TRADOC Pam 525-3-7-01 - TRADOC - U.S. Army

TRADOC Pam 525-3-7-01insertion of lessons learned into training and leader development, and minimizing resourcerequirements (cost, people) by streamlining time in institutional training and educationsettings. 143 Following the recommendations of learning science, future training will be more:experiential, authentic, current, relevant, guided, motivational, engaging, tailored to the learner,and collaborative (as needed). For example, GEL is one instructional design approach forcognitive tasks that is grounded in learning science principles and will be widely applied to bothclassroom and DL instruction. When integrated into training and education across the system,GEL will be applicable to many different tasks and settings, even as the Army anticipates therewill be less time to learn. The use of simulations to provide Soldiers multiple, varied realisticexperiences over a shorter period than possible with live training (or through real worldexperience) is another approach to compression of learning. Today this approach is recognizedas a means of providing the multiple repetitions of varied decisionmaking scenarios necessary toteach Soldiers how to think not what to think, but no doubt will be more widely applied toaccelerate learning in the future.Responsiveness must characterize future training development, as well as training execution.Future training must be sufficiently responsive and robust to ensure that units accommodate rapidchanges in doctrine, leader development, organization, and equipment, while maintainingreadiness and meeting current operational requirements. This will necessitate links betweenunits, schools, and training centers to enable collaborative training development, delivery, testing,and evaluation in a distributed mode, as well as rapid feedback on training requirements. Inaddition to the links required to support collaboration, all Army trainers, regardless of componentor location, will have at least a limited local capability (such as, easy to use authoring tools) toprepare, produce, and rapidly reconfigure individual Soldier and unit performance-oriented,standards-based, and realistic multi-echelon training. Nearly all operations encounter unexpectedand unanticipated challenges. One way to prepare for these challenges is to ensure thatcapabilities for preparing or editing DL, simulation, and or simulation scenarios are available tolocal commanders whenever and wherever needed in a format that does not require substantialcomputer skills. The Army requires a search of methods that assist commanders in developingtraining that meets appropriate accuracy and quality standards. Rapid and easy to usedevelopment tools will be equally useful for institutional training developers. Skill decay modelsand decision tools must enable trainers to determine when, where, and how to deliver training andperformance support most effectively and efficiently. Training developers provide the tools anddecision support systems they need to analyze, design, develop, and execute training moreefficiently and effectively.Finally, to be truly responsive to the needs of the operational Army the future TLE systemwill need to develop a comprehensive, outcome oriented approach to evaluation of itseffectiveness along key dimensions. The future evaluation approach must provide systematic andfrequent feedback on outcomes through a monitoring approach that is comprehensive yetefficient, generates both quantitative and qualitative feedback, minimizes interference withtraining and operations, but is a clear command priority. For example, the evaluation systemmust monitor learning effectiveness as a contributor to individual and unit readiness. It mustassess the relevance of training and education based on timeliness and accuracy of information;and on how well it meets Soldier, leader, or unit needs. Evaluation must include accessibility ofknowledge, training and educational courses, and materials; including ease of access and use, and122