemented with the quality control processes of an approved training management

system. ... [and] training technology ... is a set of alternative approaches to conventional

instruction and should he treated as jtisr tinoflier opfio~. The bottom line is that the use of

training technology must support the operational objectives that are the basis of the training

requirement." Therefore. it is necessary to review the concepts and processes involved with

the CFITES and relate these to distance learning and CBT. Lieutenant Commander

Svvrrtssn-Bitten citing a CIS Air Force document clearly indicates that "althou~h the ISD

[Instructional Svstrms Development] process can he successfi~lly adapted to any

instructional medium. there are peculiarities unique to CBT which make planning for it

different from traditional training planning."' Therefore. i t is necessary to review the

CFTTES and where applicable illustrate the necessary components required for rhr

development of CBT. Retlective questions will then be extrapolated from this material for

the development of an assessrnrnt/decision checklist contained in Chapter 3 and employed

in the review of the training literature with respect to the JLC and the MOSC.

The CFITES is a management model adopted by the Canadian Forces (CFI in the

late 1960s to optimize the effectiveness and efficiency of training personnel and resources.

X S! vcnhen-Bi t trn E..A. Distributed train in^ in the Canadian Forces: A Decision .Lhdcll. p. 34.

8

'The aim of the individual training system is to provide for the CF the right number of

people. with the right qualifications. at the right time and at minimum costs. Implicit in this

aim are the objectives of controlling the quality and quantity of, as well as the resources

dedicated to individual training."" To accomplish this aim training is focussed towards a

0 milst ptrf~~rmancc: orientation. The concept dictates that the tasks associated with trainin,

mirror those connected with operational prrforrnancr and conditions. Furthermore. these

tasks must be clearly identi tied and speci tied.

It must hr rmphasised that training may be only one option to a performance

deficiency. Other considercltions such as 'Oreorganizing the management system. changing

recruiting and selection procedures and rrstructurintl_ the job may be more appropriate

solution^.""^ Within the CFITES ;I 'systems approxh' to problem solving has been a

"proven methodology fur anill ysing the nerd h r training. determining the most appropriate

training strategy. developing the training and implementing it under controlled

circumstimcrs. evaluating its rffectivenrss and feeding back [he results to initiate

improvement."' '

The CF Occupation Structure is identified as:

The organization of CF work activities into logical occupational groupings is called the Military Occupational Structure ( MOS I. The MOS provides the framework within which military personnel are recruited. trained. employed.

Canada. Dcparrmcnt of N;lt~on;~l I)t.lrrncc. Natitrnal Dcicncc Hcactyu;lrtcn. .).lanrrul of lndiridrtal Training Vulrrme I lntrr~ducrion und Drscriprion. I Winn~pcs: C n h l P C . I1P) I I. p. 1-2-3.

I t ) Ibid. p. 1-2-3

I I

lbid. p. 1-2-5.

posted. promoted, and paid in the performance of numerous jobs. The framework is made up of the following components Military occupations. sub-occupations and occupational specialties."

The system utilizes a systems approach to training (SAT). This system is composed

of the following six phases:

;I. Analysis; b. Desisn: c. Development : d. Conduct: t'. Evtlluat ion: and f. Validation.

The system is charactrrised by ;i closed loop. meaning that each phase must he

conducted and each impacts on the other. Each of the phases will he addressed in this paper

and in relation to distance learning and the proposed scenario for converting course

material to CBT. I t has been determined that there is an enormous body of knowledge

surrounding the notion of ti SAT that spans more than thirty years. In an attempt to glean

the appropriate information for this project certain restrictions were imposed hy the author.

To this effect literature surroi~nding the military. SAT. distance learning and computer

based tclining was utilised to identify those aspects of the literature that must be considered

to make m informed decision as to the applicability of distributing and decmtruiising the

training in question.

During the 1970's several leading academics had influence over the military

adaptation of an Instructional Systems Development (ISD) process in the military

Canacl;~ Ucpanment ~i Nariunal Deicncc. Narionrrl Defcnct. ff cady uansn. .bianual u f Individual Trainirrg \:uii~mc 3 Prrparariun Oc~cupariunalSpcci/irations. ~Winnipcg: CFTXIPC. lI)cll 1. p. 3-3.

environment. Of importance was the work of Robert Gagne. "The training community in

the m i l i ~ q services took eiant steps during the decade of the 1970s to develop m d

implement a systems approach to trdining. Instructional Systems Development. heavily

influenced by Robert Gugne ... involves the systematic rvuluation. analysis. design.

Jertrelopnlent. and implen~mtation of training progranlh and truining requirements crm be

clmrl y idr ntikied. Task Performance Speci ticut ions t TPS are developed. These

specifications consist of detailed descriptions of overall activities. the conditions ... of [the]

duty position and the desired results and standards. TPSs ... lead to the development of

terminal learning objectives which fully prescribe the conditions. hrhnviour and standards

of performance for the training setting."" Although this information comes from an

.American article the notions of a SAT urr similar in Cmadn. Furthermore. the adaption o t'

a SAT was concurrently being utilised in other Wcstrm militaries and in the Australian

military. To this end when discussing distance learning an Austr~llian article indicates that

the "aim of RAAF [Royal Australim Air Force1 training is to provide RAAF personnel

with the skills. attitudes and knowledge necessary for them to do their jobs effectively. The

RAAF philosophy of trtlining encompasses the following four components:

a. The systems approach to training. h. Continual improvement. C. Quality recruitment and selection. and d. Individual responsibility.""

I : .-\ndcnon. C. L. and S . F. Kinic. Some .Wajor C'ontributiurrs of the .b!ilitaq ru rite Field cq.4dult and Conrinuitrg Education in the

Litired States. I 1i'~bhrngton: Scnrccnicrnbcrs Opponun~ty Cl~llcgs. lclOb,, p. I S. I ERIC Docu~ncnt Rcprocluct~c~n Srn~ccs Nu~nbcr ED -I(U 4541.

1.) DoIan J.R. Gming the Job Done: Distance Learnittg in tlte RL-IF. P a v r p~scnrcd to thc I1lt)h Bisnn~al Cantcwncc L I ~ thc

.-\usrr~lian St~cicty tilr Educational Tt.chnolog>. ! Xlrlhurnc. .Australia. Jul! 7- 10 I YYh 1 p.J (ERIC Docutti~nt Rrprnductiun Scn ice3 Nunll-lcr ED 3% 722 ,.

It cannot be over cmphasisrd that performance orientation is the fundamental

principle of the [CFJ Individual Training and Education (ITLYrE) system. "ITBE is

prepar~tion for performance on the job. It focuses on essential skills. knowledge and

attitudes required to meet operational requirements and departmenrill pertormance pouls."li

Analysis Phase

The purpose of the Analysis phase of the CFITES is "to specify the reqiiirrd

outcome of lT&E in terms of essential on-job performance."'" The Analysis phase

incorporates the tbllowing processes: review needs assessment findings. ar~tllyse tusks fur

training and specify performance objectives.

The Ancllysis Phase. describes what the person must do on the job and then Jctinrs

this job into meaningful training requirements. The first document producrd 3s n result of

this phase is the specitication. which identifies the mandatory minimum work

responsibilities for each occupation of the Canadian Forces. The responsibiliry for the

production of the specification resides with National Defence Headquarters while the

follo\v-on document. the Qunlitication Standard and/or Trainins Standard (QS lTS 1. is

produced by the operational command responsible for training. Specifically the

specification outlines the duties and tasks. the nature of task involvement and the level of

skill and knowledge required to perform the task.'- Following the development of the

I5 Canada. k p a n ~ r ~ c n t ~ ~ f N : ~ t ~ c ~ n a l kicncc. Nationd Drtfcncc Hcadyuancn. .\farrual rlJlttdi~idua1 Trailtirlg aird Edi~curion

\irlur~lu 1 Cbrradiarr Furcrs Individual Trairiirrg and Edircati~rrr Systrrn lntrod~~cricrn and Drscriptiorr. 1 ()tla\\a: CFSl'tO) CTC~~IVL ' Srnlc'cs. 1W71. .And draft ofthis v01~11nc tlatcrl 3 Scplcrnhcr I O Y h . p. 2.

I - Canalid. kpanrncnr of Natiuncll h l m c c , Natlunal Dekncc Hcradquclnrrn. .Wanrial r~lndividual train in^ Cirlrtmr 3

Prepurariurr of Uccupatiort Specificat ions . p. 2- 5 .

specification a team of personnel from the occupation concerned as well as trilining

professionals cvaluilte the document and tr~nslatr it into n~raningful training objectives.

resulting in the production of a Qualification Standard. Thse objectives tlre classitird us

perfornlance objectives and llre comprised of a number of paragraphs that deal with the

perfarnmnne. condiiions and standard that must bc achieved by an indiviilual i~ndcrgoing

training in order to receive the qualification. Each of these paragraphs deal with essential

information that is crucial to the training process.

.-\I! performance objectives bepin with a performance statement which clearly

describes a discrete segment of the job. The requirement is described in a statement that

uses only one action verb to minimize any interpretation or misinterpretation by instructors.

students or potential employers. This is followed hy a section that deals with the

operational conditions in which the performance wili he cunducted. It will outline those

resources that rr student is given in the real world. the resources that are normi~lly denied

r for example. supervision for tasks requiring independent performance I and environmental

conditions. .An example is. "by day or hy night regardless of season. weather and terrain."

The standard statement deals with those characteristics that the student must perform in

relation to defining "precisely the process and/or product expected of the performer in

terms of quantity. accuracy. time and sequence." '''

The essential ingredient to the performance objective is the orientatior! to replicate

IS C;rn;rrla. Dr.p;rnnirnt of Nal~oncll Dclcncc. Candim Ftlrcr\ Rscru~ring. Ellusat~cln and T r ~ i n ~ n g S~stcm HrclJyuanrrs. Guide to IIIC

I'rrpararion uf Q~ralificuriun Standards. r W i nn1p.g: C FTXI PC. I W 5 1. p.4-3

13

the performance that is required on the job and bring personnel to a minimum standard by

the end of the training period. Also included in the performance objective outline are

paragraphs that deal with the supporting skill and knowledge that is required in order to

;~ccomplish the task. These final pilrayfilphs are essential to the next phase of the process.

design.

Needs Assessment

The application of the Quality Control Systen~ is trigrred by needs assessment. "3

process whereby a significant difference between current and desired performance is

identi tied. and a means of reducing the difference is proposed."'" Stimulation for the

creation or conduct ot' a nerds assessment may derive from revised oper~tional or

departmental requirements. Occupational Analysis reports. new or revised Occupational

Specificat ions. revised doctrine. organizat ionai analysis. equipment acquisition. training

evaluation repons and training validation studies. An assessment "may also be prompted by

nn observed performance deficiency. or by the identification of an opportunity for enhanced

performance."'" It must be emphasisrd that training may be only one option to a

performance deficiency. Other considerations such 3s "rrorsanizing the management

system. changine recruiting and selection procedures and restructuring the job may be more

appropriate solutions.""

I '1 Canaria. krpanmenr ot' Na~ltlnal k l n c c . Nat~onal k t n c c Hr~dcluancr~ .blunuuI of lndividrml Training and Edrrcutiorr

tblidmr I Canadia~ Forces Individual Training and Education S~srem Inrrodrrction and Drscription. p. 5

'I Canada. kpanmrnt of Nar~onal Drtncc. Na~tonal kfrtncc Hnldquatlrh. Jlunual uf Individrral Trailring Cblurne 1 Cbnadiarr

Forces lndividrral Trainirrg Sptvm Inrrod~rction and Description. p. 1 -2-5.

A needs assessment in the truining environment should be well planned and

incorporate several key issues;

Objectives. What resu Its are desired from the needs assessment? Tarset Audience. Whose needs will be assessed'? Sampling procedures. What methods will be used to select a representative soup of people from the target audience tbr panicipation in the nerds - tlssehmttn t ?

Dil~a collection methods. How will information about nerds be gathered'! Specifications for instrun~rnts. Whut instruments should be used during needs assessment and how should they be used'? Methods of data analysis. How will the information collected be analysed? Descriptions of how decisions will be made based on the data. How will nerds he idrnti tied from the results of data collection and ana~ysis?'~

Important questions that should be addressed not only in the conduct of an

assessment hut also during the review of n report should include identitication of:

What is happening now'? What should be happening? How wide is the performance gap between "what is" and "what shoilld he"'! How imponant is the performance gap:' How much of the performance gap is caused by deficiencies in knowledge. skills and attitudes? What solutions are cost effective and feasible? What intended side effects of taking corrective action can be predicted?"

Task Analysis

Task analysis " is the process of analysin and interpreting specifications in order to

select and organize tasks for which training must be drveloped."'~ualification Standard

Writing Boards prepare for the creation of the Qualification Standard (QS) by reviewing

-I 1 -- Koth\rrll. i i ' . J . and H.C. Kitranah. JIaslrring rhr in.srnrrriirrial Dr.si~n Prucess. (Sari F r ~ n a s c ~ ~ : Ju5sc! Ha.45. lYL)2) . pp. Jh-47

'4 C;lni~Ja. Dcpmrmcnr elf Naticrn:ll Dcfencc. National hicncc Htadquantrrs, .bfanual uf lndiridual Traininl: Cblumu 5.4nai~sis r f l

Tasksjirr Training. Winnipl.3: CW31PC. 11191. p. I-?.

and becoming familiar with the specification concerning the job under consideration. The

tasks outlined in the specification are then listed into two groups. those requiring training

and those that do not require training. Also justitication for the train/ no train decisions are

documented and are normally recorded in the minutes of the board. From this point u

ssalai' diagram is sonstructcd using the tuskr requiring training. From this diagram the

performance object i vrs are idr n t i fird and prepared.

Perf'ormi~nce Objectives (PO)

A PO describes n task which shall be performed on the job. the conditions under

which i t shall be performed and the standards to be achieved. I t also includes specific

references to the publications specified ut Annex A to the QS. and the specification task

numbers and supponing skills and knowledge speci fication numbers which refer to tasks.

task elements. procedural skills and suppurrins knowledge as identified in the

speci tication.'"

Performance Statement

The performance statement (Par~graph I of the PO) shai1 satisfy all the following

characteristics:

a. The performance is expressed by one verb with only one meaning or interpretation:

b. That one verb describes an rrction that is observable and measurable: and c. The action describes what actually happens on the job.'-

'i -- Scalar 13 dctincd a diag~ini "hat~ng rnagnttudc. bur not Jircctlun."

I h Canada. Depann~ent of Narir)nal Ikf'incc. C~lnadian Forces Krcruiting. Eduwtirm and Tr~rning S\-.xtc~n Hr;lJquancrs. Grtidu to

rlie Preparurion of Qualificariun Standards. p. 2 - I .

Conditions

The conditions (Paragraph 2 of the PO) shall satisfy the following charclctrristics:

a. The conditions under which the task is performed are tlccurately described: b. The conditions are those which would he experienced in the actual job

situation: and C . The conditions include supervision. assistance. references. tools. rtc. which

~i~011ld normally be provided on thc job. as well as those that are sprcifically denied.'"

Standard

The standard (Parugrnph 3 of the PO shall satisfy the following characvristics: a. Based on the requirements of the job: b. Free of ambiguity and subject ro minimal interpretntionlmisinterpretation hy

potential usrn o f the QS: and c. Define precisely the process and/or product expected of the performer in

terms of quantity. accuracy. time and sequence as applicable.'"

Once all POs are written. ensure the following:

a. Have all tasks i from the specitictltion) which require training been included in POs'?

b. Do all POs match the intent of the t:tsks in the specificmion'? C . Docs each PO describe what the graduate must do on the job c i.e..

operational environment I? d. Is each PO internally consistent between performance. conditions and

standard? "'

Design Phase

The dcsien phase is controlled at the training establishment or school level in the

management of training. At this point in the developmental process school staffs. working

with personnel from the field. break the training standard down even further and begin to

1'8 Ihid. p. 2-3.

:I I Ihd. p. 2-5.

create Enabling Objectives (EO). Enabling Objectives are constructed much like

Performance Objectives. hoicrever. they are focussed towards specific areas of knowledge.

skill and attitude that is required to achieve the performance. "Enabling Objectives

represent 'way points' in the learning process. ie. they specify points at which trainee

progress is examined. at r r~u la r intersclls. Enabling Objectivcs direct the learning towards

achieving the Performance Ohjectivc." :'

Instructionul Analysis

.-\gain the team constructins the Trdining Plan creates a scalar diagram. In this case

the POs are outlined and the associated knowledge. skills and attitudes are included in

order to oi~tline the Enabling Objectives.

For each Enabling Objective the first three parugmphs ;ire similar to those found in

a Performance Objective. that is. performance. conditions and standard. It is at this point

that the content begins to differ. Prrforn~mce OL~jectives art: reflective of the real world

requirement or tasks. and Enabling Objectives although also focussed to achieve this goal.

are oriented towards the instructional setting of the Training Establishmrnt. The Enabling

Objective is developed to include 3 complete breakdown of material to the teaching point

level. Each instructor is expected in the school to develop their lessons hased upon the

teaching points and reflective of the operational scenario. With these mechanisms in place

there is entrenched a common standard of instruction that is delivered to each student

regardless of the instructor.

5 1 hpirnnwnt of Nat~onal Del'cncc r NDHU ( I t~awa] . Jla~rrtal of 111dividuaI Trainirt: 2.bl1tmc 8 Prrparatirrn uf Training Plans.

I IVinnipeg: CFTMPC. lLIc)21. p. 2-1 h.

The final development in the design phase is the creation of the evaluation

instruments which will measure the candidates perforn~ance. Also tinalizrd arc the

resources required to execute the training and the time frame upon which this [mining will

occur. During the identification of resources such items as training aids are identitird.

At th ih point it is relrv;lnt tu Jehcribe ac) l l l t the itnderlyin~ p~ychulugiccll

concepts associated with the creation of enabling objectives. As drtincd EOs are way

points in the learning process and incorporate discrete segmrnrs of knowledge. skill and

attitude. in psychological terms they deal with the Cognitive. Psychomotor and Affecti ve

domains of the human mind. respectively. Remember that the primary t'ocus of the training

system is performance oriented. therefc~rr i t focuses towards the rrquirtments of the job.

The cognitive domain deals with those aspect that require thoueht processes in

order to be executed. normally dealins with knowledpe. Enabling Objectives can be as

basic as recognizing certain facts at an introductory level of mining to synthesis and

evaluation of material at ;L more advanced level. This taxonomy of educational objectives

for the cognit ivr domain was developed in I956 by B.S. Bloom and other educational

psychologists. Table I explains the hierarchical formation and description of each level of

the cognitive taxonomy.

Tahlr. I- Cognitive Domain

Olycct~~ cy L

Know ledge

Comparison

.4pplicstion

Dctin~r~on

rhc rcmcmhenng ul' prc\ 11)usi! Icarncd rnalcnal

the ah~ltt!. III grJsp thc ntmning t i t matcnal

the ah~lit) ro 11s~ learned inarena1 tn nr\\ and ct~ncrcte bIIU;ltionr

Act~on i crb*

llctincs. Jc.\cnbt.s. idcnrrtirs

c~plain\. p ~ d l c t \ . \urnrnarl/cs

~.~~alpult.. n~octli). rclnlc

Similarly. tuxonomics have heen developed for the other two domains. The

psychornotor dealing with skill sets is outlined nt Table 2 and the affective domuin dealing

wi th d t t i t ~ ~ d e or behuviour is at Table 3.

.4nilysis

L Svnthesis

Evolualitrn

thc abilit! 111 hrcak bun niatcrial into 113

coorpclncnt p:lrts i t 1 rh;ir 11s l~rg;rnrri~~icin:il structure. III;I hr undcrsti~od.

the :ibilit> tu put p;~rts tt~gcrhcr to ti)1711 cl

ncu i t htllc.

the atillit! tc l ludgc the ~a luc or' 111atcrraI il)r ;t gtven purpose'.

Jiffercnriatc. discnni~natc. ~ l l t ~s tn t c .

carr'gori~r. c~impilsc. plan.

apprdisc. i ~ l n ~ l ~ i l ~ . lntcrprct.

t )h~ccti\c

I'crccption

Set

(iuidcd response

L

3Iechinisnl

Complex Overt He.sponse

:\drptation

Origination

Tublc 3- .Affective D l ~ m i n

Oh[rctt\c

Receiving

Rc-sponding

Valuing

A

'I'uhle 2- I'\yctlomr)tor l)onluin

I)ctinit~on

the use OI the \enhe t)rg:ln\ to tlht3111 cuc.3 rh:rt guldc ~iiotor actri II!

thr rc:~~lincs\ r t i lahe :I p:irtlcttlar 1b-w tjI' action.

thc c.;irl> \ r a y ~n Ic:~rn~~ig ;I ~OIII~ICX sh111.

pcr1c1nii;incc ~ct l r \\ hen. I hc learned rc3ponscs haw hect)111c ti:~l~rtual ;ind rtlc nic1\cnlrnt\ <an he pcrloniicil 1% 8th \o111c ionlitlc.ncc ;ln~l prr)licrcnc\

the \k~lt'ul pc.rti)nriancc of 11lott)r :lets th;lt ~ n t c~t\c c~~riiplcx nioiclilcnt pattern\

skills that arc .o ucl l tlc\clrrpc~l rflat the in~ l i \~du i I l can tirodilj t~ic~\c~tic.nt patterns 141

l i t spcct;lI rcqurrclacnts or t i ) Iliccr a problcrn s~ru;~t~on

rhc cn.:it~ng ofncu 11~11\~1iirnr pilttcrn3 to l i t

;I ~;rn~cuI;ir \IIu;lrrl)n t)r spcif ic prrlhir~ii

.+\c11on Ve rb

C'hcjc~s~s. dcsc.nhcs, ilctcc~s. 1~01:itcs. itfcnt~lics. ~ I i > t ~ n g u t s l i ~ .

Hrgrns. dlspl;~) s. pr~icccdh, rc:1cth. rcspc~nds. IIIL~\ cs

.-\ssenihIcs. htlllds. i : l I~h~nt~ 's. disr1i3ntlcs. tixcs. ~~~:~nrpulatcs.

I

Sanlc Iiht as tbl+ <;u~ilc~l I<c.lp~)n\c

Slrtic l iht as t i ~ r t iu~c lc~ l tic\ponhc

.Atlapts. ~ t t c n . n.t~r~:ln~/cs

.-\manges. ciimptisch. c'tmstrucrs. c'n'atcs

k t i n l t i on

rhr \villingnrs:, ti) artend 10 pan~cular phcno~ncnx or ctlnluli

:lcrivt: p;~nlclprrrron on the pan 01' the stuilcnt

the wonh c~r value 3 studcnt attachrs rib 3 particular ohiect. ~hrnomrnon or hehaviuur

.Act~nn Verb\

.Asks. chuohcs. select>

,Answers. ci)nti)nt~s. discusses

Difkrtrntiates. in~tlatcs. justitics

Churactrrizution

Orgiunization

the ~ndi \ itlual has a vrrluc z>sfc~ii that ha\ c~)nt r~~l le~l hi3 hch:~viour lijr a \ut'ticicntly lung 11111~ iur hi111 10 haw ~l r \c Iopd a chamc~cn~ t~c ''lit2 \t>lc"

bringing logc111r.r dit'fcrtnl valuch. resolving ~~)nll icrs hctucen lhclll a n ~ l hcginnlng the huiltling 01-an ~ntcrnrhl! sonsisrent value ZVht l t l l I .

Tables 1 to 3 ;'

By establishing the learning objectives btlsed upon the appropriate level. students

can be trained from il basic level to a more advanced standing. These objectives are also

related to the performance required on the job therefore meeting the rrquirrn~cnt of a

performance oriented system of training.

Methods of Instruction

During the Design process the training plan board or tram evaluates rhc enabling

objectives and decides upon the method of instruction for each. Traditionally. instructional

strategies have focussed on the following:

I . Lecture- The Lecture is a brmal or semi-formal presentation in which rhe instructor presents a series of events. hcts. principles. etc.

7 -. Guided discussions- Guided Discussion is a method in which course members are guided in steps to reach instructional objectives by drawing out their opinions. knowledge. experience. and capabilities. and by building on these to explore and develop new material.

1 -3 . Tutorials- Tutorial is a method of instruction in which an instructor works

directly with an individual course member. 4. Seminars- The Seminar is a tutorial arrangement involving the instructor

and group. rather that instructor and individual. 5. Demonstrations- Demonstrdtion is a method of instruction where the

instructor. by actually performing an operation or doing a job. shows the course member what to do. how to do i t and through explanations brin, 0s out why. where and when it is done.

12 Canadian Force3 Training De\elopmc.nr Centre. :\tlr.crrrc.r Ir~\rn~~.~rrtrrcrl 'Trt.hrrrc/trrv C.t)ur~r Jkirur~tl. 4 Bordrn: CITDC. 1L)97,.

Studrnr Hand~lur.

6. Performance- Performance is a method in which course members learns by doing, i-e. is required to perform under controlled conditions the operations. skill or movement being taught. Note: In practice. the Demonstration and Performance methods are used together when teaching skills. Hence the dr monstratiun-performance method.

7. Study assignments- Study Assignment is n method in which the instructor assigns the study of books. periodicals. manuals or handouts. andor the review of audio-visual materials: requires the con~pletion of a project or research paper: or prescribes problems and escrciscs for the prxticc of a skill.

8. Field trips- The Field Trip is a planned learning experience in which course members observe "real life" operations which illustrutr what was discussed or learned in the classroom.

9. Games/ role-playing exercises- Games/Role-Playing Exercises are nlethods of interaction in which trainers play out and practice realistic bcthnviours by playing [hem out under assumed roles and circumstancrs.

10. lndependentstudy-IndcpendentStudyisamethodofself-instr~~ction using printed and/or audio-visual or computer-based media. often presented through computer-assisted learning t CAL) or pro~rammed instructional

, . packages I PIPS) to be completed prior to. during. or following a course. "

Distance Learning and Media Selection

At this point a number of Pactors can enter the discussion when related to distance

learnins and CBT. In fact existing and emerging technologies have reduced the nerd for

sentralised. controlled training. Each training plan writing board must now consider the

applications of this technology to the instructional setting. In order to select the appropriate

media. the types of media must be considered. in concert with the appropriate advantasrs.

disadvantages and the desired application of the Enabling Objective. Current delivery

systems are described in detail at Annes A to this document. For the purposes of this

chapter however. the concepts of distance learning and CBT will be examined to weigh the

merits of adopting the approach and technology to a panicullu trclining problem.

13 Cmrda. Dvlk~rftr~rr~r r ) J :Lirr~ol~ltl D~teltr I, . .V"clrtt~l~ii[ Defr~tc.~ Hvti~h/l~t~j-r~~-.i. .\fanual of Individual Training P'ul~tmr X

Preparation of Training Plans. p. ID-H.

Discussions thus F J ~ have centred upon the CFlTES and the development of the controlling

training documentation. The focus has been on the performance orientiition of the irming

material. This concept must also be of primary consideration when dealing with distance

learning and CBT. There must be involved a degree of reality as i t relates to the operational

pcrformancc of thc individual.

DND policy has indicated that "the use of tminins technology must be treated as

j ~ s t ;mother option." This sriltrrnent is very limited in scope and does not F~ctor in the

necessary considerations associated with alternate delivery methods such as distance

learning and CBT.

Sever~l \~ariahlcs must be considered when dealing with the selection of this

delivery of trainins and the selection of media. These include the ~ropraphic dispersal ot'

the target population. and the [mining statistics. do they support the requirement for

distance learning and employment of CBT'? How the students and instructional staff will

communicate'! Will i t be through various telecommunications technologies or are the

students solely on their own.? What level o l interactivity will he produced in the CBT

material? This will have an impact upon performance and the nature of the course content

and design of the cornpurer software. This factor will also lead into the notion of

motivution and how the students will respond to the technology and content. This could he

a contributing factor towards the success or hilure of the approach to delivery. Will the

objectives be accomplished and does the environment of the computer delivery method

mirror the requirements of the operational environment. How will the students receive

feedback and in what form'? Finally. it must be examined as to whether or not there will be

23

u degradation in the standard as u result of distance learning strategies being employed'?

Each of these questions will be examined in t u n and the appropriate questions built into

the assessment criteria for the selection of distance learning and CBT bring identitied as an

option.

klanin m d Briggs identify that "the choiccs of delivery systc.ms and media may rest

primariiv upon ( 31 analysis of resources and constraints. I h ) analysis of lesson desisns. ( c )

popularity. or td) intuitive choices. [And] there haa been a tendency to select both delivery

systems and medill without much analysis of the ob~cctivrs and learner characteristics.

Instead. schools may tend to adopl what other schools or colleges are using or

.. ; J recommending. We thus encoL1ntt.r kids or bandwaon effects.

The first question dealins with the geographical distribution and training

requirements is eluded ro in many o f the articles selected for this review. In fact these

considerations arc primal?; in the option for selcctin_p distance learning options involving

CBT. Srverul references identify this criteria as 3 major foci~s for the decision €0 implement

distance learnins. Among these are one US article that indicate3 that the "[dlispersion of

RC [Reserve Component] uni tx presents difficulties for tr~ining. ... Travel reduces the

e ffective train inp time clvailnblr."" Furthermore. "[p]rofessionol educ:ition traditionally

has hern costly md hard for students to get away from jobs to utund. In times of reduced

training budgets for both the military and industry. it is more important than ever to find

2-8 J I P ~ I n H . L and L.J . Brigp. Tl~u .-tJTcctivu and Cognirivr Do~nains: Inregratiun Ji~r I~rsrrrtcrion afld Rrsearcli. r Englrti-\-rn~i

Clif6: Etlucational Technology Publica111)ns. 19Hh). p. 400.

. - " Kernr. S.11. Eflccrirmuss uf Distarrcr Educariutt .-lpproaclt to C'..S. Army Rrsmmr C*ompuncnt Training. p. 97.

new methods for professional educat ion."" Finally. "[g]eopraphical dispersion. limited

resources and civilian johs and hmily demands make trivcl to distan~ locations for training

. - and education diffi~ult."'~ Therefore. the reality of geography is a key criteria to the

promotion and adoption of LI distance learning methodology.

The degree to which trltininf production numbers impact on training is another

fictor that must he ;msesst.d. Questions pertaining to the tlctutll number of personnel being

trained and the number that actually require the training must be considered in any

examination of distance learning. In reality the training sratistics tbr 4 l CBG indicate that

while 94 persons werc nominated for JLC training in the 1998-90 fiscal year only 45

actually attended the course. This represents 48 percent ot' the population that actually

requires the training. With respect to the MOSC. 25 persons were nominated for training

while only 19 werc course loaded. This represents u t l~ure of 76 percent of personnel

receiving the training. :"t woi~ld therefore mukc sr nse to conclude t hat in cases involving

l i miled access to [raining. distance rd~lcation should be considered an opt ion.

Normally these consideraiions are covered during the preparation of a Tarset

Population Report during the design phase of the CFITES. Also included in that report

would be general biographical information concerning the target population as well as the

ability to obtain or gain access to the media that are required to access the training.

However. it can not be understated that the areas of geographic dispersion and training

; h Hi)\\ rrnl F.S. Oisrancr Lranrirtg .Jnrtotatrd Hibliugrapiy . p. '1

. , *h Inturrnat~on rrcr.~\t.d trom 41 CBG HQ. G3 Tr~in~ng NCO. 20 Jan 1'199.

through-put are two of the most important considerations when dealing with distance

learning and CBT.

Interactivity and Feedback

Again several hooks and articles stress the importance of interactivity and feedback

when dealing with distance education. Bates. quoted in Syvensm-Bitten. identifies two

different contexts for interaction:

'- ... the t'irst is an individual. isol;ued activity. and that is the interaction between the

learner and the learning material. be i t text. television or computer p r o p m : the second is a

social activity. and that is the interaction between two or more people about the learning

material. It is imponant to note the difference: both kinds of interactional context are

necessary for learning. and both need cclre ful enaminat ion.""' Garrison revwls that:

"... While the packaping of information for learning is important in many methods of

distance eductltion. it does not adequately rrtlect the essential nature of the educational

transaction nor is i t the char;rcteristic of all torrns of distance education. Cornmuniciition is

the interface between learning and teaching. Two-way communication between the teacher

and student represents the most basic element of the educational transaction. It is a means

by which we negotiate meaning and validilte knowledge. ... Education is a socially

recogniscd activity that is realissd through interaction- not indrpmdmce.""'

Therefore any selection of media and in particular CBT must possess the ability to

3 9 Bates. .AA\\'. Intf!fadi~it~ as a Critmilnji~r .Wedin Srlecriun irr Distancr Educaric~s. Paper pwwnrccl to the Asran .Azsuc~arron 1)l

0pt.n L'n~\t.rsitic?l. IC)'JO Annual Cunfcwncc. Un~\cl)i~t~ts Terbuka. 15-lh Srprrr~ihcr IOC)O. p. 5 . Ci~crf III Syvmsen- Bit t r n. Disrribrrrrd Training in rlrr Canadian Forces: A Ilecision .kftrdel. p. ! 8.

41 1 Ganison. D.K. L'ndrmnding Distancr Educarbn: :l Frar~ewnrkfiw rI,r Furrrrr. ( Nc~r Yorh: K~~utlctdp. I')XL) ). p. I 22.

establish two-way communication and allow the student to interact with the material.

Several authors have distinguished between varying degrees of interactivity concerning

CBT and WBT. Powley outlines four levels of interactivity as follows:

SIIII~~C tctt ~ n d gr~pl i~cs. Linear llcs~gr~. culnpulcr tfn\ en. Srll' re\[\ IIW? lw ;1v311ahlc. NL) \tudcnr rll:lna:crlrcnt crr rcht~ng mullnrh CSI~I. Hot~kl~larkrng capahililtes 111:i) be ;r\ailahlr..

Four- SI~IILI~;~IIII~

San~c 115 T\\o plu\: JI:l!. con1a111 it1111pi~t \lt!ro prcsrnt:rlltlns. Stullct~r ccnrrcl~l dcslgn and na\igarlon. l ; rc \ h>pcrllnk appro;rch to nab lg;rttun 11, :lllo\\ stuJcnt.\ to frct' cxpltirc. Opportunltlca 111 '-tp lnc" hutlt in. Rich ti.cdh:lck. pmcttcc ;rnd rctlctt i s ~)ffcn.~I. Tcattng I\ nlirrc c~) t i~p lc t :rnd uhes rll;klchlng 11~111s. \ht )~t answer. 31111 trn-line rltcrclsc\. Full ttu~lcnt 1rlan:rgcluent -;:4315111 ;1\;111ahlc.

Swlw ; ~ c T ~ I ) clncl T1in.c plus- tlighl! IIIIC~;I~~IV~,

Ctrnh~dc~~ble use 111' on-line t lcn~on~rcrt~ons Stcldcla \\orlr cn\ lrc~titilcnc Iniludc\ ~ntcrac.r~\c galrles ;u~ci/cir s~ t~ lo l ; l r~o t i~ . Jtinlniut~l text ;mil narxlrllunl mul~~-~nctfi;r cr)ntcnl. Enrichrncn~ ~natt.nal.r trL'li.rc.d 111 cnh;tncc tcarnlng cxpcncncc.

Table JJ'

Similarly. Hall identifies three complimentary levels to that of Powlry. The tirst

involves text and graphics which is chaructcriscd by simple "paper-based course materials

placed on the [computer] so that students can access them in electronic format." Second is

interactive training prosruns which "at its best is a simulation of the work situation. ...

This goes beyond simple tent and graphics presentation and brings the lemer into the

4 I PI,% Icy R. Crlmp~lter-Based Training and Web-Based Training Developfnent IVorkslrr)p Student Guide. ( Victoria: innovat ivt'

Tnlnrng St~lutions Inc.. Scpicmbcr 199s 1. p. I-?.

27

program to engage with the content and practice the skills." Finally. interactive multimedia

training programs "a1 low the user to manipulate graphic objects in real-time. sometimes

taking on the quality of a game-playing exercise. The sirnuliltions are realistic and the

situations often diftlcult. Appropriate use of audio and/or video" is included at thia level."

Thc selection of the appropriate level of interactivity is essential to the success of

interesting students in rhe course content and creating an atmosphere conducive to learning.

blotivation

Coupled with interactivity drsienrrs must consider how to motivate students. As

many of the course candidates will be studying at a distance and not have the hcr-to-hue

interaction of n traditional cclurse i t is important to motivate them to lmrn.

The role of the instructor concerning CBT is chmging. A more open and responsive

environment must be established to promote completion of the training package. This leads

directly to the notion of motivation and lzcldrrship in the truining forum. Leadership from a

military standpoint is an essential ingredient to the very foundation of the organization. Thc

principles of instntction. outlined in the conduct phase. go a long way to describe how

instructors should aid in their lesson preparation and presentations. These principles will

undoubtedly be required within any multimedia package. Additionally. st~ldrnts must be

motivated to finish the training. CBT is becoming increasingly connected to the notions of

distance learning. With this in mind the actual role of the instructor changes drumatically as

does the leadership approaches that must be employed when dealing with students.

Collaborative learning cultures and student-centred learning are causing the instri~ctor to

-1' Hall. B . Web-Based Trainiq Cookbook. (Toronto: John Wile? and Son>. IklY7 1. pp. 4-9.

begin to fill a new role. "Contrary to what many believe. productivity in schools is not

analogous to productivity in factories. There is no assembly-line equivalent of a student

who is creating and ultimately controlling his or her own "Working to motivate

students would seem necessarily to require that their ideas and interests be taken seriousiy

and that they be treated with respect - that they have significant influence over what they

studv. how they study and when they ~ t u d y . " ~ The emergence of CBT has empowered the

student to choose their own course of action and therefore i t is necessary for instructors to

adapt to a changing training environment. In order to stimulate students several models and

suggestions from a variety of sources have been postulated. First Kellrr's klotivational

Design Model promotes the following principles for instructionill development:

I . Variation and Curiosity: 7 -. Relev;lnce: 7

-7 . Challenge Level: 4. Posit ivs Ourcomes: 5. Positive Impression: 6. Readable Style: and 7. Early ~nterest.~'

Similarly. Linda Wolcotr suggests that student centred desisn should incorporate:

1 . Courseobjectivesintemsofwhatstudents:~sopposedtotheteucherwill do:

7 -. Provide students with choices in activities and assi, unments: 7

2. Be realistic: 4. Increase the use of active instructional techniques such as case studies.

debates etc.: 5 . Assist students in learning to l em: 6. Provide for practical application of skill and knowledge:

4 ,: Lr~in B Puffing Sttrdrnts at the C'rnrre. Phi Delta Aappan. Junc 1094.

U Ibid. p.7(111

4.C Cornell R. and B .L 511mln. The Rule r ~ f Jlorir~atiun in Web-Based I~tstniction. p. 97.

7. Encourage collabortrtivr learning through student-to-student interaction: and 8. Aim objectives at the higher-order thinking skills. encouraging students to

apply. analyze. synthesize and solve problems."

Combined with the CF principles of instruction the foundation for which

multimedia should be developed can go further in motivating and stimulating the desire to

learn in students. When F~;lcsd with this scenario the design and development process and

the instructor must adapt to the change in order to achieve the desired course outcomes.

Traditional instruct ion has been c haractrrized by the following features:

In an instructor or teacher led environment

I. Teacher talk exceeds student talk: 3. Instruction occurs frequently with the whole class: small group or individual

instruction occurs less often: 1 -9 . Use of class time is larsely determined by the teacher: 4. Teachers look upon the textbook to guide curricular and instructional

decision making: and 5. Classroom furniture is arranged into rows of desks or chairs fxing a

c hai kboard.'-

in tl student centred environment

1. Student talk is equal or prater than teacher talk: 7 -. Most instruction occurs in smi~ll groups: 3. Students heip to choose the content to he organized and learned: 4. Teachers permit students to determine partially or completely the rules of

behaviour. classroom rewards and punishment: 5 . Varied instructional materials are used independently or in small goups

determined by the group or the individual: cmd 6. Furniture is clranped so that students can work in goups or individi~illly.'~

The CF must endeavour to move away from a centrally controlled and often

.(h Lk'1)Icott L. L .4udio Toolsj i~r Dirtartce Education. p. 1 54.

4; Kcian A. and R . €3. Gillani. \Veb-Based 1nstrucrii)n and the Truditiunal C'Icrssroorn: Sirnilanties and Di/Jrrenres. p. 41.

48 [hid. p. 42.

authoritative style of classroom leadership and develop an environment that includes a

collaborative learning culture where instructors begin to act more like tutors or coaches in

appropriate trainin: scenarios. Admittedly this cannot always be the case with the subject

of military training as the nature of the profession is at times authoritative and demanding.

with good rcnson--lives arc. on the line as *ell as potenti31 national security objtctiwb.

However. in a CBT environment especially when distance learning is employed it is

essential that the insrructor act us a guide. mentor and/or facilitator to the program of

instruction.

Time to develop and produce course-ware also presents itself as a problem at this

juncture. This pmicul;lr issue puts many persons initially involved with development of

CBTIWBT in an uneasy position. Experience has proven that senior management also

begins to question the actual investment of financial and human resources when confronted

with the time issue. Spccitlcally. CBT development can take anywhere from 200 to 500

hour3 of development timr for one hour of instruction time depending upon the level of

interactivity that is desired. This to many is ctscrssive. However. the end result. u hen done

properly. may he a reduction in actual trainins timr. "There is very strong evidence that

computer-based training requires less time tbr trainins compared to instructor-led training

The amount of reduction ranges from 20-80 percent. with 40-60 percent being the most

common. Time reduction for multimedia training is usually attributed to a tighter

instructional design. the option for participants ro bypass content not needed. and the

opportunity for participants to focus on those sections of the course not yet mastered."

Furthermore. there is very strong evidence that computer-based training reduces the total

3 1

cost of training when compared to instructor-led training .... A positive return on investment

requires a training population large enough for the savings in delivery to offset the cost of

dr vc lop me n t . "'l"

Standards Control

There is fear [hat there would bc 3 deprddation of the standard if distancc lcarning

technologies were to be employed. An internal defence department Jocument discussing

Reserve Force tr~ining and distance learning reveals that "standards conrrol is seen as a

problem for these alternate delivery methods."'" This in fact should not he viewed as a

problem. The standard should he maintained by the central training authority. in the case of

41 CBG. WATC. By utilising CBT from the centrill locution the standard would be

maintained. Funhermclre. CBT has been determined in several studies to be "just as

effective. i t ' not moreso than traditional instn~ction."" Also. an examination of an

American Reserve Component logistics course utilising distance education discovered that

"when compared with students taupht conventionally. students who received the distance

learning instruction evinced superior knowlt.d@e of the subject matter at the end of

insrruction."" This may be partly due to the Fact that in a Computer Mediated

Communicrltion (CMC) environment. "tests or assignments based upon recall [are] less

pncticul ... testing tbr lower order cognitive skills becomes more difficult. As a result. it

1'1 t{aII. B. M'eb-Based Training Cirokboclk. pp. I ( )X - 10').

3 ) C;ln;id;~. hpanrilenr ol' Y;ltioncll kl'encc. h n d Staff Rrscnc . - \ c l \ ~ ~ ~ r . Lund Krscrrr .VCi) Training Heview File numtrcr 4500- 1

I .Ad\ 41. 20 .Aug YS. p. IY I3

< I Hlbuclrd F.S. Disrancr Learnbg .-4nnr)fared Bibiiograpiy . p. h.

=I lirrtnc S.D. Eflecrivme~.~ of Distanrr Educari~n Approaclr iu L,S. Arm! Reserve Component Training. p. 102.

32

becomes more imponant to structure the course assignments to require the higher order

cognitive skills of structuring. insight. application and svduation. which subsume the

lower order skills."" Finally. in an environment utilising u CBT format analytical as well

as writing skills will be further developed as pan of the course. even when these are not

mcanr to be formally esamincd itcms. Thcreforc, the advent of a CBT delivcr). mechanism

muv hnher develop students in preparation for their operurional roles. while meeting or

rxcrrdin~ the required standard in comparison to traditional hce-to-Pice instr~~ction.

.Again Martin and Brigps identify many of the same hctors surrounding mrdia

selection and state that these "could include: a I the capability of the proposed producers to

provide the needed hardware and sotiware: (hI the suitability of the various mrdia for the

planned learning environment: ( c ) the features of the economy and culture in which ilsr is

intended: t d ) thc capability of the mrdia for teaching cognitive and affective objectives: ( c )

the capability of learners to use the media with enjoyment and mastery: ~ f ) the capability of

the mrdia for enhancing succrsb. self esteem. learning strategies. and satisfying study

conditions: and c g ) the capability for contributing to moti~ation."'~

Development Phase

This phase of the CFITES concerns itself with the acquisition of "effective

instructional materials which presewr the desisn intent. ... Development c?f

trchnology/mrdia-based instruction will normally require substtlntially more resources than

i 1 Davtc. L. E Empon*rrinx the Lvamrr rlrroirgk Ci)tnputrr .Cfediated Corn~trunicafhtr . p. i 1 (1.

i 4 J l ~ n ~ n B.L. an11 L.J Briggs. The Aflectivr and Cognitive Domains: Intt~gratiunji)r I~rsrnrctit)n and Researclr. p. 402.

conventional cltlssroom instruction."" Included in the development of the instructional

material is the procurement/ production of the resources. conducting of trials and the

recording of costs. A further aspect entails the development of instructional staff. In-service

development of staff normally occurs at the Canadian Forces Training Devr lopmrnt

Centre. Borden. X brief history culminating with the courscs that arc offered will impart

valuable information t senior management considering the development of CBT.

The creation of instructors and instructional development personnel has been the

role of CFTDC since its inception in 1966. CFTDC traces its origin to the establishment of

the Royal Canadian Air Force School o f Instructional Techniques that was organized in late

1950 at RCAF Station Trenton and moved to Clinton in 1962.

The Canadim Force School of instructional Technique t CFSIT) was tirst created in

September 1966 following the integration of the three separate environments of the Armed

Force>. CFSIT incorporated sections of the training units of the Navy's Fleet School of

both coasts. the Method of Instruction t MIT) wing from Camp Borden (Army) and the

RCAF School of lnstr~~ctionol Techniques at Clinton combined to form the new school.

Because each of the single service schools had developed similar courses. intearation was

easy. Courses at the new school were simply the amalgamation of the best theories and

practices of each.'" CFSIT moved to Bordrn in 1970.

' 5 Canada. Drprrr~rrrrrr I ) \ .Vtrrrc~rrcrl Drtr~rt.e. Jlarruai of Individual Trairting and Educarion hiurnc 1 Canadian Forces

Individual Training und EJticarir)n System Intrr~di~crion and f~escripriu~. C1rrau;l: CFSI?'!O) Cwarlvc Scnicch. 1097 .-\nJ r fr~ir ot'rhih valunlc cl:ucJ 3 Scprcnikr 1996. p. h.

i h Canada. hpanmcnr of hlrt~clnlrl Dcfencc. Canadian Fi~rcrs School of lnstrucrional Techn~quc. i~c~~~crtlitrtr I-;tr~.rs .Sc.ir~~~tI I I I

Itrsrntc-rrorrcrl Tet.l~ttrclrre. 1 Burden- 197s ). p. I.

34

The role of the School of Instructional Technique was to train instructors and other

school staffs for the Canadian Forces. The School was also tasked with developing and

evaluating new training concepts and procedures and developing effective training

standards.

"The zttlff wcrc drawn h r n profcssioncll educational trainers. including a civilian

educator and also from instructors from u wide variety of military trades and

classit?cations. which ensures a balance that provides maximum benefit to those attending

courses. The blend of knowledge. skills and experience from such a stuff allows

instntctional personnel of all levels in the Canadian Forces Individual Training System the

best practical training available. military or civilian.""

CFSlT was responsible for training classroom insrructors. instructor supervisors

and training .;ystem standards personnel for the Forces. The School also conducted courses

in the prep;iriltion of progrilmmed instruction material and the production and use of uudio-

visual aids.

The Canadian Forces Training Development Centre (CFTDC). evolved from CFSIT

and was designated such on I April 1980. The role oTCFTDC undrnvent a major change

in 1980. Up to that point the conduct of specialty trainin? was its sole filnction. Since then

emphasis has also been put on research and development. CFTDC is now more directly

involved in helping to solve training problems for the CF as well as providing training in

the various aspects of the Canadian Forces Individual Trdining System t CFTTS). To fulfil

its d u d role. CFTDC was divided into two companies. The Training Company conducts

5' Ihid. p. 1.

courses that prepare personnel to work in a training environment. This includes ten

different courses that run from three days to six months in length and cover all aspects of

training. The Training Development Company provides advice and euidancr on training

matters to CF Schools and Units across the country. The Trainins Development Company

is raskcd with:

t l ) conducting training research.

11 ) designing. developing and implementing course. and

t 3 ) providing training consuitativr: services to DND."

In 1904 the amalgamar ion of the Canadian Forces Academy of Leadership and

Languages. Canadian Forces School of Physical Education and Recreation and Canadian

Forcrs Training Development Centre resulted in the creation of the Canadian Forces

Leadership and Specialized Training Centre. It was announced in I995 that the

responsibility for leadership training would cease in May 1996. The leadership training

responsibilities moved to the Canadian Forcrs Leadership and Recruit School at St. Jean.

Qurhc. The Physical Education and Recreation occupiltion of rhr Canadian Forcrs was

disbanded in March 1997. CFTDC was re-established in September 1996."'

Today CFTDC is responsible for the following training:

;I. Instructional techniques; b. [nstrucror supervisor: C. Inter-active courseware design: d. Training manager:

< C;ln;lda. kpannient of N;ltii)nal I3cicnc.c. Canadian Fijrccs Tr~ining k~rloptnrnr Ccnrrc. Canadian Fc~rccs Training

L)evclupmcnt Centre. ( Burdcn: 19X51. p. I .

<&&

C.lnada. Depanrnsnt t)t'Nat~onal k l n c r . Canadian t;c~n.c> Tr~lning Devrloprnmt Centn.. .-\tr~~rnrl H~srtrrrt.iri Rrpcrrr IW3. Filc nutnbtrr 131X-?2491 A d j ~ I . 15 Mu! 1996. p.J.

e . Training analysis. design and evaluation: f. Training validation: C7 2- Advanced instructional methods: h. Training Development Ot'ficrr basic qi~alification course: and 1. Distance Learning Technologies for Managers.

Course descriptions are contained at Appendix B to this document. The civilian

l i terature concernins instructor development indicate.; that instructt7r.: must develop the

necessary facilitator skill to function in a CBT snvimnmcnt. "In a Face-to-face class. the

instructor may monopolize 60% to 80% of verbal interaction. In fact. some estimates

suggest that a [CBT] instructor may contribute as little as 10%- to i5G of the class

dialogue. However. the instructor is active in other ways. such as encouraging student

participation... [andl by designing assignments that provoke participation.""' Similarly.

Howard identities that "[ilnstructors for DL would at least initially need training in

intctrxtion skills. summary techniques. oral communication skills. and DL equipment

operntion.""' These requirements are already comprised in the course,, offered by CFTDC.

therefore. i t is recommended that personnel requiring the training be course loaded at the

earliest opportunity.

Conduct Phase

This phase concerns itself with the actual rxrcurion of the instruction. During

instructor training. there are six principles of instruction taught to aspiring instructors.

These are: Interest. Comprehension. Emphasis. Participation. Accomplishment and

Confirmation. Each of these principles will be examined in further detail and should be

--- -- - --

hl) Dav ir. L. E. Etrrpnn~rritig rlrr Ourner rhrougk Computer .bicdiared Curnrnunieariorr . p. 1 1 )6.

h l Howard F. S . Di~tance Luart~irtg A~rnorutrd Ribliograpliy . p. 19.

37

maintained in any technology based training. The principle of Interest states that "people

Iexn best whrn they are interested in the material or skills to be learned. instruction must

muse. create cmd maintain course member interest. The instructor shoilld employ

imaginarive means to provoke curiosity. while taking into account course member

experience and interests.""' To develop interest the instructor can and must employ the

techniques of rnthusiasn~. vilriety. realism and participation in their lessons to maintain the

learning process. The Comprehension principle dictates that personnel will learn whrn

instruction starts and proceeds at a rite thar the course member can absorb. To develop this

the instructor is encouraged to develop lesson?; in ;I logical format that will take the learner

from known to unknown materiill and from simple to more complrs information or skills.

Emphasis is ilnderstood as the review and reinforcement of essential information

and skills. This is accomplished by having material taught "in 3 step by step hshion. re-

capping each area and stressing key points." "' Participation. the fourth principle of

instructjon allows for the trainer to iictivcly pet involved in the learning process. "One

example of this is found in the common observation that people learn by doing.""J To

illustrate this ti~nhrr instructors are e ncouragd to ask thousht provokinf questions and

assign challenging work durin,o knowledge oriented lessons. While for skill acquisition it is

cmphasised that students require early involvement on the task. furthermore. maximum

prictice time must be allocated to ensure supervision and confirmation that the job is

performed.

iMrmbers while on course must consistently feel a sense of accomplishment in order

to he successful. To f i ~ l f i l this principle instructors must endeavour to inform students of

objectives for each lesson. explain lessons clearly. keep personnel informed of their

progress. and compliment people on work that is well done.

The final principle is that of confirmation. "Learning is most complete ;md enduring

when instruct ion provides for contirn~ation that ieclrning has occurred and has been

retained. Contiming that course rnember ismin@ meets established standards ensures that

job performance will be competent.""' These principles when coupled with the concept of

motivation will strengthen the disttmcr learnins course and hence will influence student

activity and interaction.

Evaluation Phase

Evaluation br the CFITES takes on two connotations. First. the et.aluation of the

trainees is considered and second. an assessment of the training program is completed. This

second aspect includes the assessment of "instructor methods and techniques. course

member assessment procedures. course administration procedures and the assessment of

facilities. equipment and resources. The basic goal of evaluation is to collect data on the

effectiveness and efficiency of the training function and to use that data to improve the

39

training.""" A comprehensive checklist used for course evaluation purposes is contained at

Appendix C to this document.

Validation Phase

The final phasr of the Individual Training and Education System of the Canadian

Forces deals with the need to assess whether training is meeting the operational

requirement of user units. This phase is referred to us Validation and is defined as "the

process of measuring how well training has prepived graduates ro perform their roles in an

operational unit. Validation must focus on the operational tasks performed on the job as

identified in the occupational specifications.""' Hence there is the establishment of a

system of feedback into the analysis phasr that stimulates and promotes improvement in

both training and job performance based on "real world" employment. This phasr of the

CFITES is the responsibility of rhr Managing Authority for the training

Summary

Thia chapter hna outlined the phases of the Canadian Forces Individual Trdining and

Education System and discussed relevant civilian literdture with respect ro the design

phase. media selection. instructor development and motivation. Each phasr will now he

examined to determine what essential ingredients must be reviewed in order to establish a

framework f o r the assessment of existing course material that will be suitable for

conversion to a CBT Kormat.

hT Canada, Dt.p;lnn~rnt oi National kicncc, Nar~orial Ilt.irnse Hcadquancn. ,Wtotrrlrl Irrtlr~~rtlrrt~l Trrrrrrrrrq \;~lunrc. I 4 Lirlrlltrrrrrrr ( I t

711rrnrrrc. I Winnipeg: CFTXIPC. 19941. p. 1-5.

Chapter 3 iVIethodology

Introduction

This chapter will contain the decision checklist that was employed during the

evaluation of the JLC and MOSC. It will be emphasisrd that the performance oriented

concept of training employed within CFlTES will he maintained as a critical f~ctor.

Following this the maintenance of effective and efficient training will he a primary

considerarion. Each Pertbrnlancr Objective and Enabling Objective will be assessed

against this checklist to determine whether i t is appropriate to for a distance learning format

utilisin~ a Coinputer Based delivery system. The checklist is outlined at Table 5.

Applied Research

The methodology employed in conducting the rval uation can he characterised as

Applied Research. Ncuman lists the follow in^ choricteristics ol' Applied Rrscnrch:

I . Research is part of a job md is judged by sponsors who are outside the discipline [of education 1.

3. Research problems are "narrowly constrained'. to the demands of employers or sponsors.

1

-9 . The rigor and srandards of scholarship depend on the uses of results. Research can be quick and dirty or may match high scientific standards.

4. The primary concern is with the ability to penrralise findings to u r a s of interest to sponsors.

5 . The driving goal is to have practical payoffs or uses for results. 6. Success comes when results are used by sponsors in decision making"

This thesis was constructed at the request of the sponsors and is driven by the hct

thar i t will he utilised to determine future training goals and objectives in relation to

training the Reserve Force personnel of 41 CBG. The first task wzs to determine what areas

bh Nruman It'. L Sucicrl Researeit .VIetItod.s (_)ruiirarive and Qttantirative Appruacltes. t Toranrt): .4Il)n and Bacon. 1997). p.23

4 1

of the JLC and MOSC were applicable to distance learning and CBT. This was tbllowrd by

the presentation of plausible options for the delivery of the training and finally. it was

determined whether or not the solution would he feasible with respect to cost.

Plan

in formulating the plan o number of methodology puides were consulted coupled

with discussions with colleagues as to the viability and approaches identified. The tirst

step in the process was to determine what steps. if any. had heen t a b n in the areas of

distance learnins. distributed training and distance education. This would involve

contacting and collecting background informal ion tiom tl varir ty of entities including:

1. Members of 4 I CBG:

7 . Telephoning and liaising with:

a. National Drknce Headquarters/ Directorate of Recruiting Education

and Training Ottawa:

b. Directorate of Army Trdinins. Kingston. Ontario: m d

c. Western Area Traininp Centre. Wainwright. Alberta:

Following this phase. a search of pertinent literature would he conducted followed

hy assessment of the training material. culminating in recommended options and discussing

the feasibility ofrach. All of this was to be conducted within the framework of the CFITES

that has identified distance learning and CBT as ..just another option."

It was quickly determined that this was not the case and that specific criteria were

needed for the examination of the training packages. These criteria included the notions of

communications. interactivity. feedback. student management. motivation. and media

42

selection. This material was considered in Chapter 2 and relevant questions extrapolated to

establish the creative concept for the CBT package. Funhermore. relevant questions were

delineated in the checklist built to assess the training packages.

Creative Concept CBT Product

In ordcr to dcliver thc cognitive material autlinrtd in each Option aTChilptrr.\ -I and

5 a number of variables must be considrred when virwiny the teaching material and tasks.

First. i t must he determined what level c ~ t ' interactivity is desired to accompiish the

objectives. It nulst be remembered that the original intent was to identify those components

of the mining packages that are appropriate for distance learning employing n CBT

product.

This would mrun that the teaching points. explanations. definitions. rxnmplrs and

reference material would he provided through a hybrid CD-ROM. A hy hrid CD product is

detined as being designed so that "the media and proyam structure are delivered on a CD-

ROM. and hotlinks tc the Web are embedded along the way .... Hybrid CD systems c;m

utilise information that changes often."*' The objective of using this medium is to provide u

structured learning environment that will impun the requisite knowledge required to

complete training.

At present there appear to be numerous changes on the Defence lnlbrmation

Network (Dm) and the DND homepage. The advantages of using a hybrid CD include the

hct that many references contained in the course are available on the DIN. In order to

reduce development costs. by saving numerous hours of input. it would make sense to

h') Hail. B. 1Vrh-Rased Training Ci~ukbuok. pp. 162-1 h.;.

43

enable the CD material to interact with the DIN. Access to such references as the Qurerr ' s

Re,yitf~lfior~.s tlud Orders and the Glrrcrclilrn For~.r.s rl th,r blismrriorr 0nier.s w ou Id ensure

that students would have the most up to date material as well as reduce development costs.

It is essential that the performance oriented nature of the CFITES be maintained. It

is par~mount that knowledge be coupled with performmce in order to effectively produce

confident junior lenders. Without practice. performance and evclluation. the course

objective will not be met. Current technology does not allow for the complete simulation

and interaction required to lead personnel and co~l~plete tasks in the tield. Furthermore. the

cost of developins such (I simularor would be prohibitive in the current period of fiscal

restrain[.

Therefore. the material presented should he at a minimum of level 2 interactivity

This is defined as havins the following chartlcteristics:

1. More complex graphics and animation used:

7 -. Xi~dio may be used:

7 3 . Between computer centred and student centred design:

-I. Simple on-line testing offered: and

5 . Simple student management to include test results. lessons complrtrd."'

"Interactivity at its best is 3 simulation of the work situation. At n minimum. it can

include application exercises. drdg-and-drop. column matching. testing [and] text entry. ...

This goes beyond simple text and pr~phics presentation and brings the learner into the

7( 1 Putt Itt! K. Comput~r-Rased Trairring and W-eb-Based Training De~cloprnent \Vorkshop Stullrnf Guide. p. I -2 .

U

progrm to engage with the content and practice the skills."" Students must furthermore.

be stimulated bv the presentation of material. therefore s c m n desien must be carefully

constructed allowing for appropriate use and amount of colour and graphics. Audio

instructions for each module should be included to allowr for the explicit statement of the

requirement and any substantiation. Student navieat ion is also essential and appropriate

tools are required to allow movement and exploration through the program. Examples and

detinitions should be accessible through hyperlinks as well as test and practice material.

Self examinations must he incorporated in order that students can confirm. ro

themselves. that they have mastered the content. Written assignments must also be

included. These would normal ly he the homework assignments contained in the course.

Completed assignments must be transmitted to WATC for evaluation. Therefore. the

program must have an s-mail capability. The instructional stnt'f must ensure prompt and

immediate feedback to huppon motivation and continued enthusiasm tourarcis the course

content.

It is recommended that material be ilccessible through both the internet and the

intr~net. This would enable students to access material from any location from which they

are working. This notion however. creates a security concern that must be addressed. The

primary purpose for allowing students to gain reference material through the internet. is to

enable them to work on the material from any location. In the event that the CD-ROM is

lost or stolen. any experienced hacker could potentially manipulate the material to gain

access to more sensitive areas of the DND computer network. To combat this. each student

15

must enter the disc throush a password that is established on the first day of the course.

Furthermore. access to internet and intranet material must be restricted upon completion of

the course. Therefore. the CDs produced must have imbedded in them. an encoded

instruction that will caiise the expiration of access to intrinrt material through the internet.

In other words once a student has completed. for example at the end of 12 weeks. the

training. access to the reference material must be denied. however. the student can retain

the instructional material on the CD for future reference.

Student management must also be cansidered and imbedded evaluation instruments

placed in the program. The program must collect data and reveal it to both the student and

instructional staff for the purposes of counc evaluation. information required would be

biographicill data. length of time personnel took to complete lesson modules and the results

of self mark examinations. Also part of this process should be the student course critique

that would he electronically sent to WATC upon completion of the CBT modules.

4 I CBG HQ G6 support must be integrated and coordinated with the course

management aspects from WATC with respect to the creation of E-mail accounts and

maintenance of the learning labs. This wili require coordination between 4 1 CBG H Q G6.

WATC. the MTDs and telecommunications representatives at the local umouries.

The following checklist was developed and employed for the examination of the

current training documentiltion and the development of a distance learning and CBT

product. The checklist is outlined in the framework of the CFITES. When viewing the table

the following guide in the comments section was used in order to facilitate a smooth

application of the checklist.

Table 5 - JLCI XIOSC Evaluution Checklist

ltcrn

.-I 1 .

fJurslion Yes Yo1 Sure

No

I

C u m n t s

Ycs: l i r h ih rccorclrd fur an! \tcp ci)nllnur 1 0 the next qursllon.

I

No: Cil~tlplrtr tlir ltclrl un1lt.r ci)n~~cfcr~llon. I

Not Surc: Thl\ box 1.1 iupplit'il 10 ;1110\\ l i ~ 11~)ic.s ~wl.t.litiilig it, ~ri l ;~r~i i . i t~~)~i 111ii1 11111 hc' c~hlrlrncd irunl othcr loc3[1onh/unlrs.

Section A - Analysis Phase

I

Item

r

.-!I.

4 .

-! .:

c.

.-\-1

.-\i

An

47

,-IS

.Ak)

4 I I )

I

.4 I I

-4 12

4 I

L

4 I 4

.A 15

Question

Has the tcrlning stanclaril 1dcnt1licd those tasks that rcqulrc tralnlng.

The p.rtilnnance statelllent 13 cxprcs\c.d h) cjnc verb tb l th anl) one Illr;inlng or intcr'pr~f711ijn .'

- --

That one \crh Jcscrthts an XCIIL)~ that 1s

~)hscr~ahIc and ~~~c;~.w:rhlc .'

Tlic rtcrlcln tlcscnhc.\ it hat ;~ctual l~ h:rppr.n> 1.111 the ]oh .'

The ct~ncl~t~rjn:, under tt h~ch the task 15

pcr t i~rr i~ed .ire ~tcc'ur;Ltcl) tlcscnhcil '

Thc cclnciir~ons arc thrisc. ~ h ~ c l i \touIiI he c \ ~ n c n c c t i 111 t t~c LISIU;~~ 111h '11tu;ttltln )

Thc condirrc~n\ IIIL'IU~~ \ L I ~ C ~ l w n . ;rasrht:incc. rctcn'nccs. t ~ ~ i \ l s . ctc. ~h1c.h wc~ultl nortrull> he pr~)t~dc.d 11n [he p~h. .is

~ c l l as those th:~t ;~rc spcc~tic;rll!, tbnlcil '

.Arc '~tanclard >tarc~i~c.nts h;~srd on rhc wqulrcnltnts o!' rhc (oh '

.in. -~;lnil;~ril \tatcnlcnt3 tree i~ l 'a r t~h~gu~r ! ;rntl \uhlect to IIII~IIII~~ ~ntc'rpn'tal~i~ri~ Irilslnrcrprcratli~n h! porcnrlal u5cn t ? i rhc QS'.'

Dc, srandirrtl 'Itatcnicnts clciinc prcclst.1) thc procc3.s andlor pnduct capccrcd of' the pcrl i \rn~cr In tctnns ot ~luanrll!. .~ccur;lc). tlinc and scyucncc as appllcahlc '

H;rt c ;ill task3 I i r l )n~ the \pcc~licatlon I tt hlch rcquln. r r~ in lng h ~ ~ n ~ttclu~lt.~f In PO\ .'

Do 111 POs ~natch the Intent c i i the 1 ~ A . s In the spcc~tisat~on .'

D w ~ each PO dcscnhc \r hat rhc graduate mu31 do on the lrlh I 1.c.. t~prn t t i~ns l rnviri~nnient I .'

13 tach PO tnrrmrrll) conslsrcnt hrturcn pc.rfl>rniancc. cundit11)nh and standard'.'

.Arc suppclning Kninr lcdpc. cmd Skill paragraphs c.omplcrcJ in rhr US"

Yes I

Sure 31, Comments

u

Section B- Design Phase

C'cmuncnls I t em Y L Question

Leurncr Characteristics

No

------ B I .

H 2

Not Surc

H;I> 3 t:lrgct popu1:rtion an:lly~a hccn ~ t 1 l l l p l ~ t c l l ' ~

O I W ~ t:lrgcl ptrpulillicw h:lvc. :~ccc\z r o technolt)?! it)r tlistancc I ca rn~ t~g ;~nd CHT '

I Instructional .Analpis

3 . , HA.

H 5

Hh.

H7.

H z;

I

BL)

I

H l o

Is 11ic E( 1 c.Ie;rrl) i lctinc~l'. '

.-\re all lhc E( cunditlons. rc1ct;lnr to c\;rlu;rtlng tr;iIncc pcrti~r~rr;incc. ~ d c n ~ i l i c i l '

Dtws the ti0 \t;rntlartI clear[? ~1ct;111 cntcn;~ that can he uscd 11) c l ' kc t~ \c l> lutlgc .~tu~lcnt p r l i ~ r t i ~ a ~ ~ c c

Is lhi \ ;I Cog111111e [ I i ~ ~ ~ i : r ~ n t h11t)tt ledge 1

k( 1"

I\ ;I P\ \ch i j~ i i i ~ t i~ r [lollrain 4 \ h ~ l l ) EC ).'

IS 11115 .III .A~~'CCII~C ~)~)III;I~II

~ ; r t t ~ t u t l c / ~ l r l u r ~ ~ ti0 '

.-\I i r h ; ~ ~ I c \ d 01' Hloonl'\ raonclrti? 14 tlrc EO cst;lhlihhcd"

.Arc thc sn;rhlin? o b ~ c c t ~ v c ~ c.st;lhIisl~ccl ;It [he 3ppropn:rlc Ic\cl t;)r cru)\cnlt)ll 1t1 CHT

I

Learning ..\ssessmcnt Plan/ instrunwnth ic- 'rest3

1

€3 I I .

r

H 12. ,

H I!.

H I1

H 1;

Has :I Icamtng :rs*csslncnr plan hccn c~tahlishcti"

Is I~ I \ plan ycrit~rit~rrncrr trncntcil')

What 1>7t2 o i tcsls irn' uscd to ttlcahurc h n o ~ Icdgc ! .-In: the? :rppropnatc I

.Arc "h:~nds-c~n*' tests uscd l i ~ r \ k ~ l l tclst~ng .I

Hlr\r :IR arr~tudinal :r.spt.cts I ~c \lrict> I 1i1ea.su~i1" Is 1h1s appropnrrlt. '

Identify Instrucliontrl Slratcgics t CBT)

B l h.

L

B17.

B IS.

Is thc niatrnrrl r c la t i vc l~ it;lhlc ~ l t h n '5pc1 to t l r~ lc and conrcnr!

Wi l l 1r;lrnc.n n.ct.ivc inlmrdiatr and consun1 feedhack'!

Wi l l le;rrntng he scl t' paced'!

H 19.

B20.

R 2 1

H12.

H13.

H24

r

H13. . H2t~.

H27

.-\re uscn trrrir~ccl on the openiron LII the rcchnolugy "

Will CHT provide t lsx~hil i t? a ~ t h r cp rd to tinirt and place oI' learning .'

D t ~ s CBT Ibr this rtralcrial \:all\ rlnpril\c : ~ c c r ~ \ ~ h i l i [ ~ . 11) the i n t ' o r ~ ~ r ~ i t r ~ ~ ~ ~ '

LVill CHT cntlhlr. learnen to retilain rn rhcrr ou n rn t iri)n~iicnt .'

LVtll thih lilrlirar JCCW;L.~C Icarnlng r~~t ic . '

IVill tlus li)ri11;1[ rcducc the nccil l i ~ r Instructon ;irrd :issi~tclnl\ ruh\~ant~all\ '

Lk'ill ttiih l'orii~:l[ 111~)fit ;ktc lc:irncrs .'

\\ill thr\ t'ilrriiat cnhancc pcrl;)rriianc.e '

13 CHT ;rppropn;itc tilr the Jc l i \ cn (11- this 1r;u11ing .'

1

I

Sclcct Instrucrionul auld 'I'riining Strutrgies

H2S. C;in the oplrniulii t1.:rinrnp mntr",'! IYC 11Icn1i t i d '

Section C- Development Phase

l tem

CI.

C1.

C -2

I

C-4

C5

Ch.

I

C''

C'S

, c-kj

C 10

C I I

C'I 2.

C 13

C 14.

I

C l h

C 17.

C I X. I

C l Y

Question

Can lhc ~liarenal be tlc.vclupc.tl t'or del i ten \ I;I cHT''

Can I h14 hc tlct cIi)pcd '.I n-I111u~r""

~ h c \clt.c!lc~ri \ i~ppt'nc~l b! LI Hu\!nc\, C ~ s e JII~ ~ c i t ~ ~ i l c d In lhrt unlr Bu.slnc.sh Plan .'

Can a CHT Ii)rr~l;r~ he ti.si;llly .uppc~ncll i r t w cLrnccpllon 11) 1111plcn1cnla11c)n and 111a1ntcna11tc '

I x tr~~ncrc lhrtrugh-pul Ictcls sufl ic~rnt r t )

II~CL'I prt)gralt~ rcquIre~Hcn1~

Wil l tns l ru i~ur/ l ra~n~r rarrtls and continuous lnslruclloa result In uncluc Inhlruc'ltw I~IISUC '

:\rc nctc 1nslri1i1t)h phawd in ;mil ~upcr"\ 15c.d h! c.npl.ncnccil Inhtruittm or \ i~pn ls t1n '

.An. ~nstruirors c\;~lt~;~tcd I't~r ~narruct~~rncll techn~tluc '

.An' ~nstri~itibr c\aluart~rn li~rnrs nia~nla~ncl! for rc!kwncc '

I lo Inhlnrclon hate the proper ~ l uc l l i l i ca~~on~ 10 Instrucl/ C~ i~ l i l a l r t h ~ s it l t l f ic '

Tr:r~ntng tictlillcs. ~c13asroo1ti.s. c't)ri~pu~cr labs I arc ~tlcnt~tieti and c>r;rhlishcd .'

K~LIIIIK~~ crlu~pnlrnt ~ncludrng h:inlv.an. and s1)Cltkarc 13 pn)cun.d I

KL'~UIRL~ WIILI> cqutpnlcnl 1s pri~cure~l '?

Pilor ,cnalh o l cllunc nlalenal arc dct ei~~pt.d and sc hcdu lcd'.'

Evaluation InstruIi~cnl~ arc pr~duccd 1t)

ct~nduir rvaluat~t~n (11 pi101 srrtal'.'

Student 2u1danc.c and opnrlng 111anuals arc prc~duccd'l

Instructor manuals an. pmduccd'.'

Requ~wd rc t i~nc .c nurrrisl is pmcu~d ' !

Fcx5ibi Iil! asscvirnrnl has heen conducted'!

L S Ntr Nut Sure

Commcln~s

I

I

Conduct, Evaluation and Validation

The Conduct phase of the CFITES and subsequent course should be evaluated

during the Evaluation Phase. Once a number of serials have been graduated it is nrcessuy

and judicious for the training rstlrbiishment to execute an evaluation to determine that the

training conducted has been both effective and efficient. I t is also paramount that training

establishments considering the devclopme~lt or conversion of existing courses to u CBT

format consult previous evaluation reports to determine whether training has been effective

and efficient. This is particularly important when considering older courses. Evaluation

repons may lead to the conclusion that performance can be enhanced hy the adoption of

distance learnins technologies.

Similarly. Validation studies. prepared by the operational command. will be a

source of essential information when considering the adoption of distance learning

technologies. Proper preparation. research and planning must be conducted in order to

establish proper trainins.

Summary

This chapter has outlined the necessary consideration for developin= 0 an assessment

instrument for considering the ILC and MOSC training programs in relation to generating a

CBT package. Finally. this is applied rescmh for a specific sponsor. namely the

Commander 4 1 CBG. to utilisr in future decision making and training scenarios involving

brigade pctrsonnr I.

Chapter 4 JLC Training Plan Assessment

Introduction

This chapter is presented to discuss the tindinps of the evaluation of the JLC

training plan and to identity those elements o i the plan that are applicable for distance

learning and CBT. As stated in Chapter I the aim of this project wax to identify the area of

thc course that could logiccllly be distributed. and with that in mind to primarily identify

those that could be delivered via ;i multi media format. It is understood that many options

for the delivery of the training are possible however. the direction requested for this thesis

was to identify those aspects of the course that would lend themselves to be delivered via cl

CD-ROM t'ormat.

For rhr purpose of assessment each PO and EO was scrutinized heavily utilising the

checklist established at Chapter 3. An overview of the assessment and recommendations

will he presented with respect tcl the POs. Enabling Objectives that possess unique

importance will be singled out during the discussion.

Junior Leader Course Evaluation

A recent report to the Reserve Advisor to Chief of Land Staff indicated that

historically. the development of the Canadian Forces JLC when coupled with the

LFCJNCO has nearly doubled the length of training that was required prior to 1994.-'

Furthermore. the document traces concerns with respect to Junior NCO development in 1 I

areas :

- 1 , -

Canada. Depsnnlmt 11f Nrtrillncrl hfcncc. Lnd Swl'f Rcsenc .4tlvtsor. Lorid Rcscnr ,VCO Training Review. p. 3/13.

I . Attrition rates; 2. Course lmgth: 3. Regular Force expectations of a Reserve Soldier: 4. Perception of Total Force: 5. Warrior Pro, *ram; 6. Physical titnrss evaluation and standards: 7. CFRETS QL 2 course: 8. Standards 9. Reserve Input in Designing Course Training Standardsnciining Plans:

10. Course Chanprs/Cancellations: and -,

I 1 . AnglophonelFmncophonc Coi~rsrs. '

Of thesc eleven arras. five arc: directly linked to training development and design.

Specifically. items 1. 8. 9. 10 and I I have a direct impact on the formation and cvnluution

of distance learning and CBT material in this project.

Coursr length is a primary stimulus for the development of alternatives to the

traditional training that has occurred at a central training bcility. '*The required mining for

Reservists has rciiched the point where it is not achievahie for many Reservists. The

wholesale adoption of Rrgulnr Force course content as part of Total Force has resulted in

Resm~~e Force course lmgth increasing to the point when the working soldier. ... cannot

complete it in one s~mrnrr." '~

The organization of Standard Sections. those who oversee and monitor training. at

urea levels have had u diminishing effect due to being "heavily tasked." while suffering

from "infrastructure personnel reductions.""

It has been noted that in the document prepared for the Reserve Advisor that the

54

input that Reservists have on TSlTP hoards is minimal. A cull for nominations to sit on a

design hoard is made by the Combat Training Centre (CTC). However. Reserve units and

personnel are failing ro respond.

"Changes in course dates or course cancellations are not only disruptive but

frustrating to candidates intent on attending ;l particular course. Candidates may have

scheduled their vacation time around these anticipated course dates. or have booked time

off with their employer for this panictila- period of time .... It is especially disconcerting to

a candidate when u course is cancelled due to the minimum course load not havincg been

m~31."~~

Finally. the report denotes that there is a reqi~irernmt For more Francophone

courses. '-The optimum goal is assurance of appropriate language instruction at any of the

*-

ATCs [Area Training Centres I uc'ross Canada."!'

When combined with all orhrr tictors the report culminates with 3 conclusion that

is primarily focussed on scheduling and "[tlhe army must continue to examine and apply

where possi blc alternate deliver?; methods for Reserve training. The methods could include

..7s distance learning. involving computer based tr~ining ... As stated this evaluation of the

control documentation will focus on this method of instructional delivery.

Junior Leadership Course

The "purpose of junior leader trdining is to broaden the trainees' knowledge of

' h lhitl. p. h/ 13.

-- < . ' ' Ihid. p. I O/ f 3

- , ! h

Ihid. p. ! 3 I3

general military subjects. to develop their leadrrship/management skills and to obtain C

practical experience in the application of individual leadership and supenrisory duties to the

minimum level required by junior supervisors.""'

The training plan writing board was convened in 1996 and created the trainins plan

with t'llture distributed training opt ions in mind. Furthermore. this nit iativr was

accomplished with the Reserves being the primary consideration. Sprcitically. the course is

divided into two blocks the tlrst intended to be ;~ble to be distributed.

Each performance objective is consistent with respect to the performance statement.

C;sessmen t conditions and the standard. Each depicts a specific entity of work and the I.

criteria mirror the peribmancr expected in the operational environment. The analysih

phase of the CFITES was adhered to in developing the Trnining Standard with all

applicable chapters being completed.

The Training Plan. ;ls well. depicts ;l course carefully thought through and

established. The enabling objectives clearly depict discrete areas of concentration that act

as building blocks eventually culminating in the performance as indicated in the PO.

PO 401 Lead Subordinates

The aim of this objective is to develop personnel to lead subordinates by training

them to enforcing discipline. pive orai orders. plan and schedule the work of subordinates.

establish and assign work priorities. delesate tasks to subordinates. liaisc with other

unitslsections on work reluted matters. identify reasons for group and individual Failure on

tl)

Canada. &panmen[ at' Narionnl Defence. PPCLl Bartlr Schuol. Cottrsc Traininx Plan- Cirnadiun Fr~rcrs Juniur hadenhip Currrse. I Wxnwrighr: PPCLl Battlr Sch~)c~l. I C I Y ~ I . p. I - l/2.

tasks/jobs. ensure the weltidre of suhordinates. manage material. provide input to

operational plans. establish a work performance standard and evaluate opt ions available for

action.!'"

Overall the EOs outline. in logical format. the sequence in which the performance

ubjsctivr will be uucomplishrcl. Each perfurmancr. cundition and btandilrd htaternrnt

identify the required level of proficiency expected of the trainer. Furthermore. the test

details relate to these paragraphs and is suitable for the teaching points stated.

This partic~~lar PO constiti~tes 16 scheduled lessons in Block I and 45 periods in

Block 7 training. The overall assessment of this PO and its subordinate EOs indicates that

the content is considered feasible tbr distance learning and can in be delivered v i ; ~

CBT. For the most pun the EOs are cosnitive in nature. The established training plan

indicates the theory that will be delivered in Block I and that assessment of the trainee will

occur in three primary ways. First the candidate must pass a written exam composed of the

knowledp material presented during the classroom portion of the course. Second the

member will be evaluated when tilling leadership roles while in garrison and finally the

student will be assessed during the field portion when conducting small pimy tasks. The

written test is scheduled to occur at the end of Block I training.

The following are the EOs contained in PO 401:

EO 40 1 .O I Enforce dress and deportment EO 401.02 Apply the principles of leadership EO 40 1.03 Enforce discipline EO 40 1.04 Motivate subordinates EO 40 1.05 Demonstrate a basic knowledge of human behaviour

EO 401.06 Represent subordinates EO 401.07 Evaluate job performance EO 40 1.08 Maintain personnel files and records EO 40 I -09 Dr rnonstrate m understanding of leadership and management EO 40 I . I0 Drmonstrtlte an understanding of human needs of subordinates EO 401.1 1 Apply leadership styles and approaches EO 40 1.12 Give verbal orders EO 401.13 Apply planning and organizing techniques EO 40 1. I4 Direct ~ L I bordinates EO 40 1.15 Supervise subordinates

Table 6 reveals the heavy emphasis on the classroom instruction that occurs with

this PO. It nust be noted that although the student receives the bulk of the training in the

furm of lcct~~res and discussions the major emphasis in assessment of the leadership ability

rests with the performance when conducting small party tasks. For this Perfom~ancc Check

I PC) only one day of practice is scheduled during block 7 for the preparation of candidates.

however the assessment constitutes 95% of the PO 401 and 60% of the overall course

grade.

With the heavy emphasis on classroom instn~ction and the delivery of theory in

Block 1 i t is concluded that the 16 periods that constitute the delivery of theory he

developed into a package for distance learning that utilizes a computer format.

Furthermore. the nine periods scheduled on the first day of block 2 shoilld be considered

for removal to Block 1. Therefore all theow I'or this PO would he delivered at a distance

dnd the written PC could be administered prior to the candidate arriving at the central

training facility. Prilctical performance assessed throughout the course must be rmphasisrd

di~ring any introd~lction delivered through 3 CBT format. As well. examples of this

practical performance and how assessment will occur must be clearly distinguished to

candidates. Every effort should be made for members to not only complete the theory

portion of Block I but must prepm people to attend Block 2 hy identifying why material is

relevant with each €0 presentation. Eleven of the fifteen EOs contained in this PO have

associated practical performance assessment assigned throughout the course.

PO 402 Conduct Drill

The goal of this PO is to train the Junior Leader to conduct drill at the halt and on

the march. with and without weapons. It also imparts knowledge with respect to ceremonial

59

drill and the execution of parade appointments. Assessment of this PO indicates that the

requisite performance expected of the candidate will be in relation to confidence. bearing

and determination as well as the actual execution of specific drill movements.

This PO is considered. from the onset as not applicable to CBT. However. the

training can be delivered at il lclciltion other than n central training facility. For thc purpose

of training delivery it is recommended that the function of delivering this PO be delegated

to the Militia Training Detachments ( MTDs ) located at Calgary and Edmonton.

There is une area applicable to CBT and that is EO 402.02 which is (I knowledge

only element and is not assessed either in a written examination or practically on the parade

square. Due to the F~ct that it is only scheduled for two classroom periods d~~ring the

present JLC i t can easily he accommodated in any format including CBT. at the local

armour). k ing conducted by the MTD or senior NCOs of the unit or at the central training

Picility.

PO 403 Instruct Personnel

The focus of this PO is to have the candidates prepare lesson plans and deliver both

a skill and knowledge lesson. There are a number of possibilities for the delivery of this

training. It must be noted that for the five days worth of training scheduled for this PO only

one day is dedicated to the delivery of classroom instruction. The remainder are utilized for

student presentat ion of skill and knowledge lessons and the assessment of those lessons.

The first recommendation that can be made refers directly to the possibility of

distance learning. The knowledge material and the exercise of creating the lessons plans is

applicable to being delivered through a CBT package. Further to this. decentralization of

the training to the MTDs remains an option as does the notion that it may be desirable to

have instructors travel from the centrd training fiicility to the students. This may in the end.

be more costly than any other option. However. due to the h c t that clussroom instniction is

$0 vitally important to the CF (I common standard must be maintained to rns~lre that all

aspiring instructors meet the required level of proticiency.

Owing to the hct that reserve force personnel are not clvtiilable for long periods of

time and this training is scheduled for five days i t becomes very difficult to have Regular

Force instructors travel to accommodate what could be scheduled as two ur three weekend

trips to the unit sites. With this in mind and the desire to maintain a common standard of

proficiency and achievement i t is recommended that the pracrical portion of the material

remain in block two of the current training schedule. The ten theory lessons associated with

this €0 are however applicable to delivery through CBT.

PO 404 Apply Policies. Principles. Regulations and Acts

The intent of this PO is to impan a knowledge of policies. principles. regulations

and orders so that candidates can conduct research in these topic areas. Rrsemh is

conducted in order that the student can conduct preliminary investigations. prepare charge

reports. recommend recorded warning action for subordinates. recommend personnel lor

professional counselling. recognition or career/rducationaI programmes. inform personnel

of personnel assistance programmes. explain policy decisions to subordinates. md advise

personnel of their individual rights. The [en EOs that are associated with this PO are:

EO 404.0 1 Locate and interpret regulations and orders contained in QR&Os. CFAOs and CFSOs: EO 404.02 Apply regulations in QR&O vol Z dealins with service offences:

EO 404.03 Apply QRLOs pertinent to mest and custody: EO 404.04 Prepare charge reports: EO 404.05 Apply QR&Os pertaining to service tribunals: EO 404.06 Administer personnel policies: EO 404.07 Demonstrate n detailed knowledge of the CF Drug and Alcohol Policy: EO 404.08 Demonstrate ;l detailed knowledge of the CF Personal Harassment and Mixed Gender Policies: EO -104.09 Demonstrate a detailed knowledge of general safety principles and procedures: and EO 404.10 Demonstrate a basic knowlcder of the working relationship between CF members and DND employees.

This PO is composed of cognitive EOs that pertain to military policy. law and

regulations. Verbs used in the performance statements indicate this to be the case. For

example. locate cmd interpret information. apply regulations to given scenarios and tinillly

demonstrate a detailed knowledge of the CF Drug and Alcohol Policy. This PO is selected

in its entirety for distance learning and is applicable to il CBT format. Theory material can

easily he presented. reference moterial can either be included on u CD-ROIM or accessed at

the nearest orderly room and home assignments can be completed and either c-mailed to

the instructor or the student can use normal mail.

The examination of the material is an open book test. It is assumed that this

examination is based upon military law and is focussed upon scenarios that the student

must respond to by identifying the correct QR&O reference to determine whether or not the

ot'fcncc has occurred. This examination can be conducted at a distance using invigilatins

officers from the MTDs. This would not be dissimilar to the format of delivery utilized by

the Officer Professional Development Pro, -ram.

Table 7 illustrates the predominant focus of the training as centred on

lecture/disciission and home assignments. All of these methods of instruction can be

fiicilitated through a computer mediated format.

PO 405 Communicate Orally and in Writing

The purpose of this PO is to develop the communiciltions skills of the students with

respect to both oral and written communications. There are in Fact [wo expected tasks

within this PO. The t'irst performance is associated with written and second with oral

comrnunictltion skills.

The written comrni~nication involves the course candidates preparing military

correspondence that encompasses messages. minutes on correspondence. periodic

assessments. Personnel Evaluation Reports (PER) and memorandums. The ordl

communication techniques are involved with interviewing subordinates. counselling

personnel. conducting PER interviews. and preparing and presenting briefings.

Associated with this PO are nine EOs that include:

Table 7: .-\ssessmnt of PO 40.1- .Apply pc)licics. principlcs, regululic~ns and ac~s.

E(

4lU.01 - - - - - -

JI)4.02 I

Tczt [)+'ia11>

PCJIU ( ) p n Houk lt'ritrcn Tcht

\

Schrd

Bli)cL

I

I

Ti 111e

4 1

nt~n pd

* - - --- -- -.

4IIJ.O? 2 \ \ \ \ I

JIIJ.04 2

JIU 1)s

JI I4 lh

JO4.Il7

JIM.OS h

4 1 ~ o k j

L

JOJIO - -

Insrn~ctional Xlcrho~l

2

I

2

3

2

I - -

D ~ I I I L I

- --

hcturc

\ - - - - -

\

\

\

1

1

t - -- - --

Class F-tl HL)I~IC .-\s?;~pnlucnt

\

Di.scu?isir~n

\

\

\

5

1

\

\

I

\

\

- - - - --

t

t

\

\

nirt ;~v+c>\cd

lltrt as\cwcil - - -

I

I

I

I

I

1 L

EO 405.0 1 Prepare memorandum and minutes: EO 405.02 Prepare a military message: EO 405.03 Demonstrate a detailed knowledge of interviewine theory: EO 405.04 Demonstrate a detailed knowledge of counselling theory: EO 405.05 Conduct interviewing and counsr llinp sessions: EO 405.06 Demonstrate a detailed knowledge of the NCM PER system: EO 405.07 Demonstrate a detailed knowledge of PER forrt~s: EO 403.08 Complete an NCM PER and conduct a PER interview: and EO 405 -09 Conln~unicilte orally.

Each of these EOs is cognirivc in nature. The test details indicate that the material

will he assessed in a imowlsd@r oriented written performance check ( PC 1. The method of

instruction includes lecture. discussion and horns assigiments. Table Y reveals the heavy

emphasis on lecture. discussions and the assessment of students through the application of

a written test. Home assignments are associated with EOs -105.0 I . .03. and .08. These can

all he completed at a distance and transmitted to the instructor for evaluation.

EO 405.05 is the practical performance associated with EOs 405.03 and -04.

Candidates are expected to attend a lecture. watch a video and then role play while

conducting an interview or counselling session. Although this material and the associtltrd

performance is extremely important to the development of CF leaders. the teaching points

are examined during the final written PC. The actual performance. whilr invilluable to the

deveiopment of skill and experience. is not formally assessed. This EO. while not

applicable to delivery through CBT. due to the face-to-hce requirement of conductins an

interview. is recommended to be conducted at a location other than a central training

facility.

The total time allotted to this block of material concerning PERs constitutes eight

periods. This includes tive lecture/discussion periods. and t hree periods of home

assignment md interviews. The knowledge material for these EOs is applicable for delivery

through a computer format. Furthermore. the entirety of these EOs can be delivered ar a

distance. As with the previous EOs concerning interviews and counseliing. this material

can be deliirered at a location other than a central training establishment. Knoivlrdge

material could be delivered through n self-study CBT package culminatin@ with weekend

training to complrrr rhe practical requirements. Further to the interview EOs. the practical

ponion is not assessed. It is however. debriefed. therefore establishing an experience

ti>undation upon which to develop future supervisory ski1 Is.

The standitrd for EO 405.09 dictates that members will:

a. give a I ' 2 minute impromptu presmration stating hislher name. rank. family.

hometown. military hacksround and expectations of this course: and

b. prepare and present n 5 minute brietine on his/her current job."

The theoretical knowledge on how to plan and present an oral presentation or

briefing is covered diiring two periods of lectures and discussion. The final 5 minute

briefings are conducted during a two period time frame and the introductory speeches are

covered in one period.

It is recommended that the lecture material be delivered through a pre-cuurse sti~dy

package that utilizes a CBT tbrrnat. It is further recommended that. although not

appropriate for CBT. the five minute briefings. be conducted at a decentralized location.

This perhaps could be conducted by the local MTDs.

!i I Ibid. p.4405- l / l t ) .

Proposed Options Fur Distance Learning Delivery

At this point i r is pertinent to discuss the relevant options av~lilable for the

Jrcentrtllizntion and tlpplictlt ion of distance learning through a computer mediated format.

The following three options interpret the course as established into manayruble blocks or

modules. Each has characteristics focussing on the requirement I'or decentralization.

employment of CBT and the requirement to remain ensconced at a central training

establishment.

Option 1

This option involves the scenario as indicated in the current JLC training plan. The

course is divided into two blocks. All training in Block I is identified as bring eligible for

distribution. This encompasses most of the knowledge material contained in PO 401 with

the exception of EOs 40 1.05. -07. .08. . I0 through .12 and 40 1.15. All of PO M 2 is listed

as being distributed with the exception of EO 402.03 Pwdde Appointments. The

'Trrhle H: A s s c ~ s m n t of PO 405- G)mrnunicatc Or i l l y and in Writing I

EO

405.01

4 . 2

0 0

403o-l

403.05

4

405 07

4l13,~lS

I

Ti tnc

X I I

niin ptl

5

1

2

4

1

1

5

S

Instnrctionlil hlcthiitl Te3t Ik)~.t; i i l~

PC tintrrn cxarl~

T;

\

\

\

\

\

\

\

nirt t ~ ' \ ~ c t I

Lccturc

\

\

\

\

\

\

\

\

\

SchcJ

Bluck

I

I

1

1

I

I

I 1

I 1

I

Discushion

\

\

t

\

\

t

t

1

i

\

C l b s E.\/ kfonlc Ah%igna~rnt

\

t

t

I ~ I I I ~ ~

\

\

knowledge components of PO 403 llre selected for distribution with only the practical

assessment of delivering u skill and knowledge lesson remaining in Block 2. All of POs

104 and 405 are designated as part of Block I training and cur therefore nominated for

distribution. Thih distribution of trainins would constitute 12 of 13 days worth of course

marcrial. In percentage terms this reprrscnts 5 2 4 of thc coursc bcing allc~dtcd for

distribution. Unfortunately. the tuining plan does not identify how Block I trainins would

be delivered to the candidates. I t is assumed that either il paper based prosrammed

instruct ionul pitckugr or CBT product was envisioned to drl ivrr the knowledge material

md the practical drill periods would be conducted and evaluated by either the units haviny

personnel loaded on the course or the local Militia Training Detachments. The TP also fails

to indicate how and by whom the written tests would he distrihittcd and administered.

Option L

Following careful consideration of the material in the training plan. Option 2 was

determined to modu larisc the training in logical blocks differentiating between knowledp

components. practical performance associated with garrison cmploymrnt and field

exercises associated with small party tasks.

The course would therefore be divided into three blocks. Block 1 would contain the

knowledge material required by the course candidates and would be delivered through a

CBT product. Assignments such as written communications. tbr example -'write a

memorandum." would be completed on the computer and electronically transmitted to the

instructor at WATC for rva1u;ltion and feedback.

Block 2 training would encompass of instruction concerning PO 102. PO 403 and

67

the oral communication practical aspects of PO 405 including conducting interviews and

counselling sessions. PER interviews and conducting brie tings. In addition to this material

the unit responsible for the conduct of training would be further responsible for the

adminisrration and invigilation of written examinations as they relate to POs 40 1.401 and

405. It was en~~isioned that responsibility for course design. c~aluarion instruments and

overilll course monitoring would rest with WXTC. The conduct of Block 2 training would

he the responsibility of the MTDs located at Calgary and Edmonton. Recent discussions

with the Commanding Officer of the Calgary MTD reveals that they are an "under utilisrd

resource"" within the brigade and would be able to handle the workload.

Block 3 trainins would involve the practic;ll assessment of the student in leadership

roles associated with small pany tasks. This concentration of material must remain with

WATC due to the requirement for personnel to gain access to suitable training areas and

the resources that are involved. The number of personnel participating in the drcmtralised

program will also have an adverse affect upon the desired results and standard 3s the

population may be to low to conduct the assiznrd tcisks. Therefore the concentration of

personnel and resources is vital to the completion of the course. This only can exist at

WATC. Furthermore. the major portion of the assessment and the proportion of grades is

associated with this evaluation. It is vitally important that all course members receive

assessment against the same standard over time.

Finally. EO 402.03 Parude Appointments is associated with this block as the

material culminates with the graduation parade for the course. This EO will foster a sense

32 Discussions with the CO t)t'thr hITD 1t~atr.d at Cdg3~); . .April l1l')9

of esprit de corps and uccomplishmmt within the graduates as they complete all three

blocks of training.

Table 9 illustrates the breakdown by block of the material and the present number

and percentage of periods associared with each PO/EO.

I'uhlc 9: Optitrn 2 - J LC' 1)clivcry

I5lartIi I - lino\vlc.d~c. miltcriul dclirerrd b? CB'1'.

lBO/EO

4111

402.1):

JII.:

11 U

4 15

'rot31

Ucsrriptitrn

;rll hnou ledge l-3 I\

Cc.rclllt~nlaj drill

h t i th~ lcdgc lcsscln\

cnllrc tonrcnl 01' r h ~ \ P(

u rlttcn c i )~r~n~un~c;~t i t ln and Ant)\\ lcilgc III~IC~;I~

;~szc!ct;~lcJ \c~l f i Inlcn tc t~ thcor? ant1 PER5

RLrck 2 - 0er.entr;tlisc.d mutcrial tt) 3I'TDs and administration of written exams.

# r r f periods (currcnl .J LC)

.: 3

- 1

I I

I Y

I 2

77

40 I

102.02

402

31 1.7

11 U L

44 l i I

405.05

40; I is

J( 15 1 1 0

Total

# [)I' days t cu rrcnt ,ILL-)

: , .) . I ) 2

I I

I Ll

I I

7.7

PC urtttcn cu;lnl

L)rlll pr:lctrc.c \chslun\

Pr:~c.rtc;lI PC- C.'c~n~luct llnll

f'r3~lt~;ll PC- Ptc\cnt ShlH and Kno\blcdgc I-~.s\cln%

PC- ()pn hook C ' C ~ I I ~

PC- 1C'nttcn ct;~lti

Inlcrt rcu Skills

PER ~ntcmtcu\

0r;ll Con lmun~car~ t~n~- Hnclings

5 of course'

'I

I-l..;

I) 9

1 S

S..: m

;I

33.2 5

Blr~cl i 3 - lVt!tcrn Arru Training Centre

- 3

I t )

S

3 J X

- 7

-.- ' i

6

5

-,

38.5 (40 rnin pds) + *33 IW rnin pds)

101

402.O.i

Ttrtal

I , '

I

0 S

6 7

0 2

0.23

I1 4

11.3

11.3

N.6

PC - Srilall Pan! TL\A.\

Parade .4ppolnrt11enrs

I 1.L)

1 ,:

, 9 ? -

I0 4

0 ' )

1 . 1

1.7

-.- 7 -+

-.- 7 - 37.2 Cc

3 8

H

46

3 S

I) S

4.6

I b.5

.*.> . - 20 9

A

In a final assessment of Option 2 it is clearly evident that if the knowledge material

were established in a home study package and the concentration of POs 407 and 403 were

allocated to be delivered through distance l m i n g . 70.7 percent of the course could be

delivered at a location other than u central training establishment.

Option 3

This option explores the possibility once again utilising three blocks of training

however. Blocks 2 and 3 are modified to account for the number of candidates attending

the course. It is observed that only LL limited number of personnel could be available at any

one time in either Edmonton or Ctllsary: therefore there may not be sufticient numbers to

properly conduct POs 407 and 403. These POs would require a minimum number of people

for the conduct of drill and teaching a lesson. Therefore. i t is recommended in this option

that the material remain in the Block 3 portion of the training. The cognitive material

would still he decmtralised using a CBT product while only minor portions ofrhs course.

the om1 communication aspect of PO 405. along with the administration of written

examinations would be devolved to the kITDs.

.-\dn~in Pcriuclh

. - \d~~l inistr .~t~on pcriotlh nor ~ I I L X ~ I L * ~ 11) any hlilck of training. Used fur in-clcar~ncc. rsst~c tifur.~pon.* and \[art'?;. COh rrd~lt-csb rrc.

I4 I .-t 6.4

It the end. option three would allow the inclusion of a CBT product to be utiiised

for delivery of the knowledge material at a distance. and essential classroom material.

although not formally assessed would be delivered during Block 2. The invigilation of

Tuhfe 141: Option 3 - ,ILC Del ivcq

Block I - tinowlrdge material delivered by CHT. I

PO/EO

r

I

Jt U

4 j?

- -

.f otal

# o f days 4 cu r rcn l .I LC)

3.3

I .9

I .2

~

6.4

Description

:dl hnt)\b lc~lgc EO>

rrn11i-c cun~rnc 111' ~h ia PO

U~IILCII c t ~ ~ ~ ~ ~ t ~ i l r i i c ; ~ ~ t t ~ r i 211~1 LIIL~M I C L ~ ~ C 111atcr1;11 ;L.\\IKI~~cL~ \C ~ t l i in[cn let\ [he09 and PER3

-- - - -- - -- - -- - - -

5 uf ct~urse

14..;

S.3

5 .2

27.X 5

H11)ck 2 - 1)eccntralised material to II'C'Uu and administration or written csams.

# of periards (current .]LC)

-3 3

I 1)

12

- -

M

4111

4I )-L

-11 17

-!Oi 05

407.1IS

407 {It)

'Total L

PC' it nlfcn C.X:LIII

PC- ( I p n huok cfani

Hluck 3 - \Vcstcrn ..\rca 'Triiniag C'rntrc

- 7

7

11.2

11.2

L

401

4 I2,( I I

402,02

402.113

102

-I( I7 I

411.7 I

'Total

.~ I I I I I~ P~'nr)Jh

PC- \i ntrcn ~'f;llll

lnrcn I C ~ C Skill\

PER ~ n r c n IL.\C\

( )r:~l Ci~nl~~lun~c:itlonh- Hnclingh

O.LI

0.')

PC . S~lrtlll P:ln) T;iaLa

I ln l l pr:lcrlcc \c.s.sl~)na

c c ~ ~ ~ ~ ~ ~ n ~ : i l drill

P:~r;~ilc .-!ppoinr~ticnth

Practlc;rl PC- Cu~~ilucr I l r i l l

knot\ lcdgc leh>ons I rhcop nltlrcnal I

Pr;ict~c;~l PC- Ptcbcnl Skill and K n o ~ lcdgc Ls.sh~)nh

.4dm1n1stl;rt1on penl~ds ncll allocated 10 tin! hlocL oI' rrmnrng. Cscd l'or ~n-clear~ncc. ~ssuc o i ~t'apons md r1on.s. C( I\ ;~ddr~'sb ctc.

I

1 . 1 I

1.7 1

7 1 -.-

-.- -t 1

X.Y

2..5

4

i

i

20.5

IS

I t J

- 1 S

S

I I

23 "

77 c 40 min pd l + 33 rcu) min pd)

I-!

lI.23

lJ.4

11.5

I1.5

1.05

1. S

I

0.2

11.3

0 S

1.1

4.7

11.4

I .4

l h S

4 .;

II Y

3.5

3 - .' . ?

4 .S

20.4

53.Yq

b.4

7 1

written examinations would occur duric? Block 2 and would necessitate the scheduling of

this block ro he placed towards the end of Block 1 training. This would require candidates

to conform to n rigorous schedule of home study in order to prepare for the Block 2

examinations. This material should all be scheduled prior to attending the Block 3 portion

of the coursc.

.JLC Feasibility .Assessment

This section will outline the cost of current training and compare it to the delineated

options contained in Chapters 4 concerning the JLC. The current cost of the JLC. based

upon it maximum student capacity of 36 candidates is 52 1 1.16 1.00. This is fully outlined in

Table 1 I . This constitutes a daily cost of S728 1 -4 1 and a daily cost per student equal to

S201.26 with a course cost of 54.677.01 per student.'' - --

1'ahIc 11- Cllsl (II' Current .ILC

Cxtl-,r 23 'Tntn~n? L):I! s I

5.;l).03k1,5L1 I

j l . W l , ? l I

S lh.OX0. 17 1

5.;.h(ll).lHI 1

\ I o o . ( M ) 1

5 1 511.00

Wt)O.O(L

5 3 1.1 14 )

r

IICIII

lnstruc~or Pa!

rcttlpor3n IIuI! ;~nd Tr:r\cl t;.xpt.nwh t Instrucro~~ I I

IhIP Halltins ant1 F m h Ktlt~ona

S1311on3q

LtrunJq

Pctrolcum. Oil and Luhrican~c r POL,

Pnnllng

Trr~lnlng .41Jz

C'int 2') Tr;un~ng Lh!\

537.57h oo

52.US.oo

520.275 ( I t )

5.4.~ 10.oo

5 111o.00

51 30.00

5JOl~.Oi~

550.00

Claa5 C Srorcs

Kcst.nc Sludcnt Pa!

Tlltul {Course)

330.00

514b.213.00

521 1.161.00

5SO.oO

i l 15.902.( 13

$1 a373.3 1

With the exception of Reserve student pay the course total is equal to 564.948.00. It

is determined thm the instructor pay costs are cnlculoted based upon ten instructors. two of

which are permanent staff. These permanent staff would he required to act as

administr~tors of any implemrntsd CBT product. therefore. the cost for instructional staff

would equate to eight personnel for a total expenditure of S30.300.80. If 27.8% of the

course were to be delivered through a CBT product. as outlined in Option 3. the reduction

in corresponding costs would equal S 14.740.6 1 . When considered over the four schedi~led

courses during the tiscal year 1998199 the ;tmount total5 $58.962.4. This figure is habed

upon o reduction in the instructor. temporary duty. and rations costs associated with the

course. Ir is assumed that members would receive fu l l pay for working on the program

whether at ;I centml training facility or at rl distance. Furthermore. i t is determined that the

remaining course costs would persist vinuillly the hamr regardless of the method of

delivery.

If the scenario developed at Option 2 of chapter -I were to be realised the

pmallrlling reductions associated with 33.5% of the course bring delivered through CBT

would amount to S 17.762.98 tbr one course. while the sum increases ta $7 1.05 1.92 when

oftlliated with the four serials that were conducted in 1998/99.

Receipt of the response to the request for quotation (mclosed at Appendix D). at

Appendix E reveals that the CBT product associated with all options for the JLC would

Toul I per ';~u~lrnr/counr id hdsccj upon 3, .~ludcnts l 55.Sb5.jS S4.h77.(N

cost approximately $47.000.0. This is extrapolated below at Table 12."

It can he concluded from this information that i t is feasible from a cost standpoint to

develop and implement a CBT product for the deliver?, of the knowledge components of

the Junior Leadership Course. It can also he postulntrd that hosed solely upon the training

statistics compiled h m 4 1 CBG H Q that the requirement exists to execute such lm

initiirtive that will bring the requisite training to the tnrsct audience. In effect W personnel

were nominated to receive the training during the 1998/99 t k a i year and only 45 attended

the course. With the advent of a CBT package coupled with attendance at a training facility

for o shortened period of time would increase the trained personnel within the brigade. The

training throughput is illustrated at Table 13"'.

'l'ahle 12- i.rr)m l'roductiurrs Quotatian h r CU'T Product Development

X4 I.ci~nl Prcduct~ons bvah ~rlectdf li)r this pro.jt.cr due lo their past and prcscnr involvrmr.nr In dcvclop~ng CHT it~r rhc CF. rhr~r

L n t ~ n Irdg~. ~ t ' [he CFiTES and their lc~carion In Calpn.

si Iniorn~at~on rccrivrd irum J I CBG HQ. G? Tra~ning NCO. 3) Jan 191JLl.

Item

Pn)gan~n~ing

Prtrlcct \lan;tgcl~~ent

Graphic [k?rigrl

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The cost of developing the CBT product when compared to the initial cost savings

in instructor. temporary duty and rution costs would more than pay for itself in the first year

of implementation. Subsequent training years would actually reulisc: a stlvinss while

increasing the potential number of tr~incd personnel. The savings rttalisrd 3s a result OF a

CBT initiative can and should be utilised to ensure that the course administrators are

trained to faciiitate the pro= *ram.

It can further be deduced that the decentraliziltion of training to the MTDs will

further enhance cost savings by decreasing further the temporury duty. ration. laundry and

POL costs associated with the course.

Summary

Alternate forms for delivering the training must be considered in order to meet

requirements for the training of Reserve JNCOs. It cannot be rmphasisrd more stronely

that the production of Junior Leaders is essential to the esprit de corps. discipline.

teamwork and confidence of all members of the CF. With these concepts in mind only

'l'ilhlc. 13: .ILC Training I .April 1WM lo 31 March 1YW

N0111in31cd

badcd

P:~sscd

K~*rurnr.d TI) Llnlt

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L 'c~lunta~ i i ' i t l ~ d ~ ~ ~ \ ;II

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C L I U ~ C I 413) - June L)X

2 I

I 4

10

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I

1 1

5

1

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segments of the current JLC can be recommended for distance education and CBT.

Primarily. the knowledge components of 311 of the EOs are applicable for delivery

through CBT. However. course designers milst be concerned with fr~gmenting the course

to such tl degree that tr;lrnwork and leadership skills do not have time to develop in a

formal coursc armosphcrc. Distance learning scenarios must also bc cxamined closely to

prevent the over fragmenting of the course to the extent that competent and confident

*ram. junior leaders are not graduated from the pro,

Chapter 5 Militia Officer Staff Course Assessment

Introduction

The purpose of the Militia Officer Staff Course (MOSC) is to prepare officers to

perform the administrative and staff functions of a junior oftlcrr employed at a unit or

headquarters. Training for this requirement is achieved through a combination of home

study and attendance at n formal course. "The knowledge gained through home study will

be applied during the syndicate discussions and tlssignments undertaken during forn~al

course training."'" In its present state the MOSC constitures 18 trtlining days. This was

comprised of an eight day home study package and a ten day formal course.

The documents for this evaluation were provided by the Western Area Training

Centre. Wainwright. and at the time of conducting this research the course was undergoing

revisions. The documents provided art. in drad format and were subject to change during

the construction of this presentation. Furthermore. areas of deticiencv would be identified

in the control documentation that will i~ndoubtedly be rectified in the final versions of the

documents. For the purposes of this examination it was determined that the more concise

and precise document was the Training Standard and that the Training Plan was still in a

very rudimentary. draft format. Both documents when held together provided a clear

picture of the course content that could be evaluated for distance learning and multi-media

development.

For the purpose of assessment each PO and EO was scrutinized heavily utilising the

sl7 C;lnclcla. Ckpartn~ent o f 3arional ktirncc. Wr?;tern .Arc3 Trinitiz Cmm. Ct~umu Trairtirrl: Standard- ,\liliria Officer Staff Currrsc.

I Wa~nuright: W.4TC. 1VC17t. p.3.

77

checklist established at Chapter 3. An overview of the assessment and recommendations

will be presented with respect to the POs. Enabling Objectives that possess unique

importance will be singled out during the discussion.

The overall assessment of the Training Standard and Training Plan indicates that

there is further developmental work to be completed to makc thcse comprehcnsivc and

perfomlance oriented documents. To illustrate this Fact one only has to compare the first

POs as they appear in the Training Standard and Training Plan. PO 4Ol in the Training

Standard is recorded as Conduct Unit Administration. while PO 40 I in the Training Plan

rtates that the performance will be Supervise Subordinates. There was some degree of

concern at the outset of this evaluation that the control Jocumenmtion was not aligned.

Funher examination revealed that the Performance Objectives of the Twining Standard in

tact align with the Enabling Objectives of the Training Plan. There is however.

considerable concern that material found in the Training Plan. i l' not corrected immediate! y.

may remain causing enormous misinterpretation and confusion as to what pert.ormancc is

expected and to what standard the candidates will ix assessed. This e\.tlluation will

examine each PO from the perspective of that found in the Training Standard.

Overall each performance objective is consistent with respect to the performance

statement. conditions and the standard. Each depicts il specific entity of work and the

assessment criteria mirror the performance expected in the operational environment. The

analysis phase of the CFlTES was adhered to in developing the Training Standard with all

applicable chapters being completed. The enabling objectives clearly depict discrete areas

of concentration that act as building blocks eventually culminating in the performance as

indicated in the PO.

PO 401 Conduct Unit Administration.

The aim of this PO is to have personnel perform the functions of monitoring orderly

room personnel and procrdurrs. supmn~ising Quartermaster procedures. manaping unit

rl~ainten;~nsr an3 vehicle files. conduc t ine a programme of security measures. drafting and

submitting reports and returns. staffing responsibilities for non-military use of DND

property and organizing n Receiving and Despatch section. The following Enabling

Objectives are identitied with this PO:

EO 40 1 .O I Supervise orderly room personnel: EO 40 1.02 Explain QM administration: EO 40 1.03 Prepare material resource reports and returns: EO 40 1.04 klonitor the procedures for the handling of dangerous good>. including the storage and transport of weapons and ammunition: EO 40 1 .O5 StaR the accident reporting process: EO 40 1.06 Submit safety and security reports: EO 40 1.07 Prepare urmoury management documentation: cmd EO 40 1.08 Explain procedures for orsanizin~ a conference.

All of the EOh nre cognitive in nature and have associated exercises attached that

involve the candidate dealing with various administrative matters. ns oi~rlinrd in the

perfomlance statement of each EO. The instructionill strategies for 311 of the EOs involve

home study. lectures. individual exercises and syndicate discussions and exercises.

Confirmation and testins takes the form of written examinations. exercises. both individual

and syndicate. and confirmation through discussion. It is determined that this material can

be delivered through the design of a multi media product.

PO 402 Communicate effectively orally and in writing

The intent of this PO is have the officers develop their written and oral

communications skills by speaking clearly. coherently and confidently to a group. display

an understanding of the essence of o r ~ l communications. conduct interviews and write

sc~.cral forms of military correspondens:. The EOs associ;ltrd with this objrct i~ '~ include:

EO 103.0 1 Demonstrite effective speaking: and EO 402.02 Use principles and conventions of military writins.

The time allotted for EO 402.01 includes one period home study. 7 periods of

individual preparation time and 4 periods of syndicate presentation and discussion. Of the

seven periods of instruction three are dedicated to distance learning. while four are

conducred at ;I (mining facility.

It was ohseived that the appropriate study material is contained in the home study

package. Syndicate time is dedicated to presentations and assessments. I t is recommended

that the study material be considered for conversion to CBT. The syndicate portion should

be maintained in its present state. however it must he noted that presentations and

assessment does not require attendance at P central training establishment. This aspect of

the trdinins could be delivered at a distance with either the instructors travelling from

WATC to the students or by the local MTD. The cognitive material is at present delivered

through n paper based home study package. This information should be considered for

deliver); by (1 technologicill format.

Testing involves a ten minute presentation by each student during syndicate

periods. It is obvious that computer based technology cannot replace the Lice-to-face

performance orientation for the completion of this task.

EO 402.01 is cognitive in nature and the students are evaluated by creating various

forms of military correspondence. Review of the training time for this EO presents a

dilemma. At the onset of the breakdown this area is described as requiring 24 periods h r

completion. However the individual period numbers when added equals 25. Furthermore.

the breakdown of the topic area "uses principles and conventions of military writing" states

that four periods aue required for completion but when individual periods are examined

bctwern the home study package and the formal course the total equals 6 periods. These

breakdowns require review and possible revision ns they will impact upon the instrc:tional

time and resources required to conduct the course whether i t be delivered in its present

format or CBT.

With respect to distance sductltiun and CBT this material can be delivered through

a technological medium. The material contained in the home study package can be

presented in this format. Assignments can be completed and E-mailed or sent by traditional

postage to the instructor for evaluation and returned to the student.

PO 403 Plan and Coordinate Trsining

The essence of this PO is to training officers in their rolls 3s supervisors within the

training milieu. The personnel are trained to supervise both individual and collective

training by supcrvisi ng instructors. maintaining trainee tiles. programming a course.

drdfting t r~ining directives. planning refresher training and supervising the use of non-

DND resources. The EOs associated with this PO include:

EO 403.0 I Supervise instructors:

EO -103.02 Maintain a student tile and write a course report from the file: EO 103.03 Write tl unit training plan; EO -103.04 Plan and organize collective training: and EO 403.05 Plan and organize individual training

It is difficult. due to the requirement to monitor actual periods of instruction. to

recommend EO 403.0 1 for delivery through a CBT product. In P~ct it is recommended that

this EO remain unchmged. The material delivered to the candidate in the home study

package is cognitive in nature and lays the foundation upon which the student will monitor

a period of instruction. The candidate must first develop an understanding of instructional

techniques. This is cont7rmed ultimately through a ten minute period of instruction that will

he monitored by another student. Although the assessment of a period of instruction is not

recommended to he conducted through a CBT format. this portion of the course. with only

eight periods of instruction. can he conducted at tl location otl~er than 3 central ficility.

EO 403.02 details that the candidatr gain il knowledge of the contents of the student

file. the procedures for proper1 y completing the course report. composition of nm~~t ives .

and distribution. security and disposal procedures for the reports. This material is covered

in the home study precis and culminates with an assignment evaluated by the DS during the

formal course portion.

It is recommended that this EO he delivered rhrough a format utilizing computer

technology. Knowledge material currently delivered through the home study package

should be converted. Furthermore the scenario including the mock student tile can be

distributed in im electronic format and course reports completed at a distance. Completed

course reports can be E-mailed. assessed by the DS and returned to the student.

83,

EO 403.03 is cognitive in nature culminating with syndicate exercises involving the

creation of a unit training plan and budget. The knowledge for this EO is delivered through

the home study package and a lecture during the formal course. The performance of

candidates is evtlluated through syndicate exercises conducted at the central training

bcilitv. This material can bc dciivcred by alternate mcans md is therefore recommended

br delivery through CBT.

EO 403.04. similar to the previous EO. has a high degree of syndicate evaluation.

Knowledge material is delivered throvgh the home study precis. Exercises and rvali~ation

;Ire conducted as syndicates. The time p~ilsrilph indicates ten periods of syndicate

involvement during the phase 2 portion of the course. This dedication of time can be

reduced hy adopting a distance approach to the conduct of training. It is therefore

recommended that this EO be considered for conversion to CBT.

EO 403.05 involves the officer planning and organizing individual truinins within

the framework of the CFlTES. The material is cognitive in nature and culminates in lm

exercise where the candidate must develop a weekend training plan. The instructional

strategies used to deliver this material include. home study. lectures and syndicate

exercises. This material is deemed appropriate to he delivered through a system using CBT.

It must he noted at this juncture that the CF Manuals of Individual Training are iindrrgoing

revision. Newly devcloprd documents are available through the DND home p a p . The

advent of these changed documents will mandate a review and possible revision of the

material contained in this EO.

PO 404 Apply miiitary law

The intention of this PO is to prepare officers to:

1 . Determine incidents that may lead to the laying of charges: 7 . Conduct pretrial procedures in accordance with re ference material: 3. Conduct post trial procedures: 1. Act as an assistine officer and/or attending officer at a summary trial: and C ,I . .Act as a delegated officer and dispose of a charge in a timely manner."

The EOs ~ssocizited with this PO include:

EO 404.0 1 Prepare a Charge Report: and EO 404.02 Act as a delrsnted or assisting ot'ficrr.

The teaching points for EO 401.01 involve the oftjcer gaining a knowledge of

speciLic Queen'.; Regulations and Orders ( QRtkOs, references. Thcsr are then applied to a

scenario culminating with the student preparing o charge report. Asain. as with previous

EOs. the methods of instruction chosen for this topic include home study. individual

exercises and syndicate discussion. The EO clearly outlines that the appropriate reference

material is presented in the home study precis and "the successfi~l completion of il Charge

Report based up a scenario in the syndicate discussion. will demonstrate the trainee's

capability in a real istic manner.''sh

The subject material and exercise ore applicable for delivery hy CBT. The

knowledge and reference material can be delivered through a computer medium and the

exercise of preparing a Charse Report completed "on-line."

5: Canrrd:i. kp3rtn1enr of Nallonrtl Drlkncc. Wr>lern .Area T r ~ ~ n l n g Ccntw. Cilttrse Training Sfnrtdard- ,\liliria Officer .Sra/l

Course. n p . and Canada. Dcpartnrcnr &)I' National Lkfrnc.~.. Wcstsrn .-\rca Trwn~ng Ctntrc. Cuttnr Training Plan- .tfililia Oflcer Slaf C o I \Valn~nght: \V..'.-\TC. 11197). p.4-.;8/X2.

ss Canada. Department 111' National k tkncr . \-Vrsrrrn .Arc3 Tr~intng Crnln.. Course Truinin~ Plan- .Wililiu Ojfcrr

S~a/SCuursc. p.4JOlY1.

84

EO 404.02 involves the course candidates studying the material concerning their

execution in the roles of either a delegated officer or assistine ofticrr in the military legal

process. The instruction methods include the home study of reference material and the

acting of delegated or assisting officer in I "mock" summary trial.

.Although the reference material can he delivered through CBT. the actual

performance in one of the described roles cannot. It is recommended that the conduct of

this EO remain in its present state. knowledge materi~il delivered through a distance

learning scenario and the face-to-face instruction held during 3 t i ~ rmu l course atmosphere.

That i h to say that trainees attend a formal course to participate in the role playing and

assessment as delegated. or assisting officers.

This EO however. does ne t require attendance at a central training establishment. It

can he delivered by instructors travelling to students or by the local MTDh. Decentralizing

the training must remain an option for this EO as i t only has seven periods of instruction.

This constitutes less than one f u l l day of instruction.

PO 405 and PO 407 Not Allocated

The current Training Standard indicates that these performance objectives are no

longer applicable. It also indicates that the document was prepared in sequence with other

documents of courses where one would find these POs. The prehce and Chapter I of the

TS do not outline any such scenario. Therefore it is recommended that thrse POs be

removed and remainder of the objectives be numbered to reflect an uninterrupted sequence.

PO 406 Administer Personnel

The pLlrpose of this PO is to permit candidates to prepare personnel reports and

returns including annual historical reports. recruit advertising budgets and reports on

injuries. staff grievances. staff security clcurances and screening requests. enforce the

Canadian Human Rights Act and staff requests pertaining to Freedom of information.

monitor unit establishments. conduct Summary Investig~itions and explain procedures for a

Boarti of Inquiry.

The EOs associated with this PO are:

EO 406.01 Explain the purpose of the Annual Historical Report: EO 406.03 Explain Total Force Recruiting and Advertising: EO 406.02 Explain the CF Grievance System: EO 406.04 Esplain the CF security clearance pro, "mrnnie: EO 406.05 Explain the fundammttlls of the Canadian Human Rights Act and the Freedom of Information Act: EO 406.06 Explain the organization and rnmning of the Canadian Forces: EO 406.07 Stat'f ;I Summary Investiytion: and EO 406.08 Explain procedures for a Board of Inquiry.

EOs 106.0 1 through .O4 md .06 have been developed and appear in a similar

format. The five are cognitive in nature and the teaching points retlect the essential

material to "explain" each of the topics. The necessary subject content is contained in the

home study precis and candidates are evaluated through a written test during the formal

training portion of the course.

The material contained in these EOs is applicable to distance learning and CBT.

Evaluation of the candidates can be conducted at a distance with either senior unit officers

or member of the MTDs acting as invigilator.

86

Similar to the preceding five EOs. this objective (EO 406.05) is the same in terms

of format. delivery of the mtltrrial and evaluation of the candidates. There is however. one

notable exception. this being the attendance at a lecture conducted by a Subject Matter

Expen. This Iccture occurs during phase 2 training.

Recommendations for this EO remuin the same as those identitied in the previous

sections covering EOs 406.0 1 to 406.06. The lecture delivered during phase 2. if essential.

can he conducted at n distance. The time allocation pnragr~ph indicates that the lecture will

coincide with EO -102.01. This is identified as delivered by AJAG staff. It is recommended

that this can be delivered ar a location other than a central training facility.

The final two EOs. EO 406.07 and -08. involves the candidate completins a

Summary Investigation and explaining the procedures for a Board of Inquiry. The EOs are

cognitive in nature and it is recommended that this EO he considered for CBT. The

reference material and assignment can be delivered through this format and the completed

repon can be elru~ronically sent to the instruction staff for evaluation. The feedback to the

student and any fi~nher questions can be transmitted through electronic mail to the entire

course therefore supporting and facilitating any group or syndicate work that needs to be

preformed.

PO 408 Administer financial resources

The aim of this objective is to have trainees administer financial resources by

preparing a tr~ining budget. monitoring audit procedures for public funds and non-public

fund institutes. completing General Allowance Claims. and administering public and non-

public funds. non-public property and institutes.

The EOs associated with this PO are:

EO 408.0 1 Explain basic bookkeeping practice: EO 408.02 Administer unit funds and unit held non-public property: EO 408.03 Administer institutes and institute held non-public property: EO 408.04 Audit a non-public fund institute: and EO 408.05 Prepare a CF 57 General Allowances claim to claim either public funds or a public grtlnr.

EO 408.01 forms the foundation upon which the other EOs are rstahlishrd. It is

cognitive in nature and is evaluated by the candidate completing ;I self marking

questionnaire. The teaching points indicate cr basic knowledge of financial matters in order

that the trainee "he able to read ti tlnancial statenlent in order to make reasoned

deductions.""" It is recommended that the subject matter. any self mark questionnaires and

any clssignrnents he delivered throush an instructional srrtltrgy incorporating CBT.

The dominant ponion of time nllocatrd to EO 408.01 rests with the h o n ~ s t ~ ~ d y

package. One period is dedicated to lecture and discussion durins the phase 2 portion of the

course. "Individual preparation time during Phase I [home sr udy ] teac hes concepts. LDE

[Lecture. Discussion. Exercise I reinforces and confirms knowledse and the assignment

develops proficiency." It is recommended that this material be delivered through electronic

means. The knowledge material can be presented through this medium. the self marking

questions can confirm knowledge and the assignment will undoubtedly develop

proficiency. Completed assignments should be transmitted to instructional staff in im

electronic format assessed and returned to the students with comments attached.

The standard statements for EOs 408.03 through .O5 clearly identities that the

"trainee must list the day to day and long term control procedures for efictive mess

operation: condi~ct an internal audit and apply for n public grant." respectively. in relation

to the stated EOs. The material is cognitive in nature and culminates with a performance

oriented assignment. The time allocation indicates three periods of home study. two periods

phase 2 .;~lh-.;vndicate work and one period of syndicate discussion. I t is recommended

that this material be developed and delivered through CBT. The knowledge material can be

presented through t h i h medium and the assignment completed. trdnsmitted. e\,aluatrd and

returned on-line.

PO 409 Administer career management policy.

This final PO prepares the students to maintain Unit Employment Record shrrtb.

writr 3 PER cmd conduct a performance interview. writr a staff assessment of a

subordinate. conduct n prosram of disciplinary measures to include counselling and

probarion. recorded warning. repon of shoncomings and reproof. action requests ibr

tnns fer between units. areas. commands and occupational transfers and final 1 y provide

advice on Militia career progession.

The EOs associated with this PO include:

EO 409.0 1 bloke entries to each type of CTER t'orrns: EO 409.02 Write a PER narrative: EO 409.03 Perform intermediate counselline techniques: EO 409.04 Conduct n programme of administr~tivr measures: EO 409.05 Action requests for individuals transfers between units. arras and commands and an occupational transfer: and EO 109.06 Explain MKCP and RESO career progression.

€0 409.0 1 is assigned three periods for the coverage of this material. One period is

89

assigned to phase 1 and two periods to phase 2. Instructional methods include home study.

an assignment and syndicate discussion. Phase I training involves pining an appreciation

of the CF administrative reference material. Phase 2 training indicates that the officer will

"maintain a UER by completing appropriate UER forms.""'

The .;uh.;tantitlt ion pllrtlgraph details that the home sttidy package provider the

necessary inforn~ation. The assignment reviews the details and the syndicate discussion

confirms the knowledge. It is recommended that the knowledge material and the

assignment be delivered through il CBT format.

As with many of the preceding EOs the structure of this material I EO 409.02)

includes home study. practical assignment and syndicate discussion. The standard

delineates that the trainee will complete a PER narrative based upon a scenario and write :I

letter of assessment on rr subordinate. Each of these tasks and the associated re t rence

material is conducive to be completed through u CBT format.

Although the material can be delivered m d assessed through electronic means. the

syndicate discussion associated with this material would remain an important usset to

trainees. This subject matter is prone to frequent changes both in policy cmd format. It

would therefore be advantclgeous to retain the syndicate discussions. These can he

delivered through a CBT product employing a bulletin board.

EO 409.03 involves. what has become the norm. home study. lecture. and syndicate

discussions. There is however one area of practical performance associated with the EO

that cannot be executed throush u CBT format. This requirement consists of a counselling

90

interview conducted by the trainee. The substantiation paragraph of the EO describes the

knowledge n~aterial 11s being contained in the home study precis. "The lecture reviews the

material and the conduct of the interview will [develop] and confirm the trainee3 ability."'"

It is recommended that the knowledge material be delivered through a CBT format.

The necessity and importance of maintaining the facr-to-hce intenpiefirs negate5 m y

recornrnmdation for the exercise to be rlrctronically controlled. Therefore the 5i.u periods

of material associated with phase 2 training should be maintained. This material can be

delivered at a location other than a rentrnl training facility.

EOs 409.04 through .06 are all structured employing a combination of home study.

nssignments and syndicate discussions. The moterial is cognitive in nature and as with

previous EOs. the home study material and the assignment can he complrtcd through CBT.

Furthermore. syndicate discussions can be facilitated by using electronic mail and bulletin

boards.

Proposed Options for Distance Learning Delivery

At this juncture it is relevant to discuss the options as they relate to the delivery of

the course throuph a CBT platform. Two options are presented here. the first brinp the

maintenance of the status quo and the second relating to the overall application oCCBT to

the maximum extent in relation to the course concent.

Option 1

This option remains the status quo. At present the course is designed with distance

learning concepts at the forefront. The initial home study package constitutes eight days of

training while the formal course portion comprises ten days. In percentage terms this

represents UP of the course material as being distributed. Tr~ining statistics reveal that

7 2 4 of those personnel nominated for. and qualified to tlttend. the training received the

required instruction. This is funher amplified in Table 14"'. It must be construed that this

figure is significant and that the majority of brigade personnel that require the training ire

in receipt of the course.

It must be concluded from this material that the current option is working for the

, 'Kiihle 14: 51OSC' Training 1 .April 14N# to 31 IIurch IW9

delivery of the training for 4 1 CBG personnel. Although the personnel are gco_graphically

dispersed they are attending and completing the required course material. Moreover. the

b r

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P;l*\cJ

Kclurn To Untr ( HTC' r

C.rnccllcil

L olunlar) l 4 ~~ht i r : r~ i .~ l I not c ~ u : ~ l ~ l i r J 11) ;111cntl I

\lit Srlcc~r l l I

PI:ICCLI ~ ) n an t~~hcr ctiunc

low number of course attendees may negate any expense associated with changing the

CI IL I~C 2 Ian LILj

q

n

n

I I

I

',

I I

I )

Ctwnc. 1 \1:1! 'JS

I f )

I 2

I 2

I )

I

,

I I

1 1

course to a predominantly CBT packaee. However. on1 y the analysis of the next option can

Tt,1a1

-. ' 5

IS

IS

I I

*

- I I

I I

bring forward whether or not there would be any advantages to developins the course into

electronic format. Furthermore. these statistics represent 41 CBG. subsequent research

',1 Inforniatic~n rccct\cd from 4 I CBG HQ. G? Tnlnlng NCO. 20 Jan 19r)l).

must be conducted to determine i f these statistics are representative of LFWA and the

nat ional picture.

Option 2

This option will explore the aspect of significantly delivering the training through

CBT 2nd drcentnlizntion. .As LI result of the course assessment there is only four days

worth of actual training required in a traditional classroom mvironmrnt. The bulk of the

cognirive material and assignments are contained in the home study package. It is proposed

that the entire curriculum with the exception of the four days of Pice-to-hce instruction he

delivered through ;l CBT pochgs. This would require developmental work beyond the

present home study package to include syndicate exercises and discussions being

distributed through electronic mail and bulletin boards. A recent conversation with the

course administrator at WATC revealed that "the home study package brinss the student to

a basic level of knowledpe. while the formal course brings the candidates to I detailed level

as (I result of the syndicate exercises and discussions."'" As discussed in chapter 2 higher

orders of cognitive processing can be ;lchirvcd through the use of CBT. This application of

technology would in effect reduce or remove any duplication of training that already exists.

Theretbre the end result would be a course in which 14 of the 18 days of training

would be delivered through a CBT forum. This equates to 78% of the course being

conveyed through electronic means. Furthermore. the four remaining days that require face-

to-face interaction can be accomplished through decentralization of training to the iMTDs.

Scheduling of classes can then occur or! weekends over an extended period of time. This

11 1 Telephone ci)nvcF;arliJn Kescnc Pn~t'cssioncll Dc\elupmenr Coordinaror. WATC. %tar 99

93

will require that WATC put in place a rigorous standards and course evaluation function. in

order that the standard is maintained. The end result would be rt course available to a11

eligible personnel void of any restrictions related to time or geography. Conversely. the

remaining four days of the course can still be delivered at II central twining facility.

however i t will be in tt reduced formtit due to the CBT.

Feasibility Assessment

The current cost of the MOSC. based upon (I student load of 40 personnel equates

to S 129.950.00. This is explicated at Table 15".

44 Inrerv~r.\is ~ i t h Indivtdual Training Ofticcr. WXTC. March ro XI+ IL)99.

Tahlc 15 - Cost or C'urrcnt hIOSc L

11cll1

t l~lrr lc \lull! pncb;lgc (Hcscnc ~ lu t l cn l pay I S d q s \ -10 L~~urcnati ts ill ~nccnrl\c. 2 IIY~/J;I! 1 L

Prlntlng ;~ntl ni;r~ling holiirt ~IULI! p;lcjr;~gc 4 P n n c ~ n ~ Sl.i/p;~cL:lgc~r Llalling 55lp;rc.l,;1gc 1

Suh 'I'otal - Home Study IBuck;lg~

Insfrucfi~r P:I!

Instn~crt~r Tr:~\cl and T c ' t ~ i p i ~ r q Ilur!

Katttlns

Sl:ir111nar)

L ~ u n d ~ I

P( )L

Pnnltng

Tra~n~r ig .-\lds

Krnrals I phorocop~~. r~

Hracnc Stutlcnr P;I~

Suh Total - Caursr

'Total r H ~ N W study + C'uursc.~

Tilral cpcr .;tudcnr/courst.~( h a d upon 40 studcn~hl

C'CI*~

5!O,J(H)IHI

$1.200 I N )

s.\ ~.MM,.MI

S25, lL)~l,o~ I

S I . ~ ~ S , ( M I I

57.S72.00 I

51.2cnt.l~cl I

52[1[),1)( 1

j.zo(t,o( t I

j l j o o ~ t

' S S O I ) ~

53(n ),o{ I

56 I -44 ),f t( I ,

$98 350.nt I

S l lU.9jo.cn,

53.2-1X.7S

94

It has been established that based upon current training statistics. provided by 4 I

CBG HQ. the required number of personnel are receiving the training. Accordingly. i t can

be recommended that the current status of the course be maintained in order to maximise

the current situation. However. the fact that today's military is bced with tiscal restraint. i t

is prudent to delineate my cost savings that may be present in the event that n CBT product

was inrroducrd for the delivery ofthe bulk of rhe material associated with this course.

Option 3 identifies thar 7 8 5 of the coursr can he distributed utilising CBT. This in effect

woi11d C ~ L I S ~ an overall rcd~iction in the course associated with the costs identitied at Table

15. This would equate to a 78% reduction of the home study printing. instructor salary.

instructor travel and TD. rations. swtionary. laundry. POL. printing. training aids. and

rental (photocopier) costs. This results in a 7YG reduction ofS.3X.I 10.00 which equates to

S 29.725.80. Therefore i t c t in be sum~ised that there would he :l savings of S 29.725.80 per

course with a course load uf 40 personnel. The remaining 225- of the cclurse. with the

exception of Reserve student pay. would cost S 8384.20.

The drveiopment of the CBT puckage for delivery of the know ledge material

associated with this course is determined to he equal to that identified for the JLC. which is

a sum uf 947.000.00. This information is extrapolated from Appendix E. When compared

to the training throughput of 4 I CBG personnel i t is determined that the brigade would

require a minimum of four course serials to run in order to recover the costs associated

with the development of the CBT package. This however does not negate the reality that

this proposed delivery may have Area and national implications associated with cost.

Consequently. the recovery of expenses would be renlised in a shorter time frnrne in

95

comparison to being solely associated with 4 I CBG. It is assumed that there would he no

reduction in the amount of Reserve student pay as a result of instillation of this training

media.

Summary

This chapter has re~ea l rd that the majority of the course content associated with the

lMOSC is cognitive in nature. Furthermore. this material is consistently delivered through a

combination of home study t'ollowed by lectures assiynn~ents and discussions in a formal

course setting. These instructional stratrgiex are all applicable for instillation within the

framework of a CBT package. Two options were also presented that offer the choice of

maintainins the status quo. that appears to be meeting the [mining and perbonnel

requirements. or developing CBT to the maximum extent that would see clpproximately

7 8 9 of the course being delivered in this format. The feasibility assrsbmrnt also reveals

that the development of a CBT product is affordable. however the low training through-put

with respect to -I I CBG may nullify any cost savings due to the time required to pul

personnel through the training before savings can be reulissd. Finall!: i t must he established

weather or not there is signiticunt savings at an area and national level in the event that a

CBT product waa introdnced at those levels of the CF Reserve Force structure.

Chapter 6 Summary and Recommendations for Further

Action and Study

Introduction

In an environment of tiscal restraint. decreased personnel resources and the inability

of personnel to gain access to the necessary time away tiom civilian employment i t is

necessary for Reserve Force truining units to explore the possibilities of distance education

and CBT. It is essential to consider every avenue availablt to train. to a high standard. the

required number of persons annucllly.

Summary and Recommendations

This project examined the problem of determining what portions of the CF JLC and

MOSC were applicable to distance learning utilizing a CBT package. Current CF doctrine

states that the inclusion of distcmce education is an alternate form for delivering training

and should he treated as j l ls t ~atorhcr opriofr. This in concluzion is another option however.

it should nor he viewed as jusr another option. There are a number of variables associated

with distance education that can in fact enhance the effectiveness and efficiency of training.

To view it in this terminology ponruys a lassie faire attilude that is not representative of the

material.

This study has outlined the essential ingredients of the CFITES and civilian

literdture pertinent to the evaluation of course material for delivery through CBT. This

resulted in a creative concept for the application of CBT and a checklist to be utilised

during the assessment of the JLC and MOSC. The building of the checklist was grounded

in the literature reviewed in the course of preparing this study. The training tasks were

assessed and those aspects that matched the attributes of the media were selected for

distance learning utilising a CBT product. Future TSnP boards must now be convened so

that the necessary subject matter experts t SMEs) can assess the plausibility of the

developments outlined in this paper. While working independently. i t is impossible to

consider all the Pictors as a nun-JLC and lMOSC SME. It is therefore essential that the

required personnel review this material and provide feedback to the on-going discussion.

Only through a tram atmosphere and cooperation will the problems associated with

Resenre Force trainins be rectified.

11 is essential that the inclusion of distance learning methods he included in all TS

and TP Writing Boards and that sound doctrine and guidance be established for the

development and implementation of distance learning solutions. This thesis contributes to

the aim of establishing that guidance. By reviewine the literature. developing the checklist

and applying it to two courses i t can be ascertained that distance learning options are

appropriate for the development of the CF Reserve personnel. Currently. Reserve Force

penonnctl experience difficulty in obtaining the necessary training due to a host of factors.

Distance learning options will reduce the problems and enable "the right person to receive

the right training at the right time." In the event that alternate delivery options are not

implemented i t ccm be foreseen that many persons may not receive the necessary career

training thereby causing unacceptable attrition and. more importantly. creating environment

where properly trained personnel may not be available in the event of deployment.

It has further been assessed that major portions of both the JLC and MOSC ;Ire

applicable for delivery throueh CBT. Specifically. between 3 7 8 tlnd 7 19 of the Junior

Leadership Course content is applicable to distance education with approximately 309

bring applicable for delivery by CBT. The MOSC. on the other hand. has been assessed to

have between U5 and 7 5 4 of its content applicable for CBT. Finillly. it was determined

that this pursuit ih feasible from both a training through-put md cost standpoint.

I t was cidvocnrrd early in the report that the notion rhar distance learning and CBT is

l l r s f t l f i o t l t~r optio~i ih 1 :~ lh~. The alternate delivery *pests of the media involved. in FJC(

form (I subset of criteria that must be examined during 311 phases of the CFITES. In

particular the \election of distance learning [ethnologies will impact most heavily upon the

Analysis. Design and Development phases of the procrsh. CF training personnel require the

requisite knou~lrdgs and training to confront this changing triininp environment. .4lthough

CFTDC offer> courses to tllleviatr some of the organizational stresh ahsociated with the

adoption of alternate delivery methods it is incumbent upon NDHQ to providc clear

guidance with respect to distance learning and media selection. It is therefore C

recommended that the Directorate of Rccn~iting Education and Training consider the

development of an additional volume to the ~).lctniitri.s r,l'lr~tli\-iii~,rii Trtrirlirl,q addressing this

subject.

There were several incidents that occurred during the creation of this paper that will

provide stirnuintion for funher study and analysis. First. thc JLC has been extended from a

23 day to a 29 day course. It is recommended that the content concerning the six additional

days be assessed to determine whether or not it is applicable to CBT.

The second incident occurred during February 1999. At this point in time i t was

revealed that the Computer Learning Labs established in the local area xmourirs were

bring dismantled due to a lack of CBT tu justify their existence. The computers were

transferred to adrninistrcltive roles within the brieade. Although this initiative solved some

administrative problems within the formation it Fiilrd to assess the requirement for future

CBT. It is rccommcnded that the G6 Telecommunications staff reassess thc necd for thcsc

learning labs and begin to procure. in the event of CBT development. the requisite

computers to allow personnel access to technology to complete the courses. It is

recommended that this technology be no less than Pentium 11. 133 MHz. and have full

multimedia capability.

Third. it must he established whether or not NDHQ will allow for the accessing of

material through the internet. It is therefore recommended that the G6. in concert with the

G3 Training staff determine the essential wcurity clearance requirements in the event that a

CBT product is developed.

Fourth. training plan review boards musr be convened to discuss the findings of this

study. These boards must have the necessary subject matter expens in attendance in order

to dctcmline the will and time fmme for development of any CBT initiative. This must

include represrntilrives of both the Regular and Reserve training staffs at WWATC. members

of the MTDs. DAT/Land Force Areas and 4 I CBG H Q personnel.

Finally. an assessment must be launched to determine the extent to which reference

material is contained on the DIN. During the preparation of this repon numerous references

were found in this venue that would support the development of CBT. It is recommended

that a Digital Training Libr~ry be established for Land Forces Command and the CF. This

100

should include all of the reference material and future updates for any CBT product that is

produced. It is recommended that such a library be established centrally. at the national

level.

Conclusion

Althoi~gh numerous ponicln.; o f the ccrurstts under consideration are applicable for

delivery through distance education and CBT the operational aim of the training must not

he lost. CBT can only suit the scenario when the medium will support the performance

objectives that cue bused upon n "real world" requirement. If diligence is not maintained to

prehene this philosophy then the hilure of the training system will result in personnel not

havine the necessary qualities to competently and confidently execute their assigned tasks.

Distance Iearni ng and Cumputer Based Training can produce the necessary

nruduates of the training proprammes when it is designed. developed and irnplrmmtcd C

properly. The result will he more trained personnel at il reduced cost and potentially at a

higher standard of achievement. This will culminate in a greater degree of job satishcrion.

morale. esprit de corps and quality of lit;: for those persons who choose the Reserves as n

career.

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Appendis A Delivery Methods and Media for Distance Learning

C'rrsrs r r ;~ tc l and ;~cc t~r i~ r~~t l i l :~ t~ t~n cost\ tor Icarncr\ an11 In\tructilr\. rcrliporan t l l ~ t ! io\ls. ttarnrns I;IcI~I~> c t ~ \ . .uppt)rt *cr\ lie\. c'qutplllrn1 ant1 111:1tcnal i l l s t s Instructor prrpardrlon IIIIIC. t l r l t ~ c q 11r11r and rrprt,duct~~~n c,t counc I I I~[~~:II~

d

Traditional Trdining Deliver?. hlethod (Classroom In$truction 1

llcfinition .An Instrucri,r Iril Irarn~ng siruatlon that rntolies groups of Iramrrs i n :I pl;~cc drsignaicd Ibr instruct~onal act,\ I[>. usually In a ccnlr~ l i r rd location sucli ;L\ ;I \cht)ul. lhal 13 \t'paratr t'r~)r~r ihc \rc~rkplncc. Convrntiunal rardia huch aa chlrlkhtrards. pnni 1narrnrtl3. and audii~-v~hual CIrt1cc3 3rr U.SCLL to deli\er r r ~~n ing .

I

.ApplicaIi~m.. Thts ~ iv tho i l ih \ e n \ c n a ~ ~ l c ant1 r l t t ' c~ i \ r U I I ~ :I 2t)tlti in5lnli'lt)r hlc)sr [raining c:in hr c f ' k c t ~ ~ r l r it)n\r!cil this ua!. It III~! nclt hr c l l ic~rnt ~ l r cost ct ' ! 'c t '~~~r ittntcirr.

L

.Advonra#c.s L

I ~ i ~ t n ~ c t ~ t r ~ i a l cnilrrlritllcnl c:ln hr an!\\ here. ~ncluding ticar tlic ;irc:t \r hrrc lash I* nor~~iall! 111 he pcrt;)r~~~t'Lf

Ciroul~ ~ I L C r c c r ~ t lng ~nsrnr i~~i ,n can \:lr!. rcgtlnilc5.s 01- cyulpnlcnl

IIIIII~C~~I:I~C Instructl~r Ii'rllhclcL on karnrr pnlgrcss

Insrl~lcrt)r laa? ~lrtldif! 1111' .cilurncc Llr the prc?;rntatliln 01' ~n~t rucr~ona l ni:rtrnlrl 33 n.qu~n.d

Disadvantage$

Thc qualit! *)I' thc Inatrtlct~i)n can t:Ir! grc3tl! H ~ l h t i l t ' qu;llit> rlt' the lns~rt lc lor~

:\ st;~nchlr~I of' Instrt~ct~t~n I\ tlifticul; t i ) ru:llnia~n

I

C r ~ n ~ c n ~ 15 h:~rlI 11) ctrntrl~l I

L~tr fe a t~ rn~ l t ) n 1s pa~il to Iramrr's Irarn~ng \t>lc r ~ r lrt tcnt~i)~i \pan

TIIC t ic \ t ' i t~pt~~rnr 1111rc 1'11r ~t i~truc!~t) t rd ~~r i i~cr t l r l \ I\ X I~ I ILCI~ -ht~rt: rarlo 15 ;~ppn).c~ni:ricl> 3 I I htlurh I

Tlic Inalruct~t)n:rl ~ i ~ a ~ c n a l ? ;rrc c;lsll! uprlatcrl c)r ~riilJiticil

Tllc Intcrrrctlon i r ~ t h h11h Inbtructtw and r1lhc.r siutlcnis <:in he :I

~ ~ g n ~ l i c : ~ n t 13c'rtw In ~ncrr;trril Ic;irnlng

Thc pacc 111' lnsrrucr~trn I\ s r t h! thc Instrucrtir n1t11 lock step ~nsfnrct~t)n for all 1c;lrncn

Thr schcdul~ng r)I' ~ristruct~on 1s li\crl

Thc t lelr\cn n~cthr)d I\ ti\cil

Slundurd T e s t Cost\. Thrr 14 Grncrclll> .I cost ctli 'ct~\c 111t)dc. pan~cularl! t)I l f~ . l~ \e rcd \I;I pclstal tcnrcc It can hcct~luc Its, cost ctfcctr\c as rcprocluct~on 01 niarcnalr cacl~ 11111~' rhe cuunc I\ run adds up In ;ldJrr~on. n.\lrlon t i t ' it)Uhc iiratcnals i1111st he t;thcn Inti1 .ICcrlunt. Tr:un~ng Insrntcrurr \t hu rcyuin: spcclal \L~ l l \ 111 dc~elop paper b;tsctl trmnrng nictrrnal~ tllurr he tacrorcd P n ) g r a n m d 'rc'ct: Cost Hrgh dc\clt)plnenr coht4. long dctclopmcnr t1111c

IBrin! ltlcdia (Standard Tcxt)

1)elinitictn Prinl ha>c.d niarcnals th;tl an. sent 111 1so1a1~iI learnen

I

.4pplicitions This r>pe u i fileilia i x apprc)priatc i~)rcatwniely iholatcd audirncc a[ ;I cugnlti\e Ic\el c)nl!. .-\ifcct~\c ;lnd P.;!chorna~i~r di)fiia~nh cc~uld not be properl? addrchscil u m g ~ h ~ s riirthud. I t riiusr be tlc\clup.d \CQ thorou~hly a n ~ l ~t)mprchcns~\el~ to allo\r. the lnincc ILI hlcua ;t Ic:tming p l h .

.+dvuntages

.A\i labi l i t ! ol' c ' u u ~ ~ \ t ; ~ r c

..\ccc?raihlc anyuhcrc. an! 11111~

l 'scr FricntII?

C;ln he rc\ I ~H~LI at \\ 111 ln ;ln! .~cil~~cricc L

.-\ccess 11iiths :~utlicncc 111 rhon pcr~ t~ t l ,it' tlrric

Inc~pcn~rvc 111 t1cielo11

Idc:rl ior tcachrng Iclwcr c t ) ~ n ~ t i \ c sh11Is r

L~arntng 111ay he r~ thc r lincar tir hranchcd 11) a l l t ) ~ ior cnnch~trcnr or rcrliccli;rriot~

r

I

Disadvantages

L c L 01' Inrcrtlctlt it!

L~)t ig t'ccdhaik c!cJc igcncrall! I

Kc~lurrcs ~nilepcnllcn~ Ic;~rning

Kcilu~rcs i o l ~ l p t c n l level o i Ii~crac!

Ke~~uircs io l l lp tcnl level t ) i i i )~~lprchcllh~i)n

Pool. l te* rlc\clt)ptng hrghcr Ic\cl ~II~IIIILL' rhrllh. \uch prohIc111 rng

I

Pt)t~r i11r tIc\cli~prng triot~lr rkills .

IJrint hlcdiu 1I'rogr~mmc.d tcxl l L

Definition Print ~ric.tlr;l [hat 15 i lc \~gtei l c r i ~ l ~pn ' t i cn~~~c l> and thnrt)ughl! to prin iilc :i ftlcua 3n~1 ha>lc t'~etlhi~ch.

.-\pplicdtitrns Th13 I!V ot' r~ rc~ l ia I\ itppropflatc t'or c ~ ~ r c r ~ ~ c l ? ~sol;rlctl au~licncc a! a ctlgntIl\c lc\cl tlnl! . ~ f f c c t ~ ~ c itnil Ps~chi~~irotor ~lt)~itain> c ~ ~ u l d ni)l hc prtrpcrl! . r d i l r c~~c~ l using 1h14 t~rctlio~l. It riluht he Jcvclt~pc.il \ c p t l ion~ughl~ :rntl i~~l lprd lcnsr\c l ! t t ) ;~Iltltt the Irancc 10 1kicu.s a Icamrng pi~lh.

.Advunrugr.s

Pro\ ~ i lcb icr~lback and l n r ~ r n c t ~ v i t ~

FIc..c~brlit!. a c c c ~ ~ ~ h l c ;rn! IIIIIC. an! \there.

Pro\ I JC~ rcnrcrlial int't~rnlat~on I

I

t)isadvun~ugr.s

Inrtn~ctron 1s ~n \ c q r i~ la l l >tcpr . nr;t? clh\c.urc hroadcr 1 lc\r ot' itjIlCCp1.

Hulhrnrxh 01 t c x~h t~ t i h~

I ) i t f i c~~ l t 10 x\ ~ r c n~mentll

lnhtn~c~tlr role not clearly tfelinul

Not s t ~ ~ ~ a b l c li)r prllhlrnr sol\ rng tlr cfcctslon nlr~hrng.

Audio Cassettes I I

Ikfinilion Vrrh:ll instruc~lon st)n~cu~ilcs wlth audit) cut\ rcct~rdrtl un a ~ y p i w l ca\lrclrr t q w ant1 disrrihu~cd 111 ~ludienccs.

.-\pplicutbn% Gt~cttl for cl)gnttitc and ~L)IIIC ~ f k c t i w ;~pplica~~~)nh. .Applicahlc tbr Jislclncr delivery vi:i rn:lil.

I

.Advunlagcs

.\-laterial car1 he prcparcrl quickl)

~CC~SSI~IC ;in\ tlttic. ~ n v \& hew

Co~ i~ i~ l i in i ia t~on cat1 he pc.rsc)tl;il~tcrl

St;tnd:uJiretl c ~ ~ u ~ p ~ n c n t

Itltc.gr:~tch c:~lr~l) \t l t t i r)(ficr t i~c l l i ;~

Su~t;thlc ltjr :lural 1e;lrnins t 111u.slc. Ianguagc ctc I

r r : ~ ~ i ~ c c ~ II:II~ II!~III~LI ct) r i ( r~~l ~ n c r p;~cc ( t i Icamlng

Gt~t)tl ~ ~ ~ i ~ ~ p l e t ~ ~ c n l t t b tt n t k n or \ I~LI;II 111a1cr1a1

Disudvnntilxes

h c k 01' iccdhack ant1 ~~ I~C IL ' I IV I I ~

hluv require reliance on postal lrcn'lcc ccfuiintirllc)

Visual Kcpn.?;cnt;~t~c)n no1 cap:lblc

Canllol ;~dilrcslr highc1' lctcl c.ci$n~rltc .blil.s

I

Video Cassettes

Lkfinition Thih mrdin 1nciwpor:ites 1~x1. audit, :lntl vihual curs and Jcn~~)nsrratiuns in111 t~ i le p;lck;tgc. u\11aI1) ;I L'HS c&\seItc l ap .

I

.%pplicutions .-\pplicahlr for aiib~irr.~rr Irvrls t,f C~)gnitivc. .-\fl;.crlvt and Ps!chun~otor donwins rvhcrc inrcmcriviry and 1;.ctlbach arc nirt an issue.

.4dvuntuges

I-l;~l.ublc. vkucr can chi)c)sc t i n ~ r 11) \ ICM ~~~arcn;rl

Can be inrrcrare~l \b~th i)t l~er i~)n115 111. II~~~I:I

Ke:af/ r+ntc capahilit!

Kwdil! ;i~ail;ihlc

Faini1i;tr t i 1 rilo\l :rudirncc~

Long rc.cirr~l~ng rinlr. t 4-h l i t ~un , L

'Tr;~~ncc> ha\c li~ii!rcJ cclnlrul tncr pacc of* IC~CIIIII~

.-\ppropn;lrc rijr r isuai learning

Giborl t'or tr;rns~liitt~ng hnotilrtlgc

. 1)isadvuntoges

\ I ~ d i u l n i\ rctnttvcly I~nrrar aad lacks krdh:tch and inrcract~~ir!

.Cl;~t rcqulrc wliancc on Posr;ll \rrvicr ior tltstnhu111)n

Sct~ucnt~;iI ;rcccs\

Poi~r* h:~ntlling t)t' it111 1111agcs

liittlgc ~(uali t \ L~UIC~I? l l cg r~d~s u i l h use

Il(w5 no^ Intcgr~rc \\ell ~ ~ t h c.r~ritputcr~

Nt)t \u~~ah lc tor acJi~c\rng h~ghrr I r \ c l c~,gnill\c 4 i i l l h . ,

h c k s I<c:rl ~IIIIC ~ccdhi~ch ;tnti inrcr:~ctivit)

Liriii tcil Llcxibilir!, 01. CL)IIIW conrrnt

C;ln pri'r idc rcali\~tt

C;III \LI~POII group l)r ~nllcpc.ndcn~ \rud\

.-\diln.>sc~ ctb~ltplc.c tlcscnption\ ant1 pnxcilurc~ casrl!

Ct~mpu tw Based T r ~ i n i n g {CAT. Intcirnetl

Delinilion CBT. In~cmctlvc cLfuc:~t~~)~i;ll c~periencr tn u hich the it1111put~r pri)v~dcs tiiost o f the ~ t ~ ~ i i u l u s and prt.$r.nt% kedhach haseii on \rutlent Input.

Intrl+nct: Thc r;LIIic ;L\ ;~ht)ic except the student logs oli to a uchs~rc 11, wcc~\c tlie c ~ u r ~ r . ~iiaterial. I

.Applic.utians CHT: CBT can he ~ lc~c lopcd t i ~ r nwst Icsbons u.h~ch 31-c ~13tt\e1! \tahlc tnct. Ittile and ha\c hcyn r r~ r f i~~ i~n : l l l y taught through lecture. rcadingb. i L \ C \IIILI!. or tndividual ~ K ~ ~ c I S C ? ~ . 11 suppons ct)g11111\r. \trategies rcquinng i t ~n i~a t i \ c m& thr - + u ~ i ~ t i l ~ t t \ ~ ' c~alu~tlc)ns. or \rn[eg~cb \\ hich IZ'L(IIIW :ippIicstttrn 111' prct iousl> 1r:lnisd ni;r~rnal.

Intrmct: Sanic :L\ .saho\c.

.\dvuntugc.s

Inrer~cr~ \ i I! hctuecn Icamcr ant1 Insrruct~onal 1l:itcn;il

Lcamcn rcce~\c IIIII~I~LII~I~ 2nd c1)nstanr tkcilhacl

I

Co~i~purers prw l i l~ I l c~~h i l i r ) \\irh q a r d 11) rlrlic and place t h t ' Icarn~ng

Lcamtng renil3 11) he scll' p:iccd

Insrruct~cln can ~nclutlr. i i ~ g n t t ~ \ c ;~?l \\ell 3s Ithuc~. Ic\cl ~rt't;'cti\ c anti ps?chi~lt~oti,r 11hlec11\ cs

L'artcr) 01' prcrcnlarion ~~ i i da l i r ~cs ~ncluding (1udi11. gr:iphicr. 1~x1. colt)un ; in~l anlnlntli)n I ~i iu l t rn~cdi :~ I

CI ) -Kohl cxparidb ;1\;111;1hle t n f ~ ~ r ~ i ~ a t ~ t ~ n

lnrcmet v i i~t l ! Iriipnnc\ ~ccc~s th t l i t ~ . a11~1 inf't)rti~ai~uti

Hc.nir.~li;ltlun c:~pahllit! can he hullt In tvrth pnlac.!

Hr~nchlng tc) mi lcamcr

C'onststcnc~ 111' ~nslrucr~on

- \ l l t ~ ~ I mul t~~cnso~? Icarn~ng

Enah1c.s lcarncn 11) wnlatn ~n rhetr I)\& n cnv~n~nriicnt

rkcrcasea leam~ng tlnlc

Krduccb need i t ~ r Inhtnlcron and ;rbrlsr;lnts suhsranttal[)

J1ot1varc.s Icarncn

Inlernct: c c~ rn r~~un~wt tun \ultcd lor hlgli Irvcls uf ~ntrr~ct iv l t ,

Inrcmcr: Krsrmhlsr rhc aJul[ karnlng prrxess ah hisher Ic\cls o l cogn~t~vc -kills that an: cfcvelopcd and the cognitive priu!sses that occur.

Ilisadb an tug^!

Chcn riiust hc rrrl~nell t t r tlic tcchni~lt~g!,

C1~11tpuic1-i arc \cns~l i \c and \~) lat~lc, cspcc~:iII) u hen ~ublecled c'tIcIl3l\c USe

Instructon rctlurrc \pec.~al~rciI \k11Is t'or c~~ursc ~ Ic \c lop~~ icn t

I

fJrc-srructurcd ; lct l \~t~cs. tncnu dn\cn. S~ucfcnrh can be c;r~ll> LITJHII 1)f'f' 1;lhh.

I

The co\t ot'h;ird\\~rc reilu~rcd l i ~ r ~ l c I~ \e r ) I\ c k p c n ~ ~ \ c

UL.\~JO~III~III CII\I\ arc htgh. hul hccuriitng Iniln' i ~ ) ~ i i ~ i ~ t r t c . rlk! ~Ie\cI t~p~~icnt / ~n~tructit)nal hours ratlo 13 :I~~)uI ..((IO. I

,

311 \hurl cuts arc ;)\aiIahlc ILIT cic\cl~)plllrnl

..\tiding con~plcx Iccllhach rii;~y \~gn~lic;~ntl) 1ncrc:Lsc CIc\eIi~p~~i~.nt el)\l>

k;irncr ~solar~c~n! lacia ~nstructur tntcr;ic~~t)n

Fixed ~sclucncc 01 r i ~ t ~ t l u l c ~

Lick3 itrc)pr.nrrvc Ictlrnlng cn\lnhnttlent

In~emet: T>p~call) dixs nor direct the path to hc 1;1lrcn h! the stildcnt.

Inrcmct; L~ t i i i ~ cd ~n 11% ahtiit! ri) ~iirccr specitic Icamrng ur twck \tudcnt prtlgrcss.

Intcrnct: Student ~liaatep of' niarcrinl 1s uncertain.

lnrcmcr: ii'ill mqulrc tletarlerl gr~phics

Intcmct: Kill mquiw Jcrallcd clcctrirn~c \torage.

Jluit~niedia: Ltay Iack .~tantlard opcmrtn, o w l t ~ a n t . .

Inlemct: [lihcovcn lcamlng intulvinp ~ n c continual construcrion ant1 n.org:rn~r:rtion 01'kni)uIcJgt! t i) rctlecr rhc ua,h In uhich 111.15. irmccpts. pn>ccdurch and pnncrplch Jrc twg:rni~ctl in III~III~)~.

\lulri~iicJia: Wirh [he addirion 01' v~dei) strppt)n. n~u i t i t~rclfia can pro\iJr. a l~t~o\r handh un Icarntng i~t'c.o~iiplc\ r;hks ~i hllc the tntcracll\r nalure ot' r i~ul t i~~rct l ia allt)\\s t'or 111ultiplc :rl~ernativca.

C'ibzt: he \cr> cKPenhlic to ~ l c u c l u ~ ~ . CHT 1s co>t rt'll.ctl\c \\ hcn used ;~ppn~pnarr.l!, . Lkli\r.r> ci)zta J r~ ip LILIIC~I> oncc CIctelt)p~r~cn~ I\ c~~~ i~p l c t c l f .

C-c>st. kyt~ipr~i rnt c.;lri he c ~ p n s ~ i c . pnlgr.irl15 can hr. cxpr.n~l\c III prtducc.

* Computer Mediated G)mmunicatiun IChlC')

( Includes E -m i l . rt ln~puter ronferenciag ctc.)

1)efiniliun CJIC akcs colilpurcr cc)nicn.ncing i t 3 pnronal c'o~i~puten and llitkiel~a ;LI :i riicans ot' tnstruclion. It pri~vicfcs instrucrc~r-iludcnl an11 student-?irutient inrcrclctilm in an as>nchr[)nous 1111)dc.

.4pplic~tions Lkieliipn~cnts ;in. \ r i l l hclng eupl1,~d.

I

.Sdvunugc.s

Highh ~nrrrtlctlic. t t t o-bra\ si tic hro11t1i13 o r s~ric. hn)n~)ua i i l l l l l l lU~li3t l i ln

F.-rliatl anif hullc~ln hilrntlr tn\c)he tlccpcr ;tnal?sts and rcllcctirln r l l rllcssagcs

'ir;~aJ;~rilirat~oa ~ ) ~ ' c ~ ~ u ~ p r t i c n t 13 not ~~~lportant (;In? c'olliputcr ts 1111 a t ~ i i ) t l c ~ i i ir11l tiorh t

Civcarcr iarlct) 111' l n~ i r n~ ta~ t t~n c;ln hL. 1r;inbicrn.~1 41c\t. graphlc.3. progr;lrlls. LI:IL;I tiles I

..illtlus rhc use trl'othcr cor~~putcr appI~c;~~~tln\ ~ O I I ~ C ~ K C ;in11 c1;lt;tha~c IS Ies

Thc nghr scbt'r\rtrrc ulll allt,\r srudcnl In\ ~ r l i c t ~ ~ r n r ;lnJ rcspcln3c.s t i ) he 111t1nttorct1 ;lncl tiler1 l'trr t ~ t t ~ ~ r c ;tni11!\1*

timphrcs can he ~nc l t ~~ l c i f 111 the prcaerl13111ms.

Student3 LI~u~II! trt~rh \ i ~ t h satllc crrtt~putcr .is ~Iic! v. 111 or1 the )oh. rherctirrc rhcrc 1s rranstcr of Icarnlng.

fhcsc \?\tcrta expand acccs* r l r rrutlcnt\ rcgardlcss 01 I t~c:u~l~n

The? support IntcCtclllln :l~iiirng \tuticn~r ;I> lnl l l i tclualr ;lnd ;I\ ~~ictnhcrb 01- rc:ill~s mli hctwt.cn %tudcnt :trill facult!

'rticw s?srctm prcrt ~ d c ;lccebs 11) dara h ; ~ ~ s t i tllcll can he tloirn h~;~dt.il ~ n d arc av;1113hlc 24 ht)ur\

Slutlcntk arc rcsponslhlc for thctr l l i tn partrclp:irtrr?, le:~m~ng.

1)isudvanlagcs

At atlabiliti 01' cr~utprl~ent

Ins~ructtrr\ ;tnd stu~lcn~s IIILI~I he rralncrl on rt.chnr)log!

1

s111;tIl n u ~ ~ i h c n t ~ l sfuclcnl~ can p;irttclp;itc :I[ one tt111c

Kcilulws ~pci ;~I i / t . i I haril\ian. :tnrl \t)ltu;uc

I

Kclies hc;ri 11) on \tu~it.nts' reading c.utiiprcIicnsion and r!plng .ih1111!

Oticn thc pact ~II' tns~ruc't~on~ &lt\iubsl~)n ts ~ ILM hecause c~nl! trnc pcrh11n :ir a tlnlc <:in he ~wnar~ltttlrlg ~I:LI;U ~n( i~ r t i ~ ; l ~~on

Srtltlcnr~ arc rcspcrns~hlc i i ) r rhc~r otr n panlclpnrop 1c:lrnlng.

I

Shared Cruphirs Devices ilncludes 12acsirnile. optical scanners. Telewritcr. electronic blackhoard t EBB) o r tahlcl and slow scm o r frceze frame

videtr

Ihtfinititln Thche t l c \ ~ c c ~ t!plcall> deliver pnnl based anti graphics r j u ~ ~ l r l ~ ovc'r long Jisanccs. Video ~nethuds arc 3lighll! I I I L ~ ~ :ldvanccJ dcl~\crtng that 111cdia 111uch like ;i tc lc \~si~)n hroadcas~.

.4ppI i~%l i t~ i~% Chtng 3 c i ) n ~ h i n ~ ~ ~ o n { ~ i this 11ci i c c ~ . ~~i t~t lcr :~tc IcvL'I\ of ; I~ '~cII \~. cognlll\c and p.iychl)nltjrc)r Jo111ainh call he ; ~ ~ l l l r c ~ ~ c i l .

:\dvuntrrgc!,

TELEU'H ITEHlEBH

- \ \ ;~~lnhk L;)r oi~ist c.iiltlpu~cr\

.Slki\\\ rc~rlolc hlachho;lril l!pc ~ n ~ t r u c t ~ o n I

In\~ructlir ahlc 10 i i l ~ ! n~ t~ i r \tuJcnrh

TcIc\\n~ci~\ rranrnll1 sr;rph~c and tcuual lnlrr~i l ;~tlc~n I

EHH altt~ir* holh totcc and dat;t trm\nltr\rirn o\er :I \~ngle linc

F-\L'SISIILE. ( )I~TIC.\L SC~NNEKS I

High yxc i i mil gcjinl clurrllt! ~ r a n s ~ i l ~ \ \ ~ ~ ~ r i

Pr;rcllcal ;rI~crnatl\c ti, pi)\tal anti c.i)uncr tlclitcr! l i ~ r hard trip!

trm~\t'cr

SLO\V SC'.-\N /FREEZE FKAhlF \'II)EO

€'t)~llhll~ch li\ c \ 1~11;ll \~IIII .~utItt~

Uisudvantagcs

TELEWHITEKIEBH I

C;cncrall\, sc.s\~i~n qwc~ l i c ah t i ) IIIIIC

31i1rc Ic:iil ~IIIIL' r c i ju l f~ i l I~I;LII f i ~ r tr;~ili~~iinaI ~r is tn~ct~on

Ikn rttuzl hc tr:l~~icd to ~cchnc \ l t ) ~~

Prrn lifclr t i rtrtcn ~n tc rac~~or i u111csh i1)111btnct1 11h rrudiu

F.-ICSIXI ILF.. ( )PTIC'.~L SC.ANNEKS

High \uppi! ;rnd line ctrsls uhcn ~r;lnx~~utttng large a111t~unt5 01- ~nI'l)r~aar~c)n

Ilar:~ ca1in111 he ~~rantpul;~rcd

SLOLV SC'.-\N i FREEZE FIt..\XIE VlI)EO

LIIIIIICL~ n ~ t ~ t ~ t r n

Ci~st: L i~ng ilistancc charph \\.ill be high

.Audio f onfcrencing c Includes confcrcncc calls, confc.rcncc calls with amplified speaker phone. desktop ;ludic) sets snd audio telccanfcrcncingl

I k f in i t ion .A \?iIcIli 1ha1 mublcs ~\tt~-\crr> t oicc c o ~ ~ i ~ ~ i u n i ~ ; i t i i ~ n ~ using phttnr lines.

Appl i~xt ions .Audio ctlnirrcnc~ng pro\tdes ;In excc1Ien1 nlcanh tilr tcachlng \him courses u hose pn l i un i unc t r~ )~~ 1s to pa33 t)n ~nloniiat~t)n. This \)srcni c1)uIti hrr u>cd ut th in cun~onctit~n trrth pnnl 111c~iia or 01hc1-

I

.Advantages

T h n c ~ i ~ r i u n ~ c a t ~ o n o r I a . r e I ~ n t e r c t ~ t c cc~meiunrcJlir)n hcl\\ccn pcoplc a1 Jislant ILK~IILMI\

Can he ~~i t l l t lp le n'clp~ents or Instruetun

C;in h;nc IIIUIII~I~ Ioc311on~

L;ILI 1111ic \1ti111;1r to f ~ t J i l ~ t ~ n ; ~ l ~nstnlclron

Lc.;lrnlng 14 I ~ I ~ T ~ C I I \ C I

F:1111111ar ~ c c h n t i l ~ ~ ? ftrr t r ~ t r i cn and lra~nccx

Eas! to prcparc

Kilt dcpnrl;111t uoon \ tu i lcnl~ reading or c r~~ i ipn .hens~~~t~ Ic\r.12.

Mc.\lh1111> ~n 1111ic t ) l prrsc.ntart~)n

C;uc\t \pcakcr\ III;~? hr. u.wd 111 rc~nt t~rcc nl;~~cn;~l

31;1! hr. Ilnbcd i ~ t t l l cr~tttpuler t t ~ protldc grrrphtc.\ anti phis11 s t i l l \ giunng tnsrrucl~on

I

Pii\s~hlc to \IU~I? ~tlplc\ (hat NOUI~I II~~I jusltf) nt~rn~;~l ~ r t r u l ~ tnstruct~c~n

Prcntdc\ c ~ c ~ l l c n ~ ~lth~crnlnrrtlon o f lin\c.r cLlgnlrt\c Ir.\cis ui

~n l i ~ r~ i i a t~on .

~itcdi;~. 4

llisudvuntages

Yt) \th11a1 ciintact k r \ \ t ~ ~ i Icalnrrs and insrructtlr

I

Intcr:~ctt~i~i ~ i~tk l i l ic t l IIF 1echnt1l11~1~31 pri~~tictbl

Lcarnlng tllusr OCCIIT at ~ p c c t l i ~ t l ttrrte ;ind pl;~cc

Int~r;~l crrztz c;tli he Iirgti

Not ~ppriipnalc tor le~t~treb

Ni)t appropnatc lirr gr~lup. \\ lio\c r t ic~i thrnh~p\ cr)nst;intl> cfiangr

I

No1 ;tpprupn;rrc I;)r ~nstruc~~t)u ~lcpcndcnr tin I:rrgc nu~il lrcr t r f '

\ ~sual iuc.3

Not ;lpprtrpnatc I i ~ r iL)1l\c!lIlg tcnglh! prc~cc~lurc\ or Instruct ion\

I

Yo p r w n u l I l i n t h;~nti, cc)nract I

N o supptrn I'ro~il other I c ~ r n r n \\hen p~rftc~p;ttlng ;11\11lc. a1 c~nc'h o u n \IIC

Th13 s!\lc~ii r~nl? alltru\ icl~ce c.c~trr~~~un~c.;irro~i\ and 1s nclr ;tpproprr;~tc Itrr htghcr Ic\cl\ ~II' Icarntng t)r ps!cht~n~or~~r shtlls

.-\udii~ it)nicn.llc~ng ttin! nrrt he appropnatc lor cntlrc ct~ursch.

:tudiojiruphics

I k f i n i l i on .-I \!\tc~ii hat cn;~hlc\ t\ttr-tra> c.t~nrputcr J;II;I ;lnd IN~I-H;~? ; l i ~ i l i t ~ iriter;~~tton.

.4pplicalions Thi3 u icd lu~ i~ 1s apprclpnatr tirr cuunrs ~h;rt n.qurrc cllcctr~~n~c data tnnsicr such a3 cnglncrnng ant1 ~cchn~c;i l d m crburscr,.

.4dvantagcs

This \!\tert) has the -tlrtic aclv3nmgr\ ah auditr cont'cn.nclng. plu5 11 ;tlloi\\ ptlphlc prchcntarlon and itnr~lcdiatr tt~tl-i\:t!

g r~h lc i~edh;lch.

Disudvunlag~s

This \?%ten1 dtwx not pro\ d c tuo-u vitlctl.

Kequin.3 tnhtructclr trtlinln~.

Scrcrn mr : III;I! limit ~ i ~ c .

Vidro G)nfercncing/ Telc5crninar (Video confercncing includes Cull o r limited motion two-way video wi th two-way audio. Tcleseminur includes une-way vidco

and two-way audio. Limited vidco options include slctw scan videt,. picture plr~rnc and t l~mprrssed videt~l

I Definit ion Vide11 c u n k ~ ~ n c ~ n g I\ ;i colnntunlcatlc)n \yrtt.nl that prt)t~dcs two-way \ idri) anti ~ i v o - ~ a ! audi~) intcr.ctli)n hct\\ern tnstncctur and student. Tcichc~ti~nar I\ ;I t ~ i i - ~ a ! ~ r l e e t ) ~ ~ ~ ~ i i u n ~ c : ~ t ~ ~ ~ n ~ ryste111 th;it pro\ ~des 11nc-\~ay vldcci and ~ \bo- i tq audio.

.4ppliciltions \lost instnrcror Ictl cducat~irnal ctruncs coulrI uhr. t h ~ technique and icll'~:~ughr sc1111n3r ct~unes. .%l l i r~s hex1 Intcractlon ;lnd icrdhaclr lijr llirtancc Icarnlng that cllianatcs tr:idirit)nal clashruon~ instnictit)n

k t r u c a l n h:lre \tru;d r.i)ntact a i th lcamcn i t \ \o xrt r ldc t )~ I L-arn~ng lllurt occur at \ p c c ~ l k ~ l IIIIIC :md place

la~l~~cd,atc rntcrxtlcin hct\rcen Instructtrr and Icamen

VlJro iontrcnc~ng: .Add3 thr cltiditiunal capability i)t v~sual fccdb:icli 111 the Insrnlcrtir ;lnd ;iIlo\th t'or cvalu3t1~)n h? ohwnat~on.

.4lli1ttr iur higher lc\cls o f lcam~tig ~ t ~ c l u d i n ~ pcrti)rn~ancc tr;uning.

:<)>I: High costs asroc~atcd i v ~ t h \nrelli~c dishes. ratc1Iitr. usagc. long disr:tncc charge>. and equlplncnt n.nt:tl/ purch:ac.

Het'crcncesl Compiled Fmm: Canada. hpanmcnt ot' Nat~onal Dt.lcncc. Diwcror Grncral Rccruiri ng Education and Traln~ng. JI~YJI-100 r DGRET) CF Polic~

Frarnrn*nrk$)r Training Technukogy. Otta~a: DGKET. I 0 hla? I YL)3 Hc l~an l F.S, Disrance I.eurning.4nnotatcd Bihli~)gruplty, White Sands lllissilc Ranp: L.S. Dcpan~iirnr ufthc .Anti!. TR.4DOC. 1W7: Khan B.H.ccdilor~ \I-eb-Based Instruction. Englcuoid Clifh: Educatic,riaI Trchnnlos> Publicrltrun.s. lL)c17: S-\ensen-Hitten E.4. Dirtrihured Trainirt~ in rhe Canadictn Ft~rces: -4 1)ucisinn .blodul. Unpuhlirhcd 31.4 Thcais: L'ni\cntt> rj t '

Calgap. l lj11J; Cnttsd Statch. kpartment o f Dcfcncc. United Starcs Air Frwcs. Air Univrrsit>. X lan~eI i Air Forcr B a r . Distance Learni~ig

C i ~ ~ c u l u t n .4naiysis and .bIedia Suirction. .Clt~.cwcll .AFB Alabama: .Air Univcrsit!. no date.

Appendix B Canadian Forces Training Development Centre

Course Descriptions

Canadian Forces Training Development Centre Course Descriptions

Instructional Techniques

AIM - This 5 day course trains officers and non-commissioned members ( NCMs) in basic instructional duties to be used at Canadian Forces (CF) Schools.

OUTLINE OF TRAINING - Each candidate prepares and presents one 20 minute knowledge lesson ;md one 29 minute skill lesson. Candidates learn the basic instructional techniques necessary ro ensure nn effective and satisfying instructional experience.

PREREQUISITES - Candidates must be employed or selected for employment as an instructor.

Advanced Instructional Techniques

AIM - This 5 day course provides oftlcrrs and NCMs with knowledge md skill to prepare. deliver and facilitate advanced instruction at CF Schools.

OUTLINE OF TRAINING - Candidates will be able to facilitate adult learning methods and processes in ;i military environment. The course will cover the design of adult learning and the delivery of training using guided discussions. case studies. teaching interviews as well as other adult learning strategies.

PREREQUISITES - Candidates must be employed or selected for employment as an instructor.

Instructor Supervisor

AIM - This 9 day course provides officers and NCMs with the knowledge and skills required to carry out their duties as instructor supervisors within CF Schools.

OUTLINE OF TRAINtNG - The course is group-paced with emphasis on participation. Course material is presented by formal lessons. demonstrations. syndicate exercises and individual ilssignmmts.

PREREQUISITES - Candidates must be employed or selected for employment as an Instructor Supervisor.

Interactive Courseware Design

AIM - This 14 day course provides officers and NCMs with the knowledge and skill to design tlnd evaluate ICW.

OLrTLINE OF TRAINING - This is a hands on course conducted within a multimedia laboratory. The course is conducted over a three week period. In week one candidates look

menlent at the suitability of using ICW as a delivery method. and the project mana, considerations involved in my ICW project. In week two the students focus on the design of an ICW programme and the evaluation of existing courseware. In week three the students develop nn ICW lesson using software packages such as Quest-Net. Adobe Premiere. Adobe Photoshop. and Creative Wavestudio. Course material is presented through guided discussions. formal lessons. reading assignments. software tutorials. group exercises. and demonstrrltions.

PREREQUISITES - Candidates are expected to have qualified in training drsien md evaluation. In addition. they must he familiar with using Microsoft Windows based clpplications. Developers working in Quest are requested to bring templates. applications. and samples of projects if possible.

Training Manager

AIM - This 3 day course provides ofticrrs with knowledge of the CF training management system to allow t hen1 to implement and manage effective and rfticirnt rrainins in the CF.

OUTLINE OF TRAINING - The course focuses on the management of quantity control. quality control. m d resource aspects of the CF Individual Training and Education blanascment Framework ( IT&E ). Due to the nature of the course content and the experience of the candidates. the training relies heavily on the group discussion Format. Candidates are required to interpret and explain the role and responsibility of managers in accordance with ITCSrE.

PREREQUISITES - Candidates must be officers whose responsibility includes the management and conduct of training.

Analysis. Design and Evaluation

A M - This I0 day course provides offices and NCMs with knowledge and skills to produce qua1 itication sttmdards. and to design and rvaluntr training.

OUTLINE OF TRAINING - Training comprises analysis and design. Analysis includes: Dement task analysis. developing performance objectives. assessment procedures. mana,

requirements. producing qualification standuds and documentation. Design includes: instructional analysis. developing enabling objectives. selecting instructional strategies. producing training plans and supporting documentation. developing performance checks. test construct ion. test item analysis. imd evaluating courses. The course material is presented using a combination of lectures. briefing. practical exercises and group discussions.

PREREQUISITES - Candidates must be employed or selected for employment in positions which involve the production of qualification standards and training plans. or the evaluation of training.

Training Validation

XLkl - This 5 day course provides ofticrrs and NCMs with the knowledge and skills to conduct validation of training.

OliTLlNE OF TRAINING - The course focuses on the planning of a course validation study. 1-alidating the training provided against job performance. and producing reports and supporting documentation. The trriining is presented using a combination of lectures. briefings. practical exercises and group discussions.

PREREQClISlTES - Candidates must be employed or selected for positions that involve conducting training program validation.

Distance Learning Technologies for Managers

.AIM - This course is still in the dcvelopmmt phase and the pilot serial will be conducted in May 1998.

OUTLINE OF TRAINING - Established to provide those personnel at the rtlnk of Master Warrant Officer and above with the knowledge and skills necessary to:

3. Assess the merits uf proposals to use distance learning technologies. 4. Investigate the use of distance learning technologies to address new learning

requirements. r n hancr performance. and correct performance deficiencies. 5 . Prepare proposals recommmding the use of distance learning technolo~ies.

Rc tkrcncc: Carradiari Forces Training Development Centre at h t tp: / lh~mc.int~'rhc~p.nt:t / -cf lsrc-h~rn

Appendix C Canadian Forces Course Evaluation Checklist

T h i s uuldr rstabliahes s~srrnutic pri~crdun.?; k)r rcvicwing iacrtlrs affecting the qualit> of tr~ining tilr ;I

I 1

H 4

SECTION It- CONTROL MICl1hlENTATION

( 11 her

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B I

B 1

13 3

LIOCChIENT

Spr.cl tic311or1

Tra~n~np Sta~~clarll

T n ~ n ~ n g Plan

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I

1)ESCKIPTION

C't~unc c'31:~lo~uc I cFP ?Oh I cc)n1:11n\ 311 .ICL'LI~:I~C iIc\inp11i1n of ~t)ur\e iilnlcnl and p1-crcqulslrr.N '

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I

INTRODUCTORY Ll.ATERIXL

DESCRIPTION

Title page includes - NUIL) nu11ihc.r - 4ccunt) c l x \> i t ~ca t~ t l ~~ - OPI tlcs~gn;rt~oti - d31c - c6)lllplct~' t l t l ~ '

- ;ruthonty nl)tlcc - iupc.nch>lon ~lclllcc

L I ~ I o i Effcct~\c Changes

F t ~ r ~ ~ o r l I III~IULIL'~. - ~~u th t~n t ) rit)l~cc - \UPL'r\Chhltlfl Ill~I1cC - nc\ttcc ( t i i n t c r l l ~~ xlatuh - rcquc~t ior iuggehtlc)ns for ch;ingc

P ~ i i c c ~ncludch. - 11~1rpo>c ttC TS - \ ~ t~pc ' 1 1 i TS - tliruz~ ( t i conrent*

Tahlc o i C'c)nrcnl\ rncludch. - chapter ant1 111;1rn heading\ \ t r t l i c~u-rcspc~nding pagr nurtrhcr4 - .Innews ant1 ;~ppcn(licca lihtcti

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CHAPTER I -GENERAL

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I)ESCKIPTIOK

The tlutlinc lijr [mining includes: - nccil filr rm~ning - S C O ~ of trmnlng - t~r in lnc ~rntecics t i ) achlc\c ohtcct~\rs

The use ,I!' the lrrrlnlng itandanl incluclcs: - ~dcnt~l?c'a~lon ot' ~ c i i n ~ n g c~~ahlishnicn~c o r Unttc \ I 1nkr.d t i ) plrtnldcsign

;~ntl ct~n~luct rr.ilnlng

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CH:\YTEH 1 - TH.4llr;lNG JI.AN.-\tikhIEN-r IIETAILS

IlESCKIPTION

Tlrc ; l l r r i lhc TS ~nclt~dcs. - pcrtonnancc ohlcct~\r.b ltetinril - :ls\cs\liient pn1ccr1un.a p~scr ihci l - rchourcc rc~p1lrc111cntL 1ile11[1 ticij

The cr~tlerl rcqulrcrilcnts ~nciutlc: - trJlnlng t l u r ~ r ~ t ~ n - Inhtructor :~ l loc~r~ t )n - rctlnlng %uppon rcqulrcnicnts - languagc n.iluln.rItenrs ti)r c;~ntliilarc~

Tlic a i l i l~ t~t i r~al ~ l r ;~nr r~c~ i tcn~ Jst;ul tncluilc.: - rrarnln? agcne? - controllins ;rscnc? - Illadins :tgcnc.) - \clcct~ng ;apnc! - cllunc. prc~prJrnmlng - rr;ilnlng prcrc~(ulsltc?~ - qu;lli licat~un ;IN ;rrdcJ on i o~~ lp l c r t i ~n - rclatcd Jt~cti~lients - tcm~~nr~log?

DESCRIPTION

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H;L~ guidance hcrn pnwided to esr;thli.rh: - gcl~ling prixcdurcs I i f rcquiwtl I

- intcn;l Lrr gr~ding - 11' rankrng 1s rcqu~ntd - cnrcna li)r r ~ n l r ~ n ?

Ha3 gu~cl;~ncc heen prov~clrd 1111: - the cti~itplcritrn oI' course repi)rrh - the tlistnbut~on ot'clrurhe rcpirrfs

YES

CHAPTER 4 - PEKFOH>IANC);. i)HJkcTI\ k..?;

I)F.SCKIPTl( IN

Pc.riorri~:~ncc S I ~ I ~ I I I C ~ I : - 1ilt.s t b ~ i l ! one tcrh \r trh one I I I ~ ~ I I I I I ~

- I, t~h\cr\:~hlc ~ n t l ~ i~cx~urah lc - dc\cnhr.\ ibhat :~ctu;~llv h;~ppcn\ 11n the ~tlh

Ct~nll~t~irnh St;~tcl~~cnt: - tlc.scnhr ctrnd~t~tmh crn rhc JOH - ~ncluifc wpcr\lslc)n. aa\latancc. rclcr'cnccs. tt~trls. ctc . [hat 3rc rc~lutrctl trr ~pc.citicaIl? rl~ntcil - .rl*c 1101 \I) t)h\ IOU> thar the! arc rcdunil;rnl.

St;~ntl:tril\ sta~crt~cnr\ - Jrc ~pccrticd t t ~ r each PO - hascil OII 1l1e fcrIU1IGcI1Icnts 01' the loh - ticliac prcc~scl~ [he prLKclrs and/or pn)tlucr c\pr.crctl ~ncluilins ;lccur;lc!. quant~ I?. rtlilc :tnd ~ c ~ ~ u c t ~ c c :a ;~pplic;thlc - arc clear ;mil riot a~llh~guotir - .lw dcta~lc~l cncjugh ~cspc.c~al l~ I ~ I I W u3lng I.-\!{ ~ t n r n c c s ~

Relcrcncc hlntcnal: - q x c ~ t i c ~ i c x n c c nu~llhcn incluclcil itrr c;tch P() - ~ p c c ~ t i c rcti.rcncc nurnhcn ~lgwc \r ~ t h I I I ; I I ~ rclt'rcncc 11311ng - n . y t ~ ~ f c ~ ~ i ~ n t tur h~lingual wicwnccs ~ n c l u d ~ d

Spc.cilic;~tlon Task hutnhen. - rc.lc\ant \pccilic;iltc~n nitrllhcn ~ncludcd In each P O - nllrrlhch cr~nh)rrll \ ~ l l h the gil$cmlng ~ p c ~ l ? c a l ~ c ~ n

Suppilnrng Knou ledge: - ~ilrnriticd lirr dcsign/iIc\eIoptt~cnf \ral'r

Trunrng Lini~rnt~imh: . haw hcrn ~ tkn t~ t icd - gutdance pro! I ~ C L ! lirr dc?i~gn/dcvcIi~pti~r.nr rca~ii

N O I

TRAINING PLAN

The t'~)lI~l\ttng \ccttt)n I:, : i~~iied 31 e\aIuatlng thc design and iniple~t~enrartt~n o i instmctii~n/tr;uning. Ir I:, c ~ p e c ~ c ~ l tllat ;I TP hc the ~ I ~ x u n ~ r n t gu\rnllng lllc conduct ot' training. h~ntevrr I n so~tle situations this 11i;ij not be the L:L~C. I f 1h13 i\ the cast cnnsidcr ~ h c f o l l ~ ~ ~ ~ jng arc33 acc~)r~linglj

INTKODLrCTOK t' h1XTEK I.4L

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Kcsourcc Kalutn.r~lent~. - nutnher ol' penonncl rcrlulrc.rl inclurling:

- 1nstructi)h - ~ncrenrcnr:il ~ : I I ' I ' - gueht Ircturcn ,t~1111tn suppun

- t;rcil1ttu3 rci{uln.d: - ~ l ~ l ~ \ r o o l l l 3 - 1r;iIntng ;IWL~

- cqulpruent reilu~n.il: - \ch~clcs - Irmnlng aid5 . Ieamtng AIL^ - 111hcr

Tirlle a11i)ca11~in Tcqutrenicnls: - ~IIS~C\ICLI ycqucncc 01' Inhtruction - rmlnlng d;~) lengtli - pcnod Icnpth - : ~~ In i l n~s r r~ t~vs prloJ.\ - ,port pnot ls

Spctrtl instruct~ons. - prc-cc~une plann~ng rY: prep - niter-action det;~il~

1)ESCKIPTION

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- c'i)unc c'~)iIc - ct'(i.ctl\~ date - t:rhle ~bt'i.o~~~cnt.s

CH.4PTF.K I - C;E;.NI;.K:\L

NO YES

H 27

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,

.AIII~ (\I ~r;~tnlng I\ ~tlcnt~liecl: - < ~ ~ t c ' o l i ~ ~ &)I' Imlnlng i lc~cnhcrl

I )c..scnpl~on 01' Nec~l: + 1dcn111ics \r hu neell:, [he rrain~ng - 1tlenltlic3 the fralning rcclu~rctl - i lc tat l~ the .rc'op~' t 1 l the IrJintng - 1lcta1I5 the 111cthoilh ~~l ' ; tchtc\lng [llc t)hlcct~\c?r

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- DESCRIPTION

1)cacnhch Trainee .-\ssehsnlrnr: - pssslt'ail a3scahrllcnt gurtfrlincs - cnlcn:r ilrr 2r~cling - cntcna l i)r ranlirng - huh13 i111. ~upple~iicntar~ wc.~snlcnl

Ucscnhc.5 T m ~ n r r -\h~c3s11lrnt Pri)cutlurc~: - richcrlhch i j~r\r PC'% ; i r l ~ l l -Xh arc rtti~rlagc~l - Jrscrihcs who a~l1i11n14tcn tc\ts - ~lc?rcnhc3 progrc.h\ ~r~onrt i~nng pr i~ccd~~rc\ - ~lcscrthe3 clispo~~t~trrl 01' i ; l i l~~.cs -clchcnhcs unaarr\l;~ctup pribgrc>s - tfc\c.r~hc\ co~up lc~~on l~i cclunc rcpclnh

Chapter 3 o i TP I\ iunhlst~nt wrth Chapter .I c ) i ' the TS

I'bS

CH.-\PTEU 4- LESSON SPECIFIC,-\TIONS

IIESCH IYTION

13 the F.( c lcar l~ ~1c17ncil '

..\w :III the E( ) ciin~1itri1n.s. rclc.\ant lo u\aIu3t in~ I~:IIIICC 1xrlor1l1;1ncc, 1~1enrltic.J .'

I)lwh rhc EO yt;~ndarif ilc:~rl> clrt31I cniena that ~':III hc u>ctl 10 clicc~rtul) IUJW ~tudcnt pcrt~)nrI;~nc.c '

.An. rhc Tcach~ng Pt~tnt\ I TPb I: - Jcrallrd - 4pec1fIc - log1c:rily -cqucnccrl - c';ls~l? irnJcn~c)tllf h! rhc [r;ilnccs - c':1~11> unC1cntocriI h! the tn3tnrctors - linked ~ ~ t h rcti'n'ncc\

Alrthocls ~11' 1n3tructli1e ;I=:

- trutlincd - appn~pnatc liw -11h1cit 1n~tcn:11 - appropnare liw target pr~pulat~on

Suhhtant~at~un itrr nlcthod i s prov~dcd

Tesr dctails arc pro\ ~ i l cd

Rcicrcnccs arc: - clr:rrly i t lrnt~l?cd and cohcrcnt - current

Tinic ih a11i~atcrl ant1 talitl hlr tach leamrng actl vrty : - trrt~c ior rhcclrctlc;~l Ich3uns - tirrlc it)r pc1c.trc111 Ics3ons - tlnie ior tcsrrng

Trmning :iiA an: ~dcntllied li)r eacll learning acr~vir!

Lmrninz ai Js arc r l lrnt~ ticd ior nlcli karning activrti

N O

H-lh .Acldi~it~nal wnlrnks an. prw r~ lcd to c'otcr: - CIXM ppn.p;lr;ltlun Jct;ul\ - re~ourccz rcyuircd - 9chcduling n ' i ~ u i h l ~ ~ ~ c n t ~

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.Appca~ncc 01 c'la.~~rin11113 c~lct)~~r;~ges IKIIIICC lcarnlng .'

Ntnzc Icvcl ins~rlc ;rnA ~lulsldc trt' clahsrt~o111 13 i t~nlru l lc~l . '

I : t~i i t~cs arc pro\ tdcct ;mil a\ ailablc as rcqu~rcd'.'

S;L~'CII cr~ulp~l~t 'nt 13 ~nsl;~llcd uhcrc n.qutwd"

Hcqurrcd 9upplir.s arc OII ticl~icl ro \uppr)n 1r;llnc.e Ii);~d"

.Arc ~ h c I r:llnlng t c ~ l i t ~ c \ ;LLI~LIU:IIL. t'i~r licld t~erc19c5

.lrc ;ill ~y111rci1 rcsc~urcc\ :~va~lah!c :~nd ~n \vorking ~-1indi11on '

I\ 111c itrnzi1111l~11i1n 111' ~C~IIU~L'L'S III~JIIII~W~~ ;mil controlled ' --

- JW prr,viilcd to thc I C ~ I In\ 1g11aiiw - dela~l rcyulretl he[-up an11 rehi,urccs rcclulrcd Ior tllc t c h ~

SECTION - STUDENT CRITIQUES

I

DESCKIYTIOK YES

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G 2

G Z v

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H -1

H5

Is a itucfen~ inriyuc is uhcd to ohrain student Iedhack'.'

Student?; 3w ~nt'i~rnicll c~l'~hc i n ~ i y u c pn~grnal and il?; ohjccti~cs ilunng initinl iuunc c~ricnra~~t)n

C~,ursc cntlcltrc\ arc h:~nded LIUI ;it I ~ C heglnning L I ~ rhc CLILI~C

.-\I1 gr;~Ju~tc\ C~II I I~~~IC ;L count critique

.An ~n~f iv~du; i l t1t11c.r than thc ~nstructia ; ld~u~n~.\tcn and collcc~s the SLIU~.\C

irlllc(uc

Cn~~quch :ire ;~n;rl\/cd to 1~1entii) \lrcng~hh. i\c;thnc.ssc\. m i l trc~lclh

C;brwcl~\c aitlons ;~rc ~n~t~;ttciI ;I[ ~ h c I0ibe51 ~ o ~ 5 1 h l ~ . Ic\cI

.A routing \>\ICII\ c\1>1> 111;11 111cl~i1ea rc i I C \ ~ of crit~ques h! \upr.r\lsur! and ~el l l i l r \l;ll'l'

Stuilcn~s arc dchnetbd on ttic i t lunc crit~cluch

C'1)ui-s~ int~clues an. tiled anti ~ ~ ~ a ~ n ~ c l ~ n c ~ i hb the \13ncj3rtls \l;~t't' ior ;k 1lclin11c pCfllId.

NO

I)trt'\ thc ~ f c \~gn I I ~ the ~n\~ruct~crn Icnli ~ t ~ c l f r t ~ dctlie p ; ~ r t ~ c ~ p ~ t ~ o n on ~ h s pilrt (11 rlic tr:itncc\ '

I3 the otcr;tll ~n\tructlonaI ~tr;lrcs! ;Ippr[~pri;rrc lor lhls progr;II11.'

Do 1nstructr)n cncour:lp .ICII\~ trdlncc p;lrtlclp;ltlon ;~.s ;Ipprrtpn:lte!

.An. the Ics\c~n pl:rn\ carrcnt ant1 c t )~ t~p l r tc .'

A

) N/A

1

I3 Tr:~inint! 31Js used during tri~ining cnhanct . / t lc~l i t~~c tr:llncc learning '

I4 r r un~ne 31Js ~ inclut l~ng \'~~lec)s. acc~alt '~. sl~dcs. etc I ;in. irt gi)t)cl ilualtly .'

15 Trri~ning ads an. rna~rira~ncil. kygrrl. anti ct~ntral lc~l 111 ensure a\ailabilit> Itlr inhtructon .'

r

I0 .\ullio-\ ~sual cyu~p~ucnt 13 ;l\a!lahlc and ~n gi1c)tl iri~rlrlng tlrcfcr '

17 Lcarn~lrg ;uil% LI~CLI tlur111g tr;11n11y ;lrc corwstcnt N I I ~ thilsc ~tlcntlticd 111 the TP''

r 1

IS t.;~rn~nz alils used Junng tclrnlng cnh:~nc.c/:/t;~c~lit;~rc \~urlcnt Ic:~rn~nq .' k d

111 LL.:~rnlns artis i ~ncluding handtluls. 111anu;lls. brucl! gulJus. crc I ;ire 111' gcn~il qua111> .' J

Ill) Student'\ ~ ~ c c i \ e 3 prc-ct~urs~ pa~'hi~gc pntw 11) count ' I

II I The xaJlng Ir.\cI d r h c Irraim~ng :utB i s appmpn;llc tor the target popul;ltltm .'

I12 -\x lrll rc:/tcn.nccs ;~nd rcyu~rcd puhlicatiuns ;r\;ulahlc !'or tr;~~ner usc ' I\ thcrc 3 \\\tc111 In ~I:ICC to rcoriler \tt)ch ;I> KL'LILII~~LI"

I I .: .-\re rctcrcnccs ~.rsurif to s tu t l cn~~ pnor 11, the ~n.r~rucr~~~r i ;~I lwn t~d I i ~ r it htch [he? rrppl! '

I I4 Is rhc tnrnlng liter;ltux cuwnt. csscnt~al ;1nl1 appropriate t i 1 thc t c a n i ~ n ~ ~lh lcct~\cs ' ,

I l i .Arc ;ill Icamlng ;uJs an11 n.tiin.ncc% 3tail;lhlc ~n the \~udcnt'\ I311guagc o( cl11)lcc .'

-- - - - - - -- -

C;ln:111;1. i l t p , r r i i ~ r ~ ~ ~ , J I ; Y ~ I I I ~ I J ~ I / f)e\rir, t, .\tuttuul of Ittdividt~ul Trninittg \;)11ttttt* 11 Evaluariot~ of Traitritt~. \Vintitpcg: CFThlPC. I L N 1 and (:)t~. 1). Prrrjec-I Hrpon jilr thr Jurnuc;tt Jurril~r C'ortrttrortd uttd S1aJJCbun.r. 8i)nic.n: CFLSTC 109h

SECTION ,I - ESTERV.41. 'TK;\lNING EXYlKONi\lENT

12

13

14

J.i

10

.An. h;i.~c in c.lc.:lclncrt prcrcctlun.~ kept :a ii111pl~ pohhiblc. .'

412. ; ~ c ~ r ~ n i ~ i ~ ~ ~ r i ; i t l o n t;~c'ili~~c\ clean ;~nrl IIK;I~CL~ nr;ison;~hlb claw lo thc tr:11111ng t:~cil it~c.~ '

Arc a c c o r ~ ~ ~ i i ~ n l a t ~ i ~ n iacrli~~c'\ \utl:lhlc Ctlr b~utl! pt~rpu\c~' - ~lulcl - iuni~turr: (ex. tlt>h I pro\~~ici l - l i t ~ c l l cnt)ugIi

.Arc ~ h c I I I C > \ I ~ ~ lac~l i t~c\ cItj\c nil :~tlcqu:~~c.'

Arc 11ic1r ~~'crc:~t~l)n;i I t ' : ~ c ~ l i t ~ ~ \ ;i\a~l;~hlc it)r tr;~lllcc u)rc '

,

.

Appendix D Request for Quotation -

Computer Based Training Product lcom Productions, Calgary

Request for Quotation - Computer Based Training Product Icom Productions, Calgary

Introduction.

4 I Canadian Brigade Group (41 CBG) covers the prographic area of Alberta

with units located at Edmonton. Red Drrr. Calgary. Medicine Hat and Lethbridge. There

are 17 units employing approximately lj00 personnel. The headquarters is located at

Calgary under the command of tl Colonel. The Brigade includes all Army reserve units in

the province of Alberta. The Canadian Forces trains its personnel utilisine u systems

approach to training known as the Canadian Forces Individual Traininp md Education

System (CFITES I.

The CFITES is a management model incorporated by the Canadian Forces (CF). in

the late 1960's. to optimize the effectiveness and efficiency of training personnel and

resources. "The aim of the individual training system is to provide tbr the CF the right

number of pcoplc. with the right qualifications. at the right time and at minimum costs.

Implicit in this aim are the objectives of controlling the quality and quantity of. as well as

the resources dedicated to individual training." To accomplish this aim mining is focusscd

towards a performance orientation. The concept dictates that the tasks associated with

training must mirror those connected with operational performance and conditions.

Furthermore. rhrsr tasks must be clearly identified and specified. This request for quotation

will work within this system.

Description of the Problem

4 I Brigade has an annual requirement to produce approximately 100 Master

139

Corporals and has a problem providing training to all eligible personnel. Fiscal year 1998-

99 data reveals that 94 persons were nominated for training while only 45 actually were

available to attend. This shonFdl. is primarily caused. in part. by the hct that members

cannot afford the time away fronl their primary civilian employment to undergo Canadian

Forces training. The Bri~ade is a diversely established formation of the Canadian Forces i n

terms of the occupations employed within units and the loctltions of these units. It is

difficult. time consuming and costly to have personnel available for training. cmtmlly. and

t i ~ r long periods o t' time.

Similarly the MOSC has experienced a trainins prod~~ction shonhll. hut not to the

extent of that experienced by rhe potential JLC candidates. During the 1998-99 tiscal year

25 ofticers were nominated for trainins. of which 18 attended rhr course. This represents

72% of the population receiving the instruction.

The Requirement

The purpose ofthe project will be to unalyse the problem. identify those aspects of

each course that are applicable to distance leming and in particular Computer Based

Training (CBT). The major objective is to maximize the potential of having ;r greater

number of personnel trained annually and reduce the high attrition as a result of the

inability of receiving training.

This evaluation has occurred with options identifying between 37% and 7 1% of thc

Junior Leadership Course content is applicable to distance education with approximately

30% being applicable for delivery by CBT. The MOSC. on the other hand has been

assessed to have between 44% and 7 8 9 of its content applicable for CBT. It is requested

I40

that this material be costed and presented by Performance Objective (PO). This will enable

personnel to examine the modules in a format in which the course was designed.

CBT Creative Concept

The original intent was to examine and propose media that allows students to work

independently and at (I distance on the course material prior to attending a formal course.

This would entail that the teaching points. explanations. definitions. examples and

reference material would be provided through a hybrid CD-ROM for each Enabling

Objective. A list of these objectives ih enclosed as Annex I for the JLC and Annex 2 for

the MOSC. A hybrid CD product is defined w being designed where "the media and

program structure are delivered on a CD-ROM. and hotlinks to the Web are embedded

along the way. ... Hybrid CD systems can utilise infornution that changes often." The

objective of using this media is to provide a structured learning environment that will

impart the requisite knowledge required to complete training.

At present there appears to he numerous changes on the DLN and the DND

homepage. The ;ldv;mtages of using a hybrid CD include the b u t that many references

contained in the course arc available on the DIN. In order to reduce development costs. by

saving numerous hours of input. i t would make sense to enable the CD material to interact

with the DIN. Access to such references as the Qlrerrl ' s Rrgrrlllrinn.~ ~rnd 0rtier.s and the

C~r~llrclic~rl Forc*e.s ,4dr1lirii~rrcrfio)~ 0r~Ier.s would ensure that students would have the most

up to date material as well as reduce development costs.

It is essential that the performance oriented nature of the CFITES be maintained. It

is paramount that knowledge be coupled with performance in order to effectively produce

14 1

contident junior Iradrrs. Without pructicr. performance and evaluation the course objective

will not be met. Current technology does nor allow for the complete simulation and

interaxion required to lead personnel and complete tasks in the field. Furthermore. the cost

of developing such (I simulator would be prohibitive in the current period of fiscal restraint.

Therefore. the material presented should be at a level 2 inter~ctivity. This is detinrd

ns having the fc~llowing chamctrristics:

I . More complex graphics and animation used:

7 -. .A~ldio may he used:

3 . Between computer centred and student centred desisn:

4 Simple on-line testing offered: and

5. Simple student management to include test results. lessons completed.

"Intrracriviry at its best is il simulation of the work situation. At a minimum. i t can

include application exercises. drag-and-drop. column matching. testing [and] text entry. ...

This goes beyond simple text and graphics presentation and brings the learner into the

proprmm to engage with the content and practice the skills." Students must furthermore. be

stimulated by the presentation of material. therefore screen design must be carefully

constructed allowing for appropriate use and amount of colour and gruphics. Audio

instructions for each module should be included to allow for the explicit statement of the

requirement and any substantiation. Student nuvisation is also essential and appropriate

tools itre required to allow movement and exploration through the program. Examples and

detinitions should be accessible through hyper links as well as test and practice material.

Self examinations must be incorporated in order that students can continn. to

142

themselves. that they have mastered the content. Written assignments must also be

included. These would normally be the homework assignments contained in the course. An

example of this would be the material associated with writing a memorindurn or message

contained in PO 403. Completed assignments must be unsmitted to WATC for

evaluation. Therefore. the prosram must have an e-mail capability. The instructional staff

nust ensure prompt and immediate feedback to support motivation and continued

enthusiasm towards the course content. F~~nhermore. a bulletin hoard be established f'or

both instructors and studmt to cany on discussions and ask questions that may be of

interest tr, the entire course.

It is recommended that miiterial be occessiblr through both the Internet as well as

the Intranet. This would enable students to access material from any location from which

they are working. This notion however. creates a security concern that must be addressed.

The primary purpose for allowing students to gain reference material throuzh the Internet is

to enable them to work on the material from any location. In the event that the CD-ROM is

lost or stolen then any experienced hacker can potentially lnanipulate the material to gain

access to more sensitive areas of the DND computer network. To combat this each student

must enter the disc through a password that is established on the first day of the course.

Furthermore. mcrss to internet and Intrilnet material must be restricted upon completion of

the course. Therefore. the CDs produced must have imhedded in them an encoded

instruction that will cause the expiration of access to Intranrt material through the Internet.

In other words once a student has completed. for example at the end of 12 weeks. the

trainins. access to the reference material must be denied however. the student can retain the

143

instructional material on the CD for future reference.

S tudrnt management must also be considered and imbedded evaluation instruments

placed in the program. The progrim must collect data and reveal i t to both the student and

instruct ionill staff for the purposes of course evaluation. Information required would he

biographical data. length of time personnel took to complete lesson modules and the results

of self mark examinations. Also part of this process should he the student course critique

that woiild he electronically sent to WATC upon completion of the CBT modules.

Target Audience

The target population consists of reserve force military personnel who are

occupation qualified. at the rank of Corporal and have been selected for Junior Leader

training and officers at the rank of Lieutenant that havr been selected for MOSC. The

population will havr lm education l r ~ t l equal to or greater than grade 12 ( Alberta).

Individual interests vary however. collectively there is an overriding sense of loyalty to rhs

orpanization. Career advancement hinges upon the training that is available and completed.

Students are located throughout the province of Albena.

Product Development and Deliverilhles

It is requested that Icom Productions provide a detailed cost for the two course CBT

products. This costing should be on n PO by PO basis. It should also include the cost of

translation. This will enable Brigade personnel to make an informed decision as to the

feasibility to pursue conducting the course in this format.

Resources Available

The contractor will be provided access to all relevant documentation to complete

the project. This includes all Canadian Forces Manuals of individual Training and relevant

Qualification Standards and Training Plans.

DISCLAIMER

Submission of the q~~otat ion does not in an respect endorse the company or cause an

entry into a contract concerning the development of any f ~ ~ t u r r course material. This

quotation is requested for research purposes only and is not an indication of any

future development.

Point of Contact

Captain .A. Anderson Brigade Training Development Ofticrr 4 I Canadian Brigade Group Headquarters Calgary. Alberta T3E 7A7 Office 403 )686-0336 ( H ) E-mail- aaanders @I rtcs.i~culgi~rq..ca

Annex 1 JLC Performance Objectives and Enabling Objectives

The "purpose of j unior leader training is to broaden the trainees' know ledge of general military subjects. to develop their ~eadership/managernrnt skills and to obtain practical experience in the application of individual leadership and supervisory duties to the minimum level required by junior supervisors."The course is 5 weeks in duration and encompasses the following Performance and Enablins Objectives:

PO 401 Lead Subordinates: EO 40 1 .O 1 Enforce Dress and Deportment: EO 40 1.02 Apply the principles of 1e;idership: EO 40 1.03 Enforce Discipline: EO 40 1.04 Motivate subordinates: EO 40 1 .O5 Denionstrnte a basic knowledge of human brhaviour: EO 40 1.06 Represent suhordinutrs: EO 40 1.07 Evalutlte jab performance: EO 40 1 -08 Maintain personnel files and records: EO 40 1.09 Demonstrate an understunding of lrildership and management: EO 40 1.10 Demonstrate an t~nderstanding of human needs ot' suhordinatrs: EO 40 1.1 1 Apply leadership styles and approaches: EO 40 1.12 Give verbal orders: EO 40 1.13 Apply planning and organizing techniques: EO 40 1 . I4 Direct su bordintltes: EO 40 1.15 Supervise subordinates.

PO 402 Conduct drill: EO 402.02 Demonstrate (I knowledge of ceremonial drill:

PO 403 Instruct personnel: EO 403.01 Demonstrate a knowledge of the use of instructional objectives and lesson plans: EO 103.02 Employ effective speech technique: EO 403.03 Employ the concepts of instruction: EO -103.04 Prepare verbal support: EO 103.05 Employ om1 question techniques: EO 403 -06 Employ visual aids: EO 403.07 Prepare a skill lesson plan: EO 403.08 Prepare a knowledge lesson plan:

PO 404 Apply policies. principles. regulations and acts: EO 404.01 Locate und interpret regulations and orders contained in QR&Os. CFAOs and CFSOs:

EO 404.02 Apply regulations in QR&O Vol 2 dealing with service offences: EO 40-1.03 Apply QR&Os pertinent to mest and custody: EO 404.04 Prepare charge reports; EO -104.05 Apply QR&Os pertaining to service tribunals: EO 40-1.06 Administer personnel policies: EO 404.07 Demonstrate a detailed knowledst. of the CF Drug and Alcohol Policy: EO 404.OY Demonstrate a detailed knowledge of the CF Personal Harassment and !Mixed Gender Policies; EO 404.09 Demonstrate a detailed knowledge o f general safety principles and

PO 405 Communicate orally and in writing: EO 405.0 1 Prepare memorand~~m and minutes: EO 405.02 Prepare ;I military message: EO 405.03 Demonstrate a detailed knowledge ul' interviewing theory: EO 405.04 Demonstrate a detailed knowledge at' counselling theory: EO 405.06 Demonstrate a detailed knowledge of the NCM PER system: EO 405.07 Demonstrate a detailed knowledge of the PER tbrrns: EO 405.08 Complete a NCM PER: EO 405.09 Communicate orally:

Annex 2 klOSC Performance Objectives and Enabling Objectives

The purpose of the Militia Officer Staff Course is to prepare officers to perform the administrative and staff functions of a junior ofiicrr employed at a unit or hendqiianrrs. In its present state the MOSC constitutes 18 training days. This is comprised of an eight day home study package and il ten day formai course.

PO 401 Conduct Unit Administration EO 40 1.0 1 Supervise order1 y room personnel: EO 40 1.02 Explain Qkl administration: EO 40 1.03 Prepare material resource reports imd returns: EO 40 1.04 Monitor the procedures for the handling of dangerous goods. including the storqe and transport of weapons and an~munition: EO 40 1 -05 Staff the accident reporting process: EO W 1.06 Submit safety and security reports: EO 40 1.07 Prepare urmoury management documentation: and EO 40 1 .OY Explain procedures for organizing a conference.

PO 402 Communicate effectively orally and in writing EO -102.0 I Dctmonstrcltr effective speaking EO 402.02 Use principles and conventions of military writing

PO 403 Plan and Coordinate Training EO 403.0 I Supervise instructors EO 40-3.02 Maintain a student file iind write cl course repon from the file EO 403.03 Write a unit training plan EO 403.04 Plan and organize collective mining EO 403.05 Plan and organize individual training

PO 404 Apply military law EO 404.0 I Prepare a Charge Report EO 404.02 Act as a delegated or assistins officer

PO 405 and PO 407 Not Allocated

PO 406 Administer Personnel EO 406.0 1 Explain the purpose of the annual Historical Report: EO 406.02 Explain Total Force Recruiting and Advertising: EO 406.03 Explain the CF Grievance System: EO 406.04 Explain the CF security clearance programme: and

EO 406.06 Explain the organization and manning of the Canadian Forces. EO 406.05 Explain the fundamentals of the Canadian Human Rights Act and the Freedom of Information Act EO 406.07 Staff a Summary Investigation EO 406.08

PO 408 Administer financial resources EO 408.0 I Explain basic bookkeeping practice EO 408.02 Administer unit funds and unit held non-public property EO 408.02 Administer institutes and institute held non-public property EO 408.04 Audit a non-public h n d institute: and EO 408 .OS Prepare a CF 5 1 Gener;ll Allou~ancrs claim to claim either public funds or a public p n t

PO 409 Administer career management study EO 409.0 I Make entries to each type of UER forms EO 409.02 Write r l PER narritive EO 409.03 Perform intermediate counselling techniques EO 4OL1.04 Conduct 3 programme of administrative measures €0 409.05 Action requests for individuals transfers between units. areas and cornm;~nds and an uccupationiil transfer EO 409.06 Explain MITCP and RESO career progression.

Appendix E Icom Productions Response to

Request for Quotation

07 May, 1999

Capt A. Anderson Brigade Training Development Officer 4 1 Brigade Headquarters Calgary, Alberta T3E 7A7 Office: (403) 686-0346

RE: Request for Quotation - Computer Based Training Product

I) Project Overview: This program would be a Hybrid CD-ROM pmjec& involving both onhe, and offline content The 08[linc portion of the program would makc up the bulk of the program, consjsting of all the content of the course (JNCO or MOSC). Online content would be of existing refkrena materials such as the QRBtO's and CFAO's. This wouId be included in the project in the form uf hyperiinks to the DIN.

2) Security: The program will provide a secure log-on through the use of a distri'buted password system, whereby the password would be course speciiic. Passwords would be terminated at the end ofthe course to prevent fbther unauthorized access to the DIN. Rqonsibility for password creation and termination wouId lie with the course aimhistrator.

3) Content: The content would be broken down by PO'S. Content wil l include 4 x 30-min videos, as well as the standard text included in the package. 2D graphics will be included for appropriate sections, estimated at 20% of overall package content An audio introduction will be included for each section in order to reinforce the learning objectives of each section. . Each PO and/or EO would have its own confinnation testing section. These tests may take the form of computer marked multipte choice and/or True/False, or written tests which ate then emailed to course staff for marking. A Bulletin Board System would dso be made available for staff- candidate discussion

4) Engine Features:

- The program engine will include a secure monitoring system, which allows instructors to receive weekly updates of student progress; including time on the system, areas studied, and test results. This would be a process tmnspamt to the user with an Internet connection Personal without access to the Internet would have to periodidly transmit a file over the DIN. - Hyperlinks will be utilized throughout the program to provide the most current reference material avaiIabte on the DIN through a course homepage. - The program will feature an active update, which allows the instructional staff to change course content, and then have the new content automatically downloaded and integrated into the program Thus if a page q u i r e any content change it can be done by course st& at no additional cost. This feature would only be enabled for those personal that have an active Internet connection - Testing is randormzed, so that the computer will have a larger number of questions to choose fmm than it is required to ask. This prevents repeat testing fmm becoming repetitive. - The engine wiU maintain an master lesson guide for the student, which indicates areas of the course content yet to be completed and suggests a recommended course of action.

5) Cost: (MOSC) Programming: Project Management: Graphic Design: Audio: Content Integration: Vidco Encodin@Intc@on: French Language Version: TOTAL

- Not-: The cost for doing each program would be appmxifnatcly equivalent The cost for the French Language Version does nor include translation, which would k requi~~d fiom the content experts. To be provided by DND would bc the following:

Electronic versions of all tcxt AU course content, hcllding tests @ngM & French). Content Expert contact.

6) If you have any fbfther questions reganiing this bid, or the specifications included within please feel fiee to contact me.

Multimedia Producer i.com productions 201, 14 14 Kensington Road NW Calgary, Alberta T2N 3P9 Bus: 403 543 5 150 Fax: 403 543 5154