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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the Canadian forces junior leadership course and militia officer staff course for commander 41 Canadian brigade group (Unpublished master's thesis).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 THE REQUIREMENTS FOR THE
DEGREE OF MASTER OF ARTS
GRADUATE DIVISION OF EDUCATIONAL RESEARCH
CALGARY. ALBERTA
JUNE. 1999
0 Andrew A. Anderson 1999 National Library Bibliotheque nationale of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395. rue Wellington Ottawa ON KIA ON4 Ottawa ON K1A ON4 Canada Canada your file vatre re&rsnca
Our IT& Norre reMrmc.9
The author has granted a non- L'auteur a accorde une licence non exclusive licence allowing the exclusive pennettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, preter, dstribuer ou copies of th~sthesis in microform, vendre des copies de cette these sous paper or electronic formats. la fome de microfiche/film, de reproduction sur papier ou sur format electronique.
The author retains ownership of the L'auteur conserve la propriete du copyright in this thesis. Neither the droit d'auteur qui protege cette these. thesis nor substantial extracts fiom it Ni la these ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent &re imprimes reproduced without the author's ou autrement reproduits sans son permission. autorisation. ,ABSTRACT
4 1 Canadian Brigade Group (41 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. it 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 ...... 111
... List of Tables ...... v~ri
List of Abbreviations ...... ix
CHAPTER ONE: INTRODUCTION Buckground ...... I Purpose ...... 1 Situation ...... -3 Objective ...... 3 Assumptions ...... 5 SrrviceandSuppun ...... 5 Limitations ...... 6
CHAPTER TWO: REVIEW OF SELECTED LITERATURE .AND THE CFITES Introduction ...... 7 XnalysisPhtlse ...... 11 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 4M 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 Sllmma~...... 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: IC-~IIZProti~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'~)niputcrUascd I'rnining C'antlcf ia11 t+'orccs C'ii~~iidia~iI~~recs /\~lniinistr~tion Orders C'anadiali l.'orccs I ndividual I'roinin y illid lidi~cati~nS>.stcn~ C'anadian I:orccs Individual I'ri~iningSystem (';lni~diarii:orccs Rccrt~itiligl:dl~~ilti~~i aiid I'raininy S>stcm ('ana~lialiliorccs Scl~oolol' l listruct iunal 'I'ccl~niy ucs (';i~iadinlil.'orccs Supplctiicntary ( )rdcrs ('anatliati 1;orccs Support 1 Ini t (( )rtuun) C';inaJiun i.'ol-ccs 1'r;iining 1)cvclopnicnt ('cnlrc ('atia~liunl;orccs I'riii liilig hliit~lri~l1)roduct ion ('en trc ('01iipi1tr.r hlcdiatcd C'omniunicatiol~
C'ornhut I'mininp C'ctitrc Ili rcctor:itc 01' :\mi> 'I*raininy I)i rcctor (icncral [iccruiting I!ducation and I'railiiny [>ctknccI tili~rtl~ationNctiiork Ilspartmcnt o I' National I)cli.ticc L:113hling ()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(1I1iccr I .and I..orccs b'cstcrti :\rcii bli litia ( )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~lulIlc lkncc 1 Icadqilartcrs ( 1t'ticc ol' l'ri liiar> Interest I'cr!ilrniancc C'licc k I'crsonncl 1~:vaiu;itionKcport I'rogramtiicd Inslruct iotial I'ac tagc 1)crli)mi;lncc( )I?jcctivc Ouali ticutiori I .cccl ()uccn's Kegi~lotiot~sand Ordcrs 0i1;lli Iic;~tir~nStandard RESO Rexrve Entry Scheme Officer SME Subject Matter Expert TP Training Plan TRXDOC Training and Doctrine Command IUS 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 (4I CBG) requested the services of Captain A. Anderson and the University of Calgary to examine to what extent the Canadian Forces Junior Leadership Course (JLC ) 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_grstrdthat 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 it he implemented to the maximum extent possible.'
This study will contribute to the on-eoinp discussion and exploration for answers to
Canada. Dcpannirnt oiNational Deicncs. Rrpon b! the Special Commission on the Restmcrurin~.of rlrr Reserves. 30 October IYL)5. Chap I0p.b. li~unclat 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~~curnentstates 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 jlrsr 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. It 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~cnroi National Dcicncc. 43slst;lnt Ckput! Xlinisrcr I Pcrsijnncl,. .VDHQ Insrrucri~~rtADMll'erj 09/94 Pulicy
Framcwurk fir Truirring Terl~nulu.g.?..I Otraws: DGR ET. I YLIJ I. :~ntlCsn:lJa. I)~~~crr.rttrrtriI tt lVtrr~~~tz~~! Dr;c~tc.c*. D(;RL-r. 3ItWl-100 ~DGRETICF Poliry Frurrteworkft)r Traininx Technulug~.10tfawa: DGRET. I0 Xla! 1994). %OIL. thia 15 a dr~ftdtxurnrnt 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 tc~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 it 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
ih 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 .*instructiondelivered to the student through n
medium that takes the instructor to the student. This normally occurs at a remote leming
Canada. Dep;~rtriientui Nat~cln:~lIlt.f'mcr. RrsunVehits -IVestrrn .-bra. I June IL)97 pp 2-;. ti,und at htrp://u u\\ 11;..clurngli~h/u~~n1~/~~c~~dch~-Iins.~IIII. 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 md 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 it 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 ;~ccomplishthe learning
J Ho\k3rCI F.S. I)~.~I~RccI.earrtirrr: Attnorcrted Bibliugraply (Whitc Sands 3Iissric Kangc: C.S. tkpartnirnt c~t'thc.4ml). TKXOOC. iW7). p. I
S>vcn~cn-BittalE.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. it 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~unalhkncc. Cutiada's Art& 10lra~a:Oirccror GcnemI Public Affain. I99X). p. SX Limitations
It 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. it
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~hthe ISD
[Instructional Svstrms Development] process can he successfi~llyadapted to any instructional medium. there are peculiarities unique to CBT which make planning for it different from traditional training planning."' Therefore. it 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 (CFIin 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 ptrf~~rmancc:orientation. The concept dictates that the tasks associated with trainin,0 milst 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 hr 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;~lI)t.lrrncc. Natitrnal Dcicncc Hcactyu;lrtcn. .).lanrrul of lndiridrtal Training Vulrrme I lntrr~ducrion und Drscriprion. I Winn~pcs:CnhlPC. I1P) I I. p. 1-2-3.
It) 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. It 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~ndingthe 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 uf Individual Trainirrg \:uii~mc3 Prrparariun Oc~cupariunalSpcci/irations.~Winnipcg: CFTXIPC. lI)cll1. p. 3-3. environment. Of importance was the work of Robert Gagne. "The training community in the mili~qservices took eiant steps during the decade of the 1970s to develop md implement a systems approach to trdining. Instructional Systems Development. heavily influenced by Robert Gugne ... involves the systematic rvuluation. analysis. design.
Jertrelopnlent. and implen~mtationof 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~llianarticle 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~tyCl~llcgs. lclOb,, p. I S. I ERIC Docu~ncntRcprocluct~c~n Srn~ccsNu~nbcr ED -I(U 4541.
1.) DoIan J.R. Gming the Job Done: Distance Learnittg in tlte RL-IF. Pavr p~scnrcdto thc I1lt)hBisnn~al Cantcwncc LI~thc .-\usrr~lianSt~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~tionfor 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~tllysetusks 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 (QSlTS 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. kpan~r~cnt~~fN:~t~c~nal kicncc. Nationd Drtfcncc Hcadyuancn. .\farrual rlJlttdi~idua1Trailtirlg aird Edi~curion \irlur~lu1 Cbrradiarr Furcrs Individual Trairiirrg and Edircati~rrrSystrrn lntrod~~cricrnand Drscriptiorr. 1 ()tla\\a: CFSl'tO) CTC~~IVL'Srnlc'cs. 1W71. .And draft ofthis v01~11nctlatcrl 3 Scplcrnhcr IOYh. p. 2.
I - Canalid. kpanrncnr of Natiuncll hlmcc, Natlunal Dekncc Hcradquclnrrn. .Wanrial r~lndividualtrain in^ Cirlrtmr 3 Prepurariurr of Uccupatiort Specifications . p. 2-5. specification a team of personnel from the occupation concerned as well as trilining professionals cvaluilte the document and tr~nslatrit into n~raningfultraining 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~llydenied 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~oncllDclcncc. Candim Ftlrcr\ Rscru~ring.Ellusat~cln and Tr~in~ngS~stcm HrclJyuanrrs. Guide to IIIC I'rrpararion uf Q~ralificuriunStandards. r W i nn1p.g: C FTXI PC. I W5 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
;~ccomplishthe 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~tionalor 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~ltlnalklncc. Nat~onalktncc Hr~dcluancr~.blunuuI of lndividrml Training and Edrrcutiorr tblidmr I Canadia~Forces Individual Training and Education S~sremInrrodrrction and Drscription. p. 5
'I Canada. kpanmrnt of Nar~onalDrtncc. Na~tonalkfrtncc Hnldquatlrh. Jlunual uf Individrral Trailring Cblurne 1 Cbnadiarr Forces lndividrral Trainirrg Sptvm Inrrod~rctionand 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~acollection 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
---I1 Koth\rrll. ii'.J. and H.C. Kitranah. JIaslrring rhr in.srnrrriirrial Dr.si~nPrucess. (Sari Fr~nasc~~: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~sisrfl 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 nt i fird and prepared.
Perf'ormi~nceObjectives (PO)
A PO describes n task which shall be performed on the job. the conditions under which it shall be performed and the standards to be achieved. It 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~graphI 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."
Ih Canada. Depann~entof Narir)nal Ikf'incc. C~lnadianForces Krcruiting. Eduwtirm and Tr~rningS\-.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~011ldnormally 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 interpretntionlmisinterpretationhy potential usrn of 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 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 rr~ularintersclls. 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~tlinethe 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~mceOL~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~onalDel'cncc r NDHU (It~awa].Jla~rrtal of 111dividuaITrainirt: 2.bl1tmc8 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 thih point it is relrv;lnt tu Jehcribe ac)lllt 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~rrit 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 ;Lmore 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 Dctin~r~on Act~oni crb* L
Know ledge rhc rcmcmhenng ul' prc\ 11)usi! Icarncd llctincs. Jc.\cnbt.s. idcnrrtirs rnalcnal
Comparison the ah~ltt!.III grJsp thc ntmning tit matcnal c~plain\.p~dlct\. \urnrnarl/cs
.4pplicstion the ah~lit)ro 11s~learned inarena1 tn nr\\ ~.~~alpult..n~octli). rclnlc and ct~ncrctebIIU;ltionr .4nilysis thc abilit! 111 hrcak bun niatcrial into 113 Jiffercnriatc. discnni~natc. coorpclncnt p:lrts it1 rh;ir 11s l~rg;rnrri~~icin:il ~llt~stntc. L structure. III;I hr undcrsti~od.
Svnthesis the :ibilit> tu put p;~rtstt~gcrhcr to ti)1711cl carr'gori~r.c~impilsc. plan. ncu ithtllc.
Evolualitrn the atillit! tcl ludgc the ~alucor' 111atcrraIil)r apprdisc. i~ln~l~il~.lntcrprct. ;t gtven purpose'.
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 with dttit~~deor behuviour is at Table 3.
'I'uhle 2- I'\yctlomr)tor l)onluin
t )h~ccti\c I)ctinit~on .+\c11onVerb
I'crccption the use OI the \enhe t)rg:ln\ to tlht3111cuc.3 C'hcjc~s~s.dcsc.nhcs, ilctcc~s. rh:rt guldc ~iiotoractri II! 1~01:itcs.itfcnt~lics. ~Ii>t~ngutsli~.
Set thr rc:~~lincs\rti lahe :I p:irtlcttlar 1b-w tjI' Hrgrns. dlspl;~)s. pr~icccdh,rc:1cth. action. rcspc~nds.IIIL~\ cs
(iuidcd response thc c.;irl> \ray ~n Ic:~rn~~ig;I ~OIII~ICX sh111. .-\ssenihIcs. htlllds. i:lI~h~nt~'s. disr1i3ntlcs. tixcs. ~~~:~nrpulatcs. L I
3Iechinisnl pcr1c1nii;incc ~ctlr\\ hen. Ihc learned Sanlc Iiht as tbl+<;u~ilc~l I Complex Overt He.sponse the \k~lt'ulpc.rti)nriancc of 11lott)r :lets th;lt Slrtic liht as ti~rtiu~clc~l tic\ponhc ~ntc~t\c c~~riiplcx nioiclilcnt pattern\ :\drptation skills that arc .o ucll tlc\clrrpc~lrflat the .Atlapts. ~ttcn.n.t~r~:ln~/cs in~li\~duiIlcan tirodilj t~ic~\c~tic.ntpatterns 141 lit spcct;lI rcqurrclacnts or ti) Iliccr a problcrn s~ru;~t~on Origination rhc cn.:it~ngofncu 11~11\~1iirnrpilttcrn3 to lit .-\manges. ciimptisch. c'tmstrucrs. ;I ~;rn~cuI;ir\IIu;lrrl)n t)r spcific prrlhir~ii c'n'atcs Tublc 3- .Affective Dl~min Oh[rctt\c ktinltion .Act~nnVerb\ Receiving rhr \villingnrs:, ti) artend 10 pan~cular .Asks. chuohcs. select> phcno~ncnxor ctlnluli Rc-sponding :lcrivt: p;~nlclprrrronon the pan 01' the ,Answers. ci)nti)nt~s.discusses stuilcnt Valuing the wonh c~rvalue 3 studcnt attachrs rib 3 Difkrtrntiates. in~tlatcs.justitics particular ohiect. ~hrnomrnonor hehaviuur A Orgiunization bringing logc111r.rdit'fcrtnl valuch. resolving ~~)nllicrshctucen lhclll an~lhcginnlng the huiltling 01-an ~ntcrnrhl! sonsisrent value ZVhtltllI. Churactrrizution the ~ndi\itlual has a vrrluc z>sfc~iithat ha\ c~)ntr~~lle~lhi3 hch:~viour lijr a \ut'ticicntly lung 11111~iur hi11110 haw ~lr\cIopda chamc~cn~t~c''lit2 \t>lc" 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~cntof 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 it 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 drmonstratiun-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~pletionof 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~rammedinstructional ,. packages IPIPS) 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~rr)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~tmrX Preparation of Training Plans. p. ID-H. Discussions thus FJ~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 it relates to the operational pcrformancc of thc individual. DND policy has indicated that "the use of tminins technology must be treated as j~st;mother option." This sriltrrnent is very limited in scope and does not F~ctorin 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 ~ropraphicdispersal 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 it be through various telecommunications technologies or are the students solely on their own.? What level olinteractivity 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 tun and the appropriate questions built into the assessment criteria for the selection of distance learning and CBT bring identitied as an option. klanin md Briggs identify that "the choiccs of delivery systc.ms and media may rest primariiv upon ( 31analysis of resources and constraints. Ih ) 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~cctivrsand 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 of the articles selected for this review. In fact these considerations arc primal?; in the option for selcctin_pdistance learning options involving CBT. Srverul references identify this criteria as 3 major foci~sfor the decision €0implement 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 JIP~In 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 tl~ureof 76 percent of personnel receiving the training. :"t woi~ldtherefore mukc sr nse to conclude t hat in cases involving li miled access to [raining. distance rd~lcationshould 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~onrrcr.~\t.d trom 41 CBG HQ. G3 Tr~in~ngNCO. 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 it text. television or computer propm: 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 it 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~arron1)l 0pt.n L'n~\t.rsitic?l.IC)'JO Annual Cunfcwncc. Un~\cl)i~t~tsTerbuka. 15-lh Srprrr~ihcrIOC)O. p. 5. Ci~crfIII Syvmsen- Bitt r n. Disrribrrrrd Training in rlrr Canadian Forces: A Ilecision .kftrdel. p. !8. 41 1 Ganison. D.K. L'ndrmnding Distancr Educarbn: :l Frar~ewnrkfiwrI,r Furrrrr. ( Nc~rYorh: 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 ~ndgr~pli~cs. Linear llcs~gr~.culnpulcr tfn\ en. Srll' re\[\ IIW? lw ;1v311ahlc. NL)\tudcnr rll:lna:crlrcnt crr rcht~ngmullnrh CSI~I. Hot~kl~larkrngcapahililtes 111:i) be ;r\ailahlr.. San~c115 T\\o plu\: JI:l!. con1a111it1111pi~t \lt!ro prcsrnt:rlltlns. Stullct~rccnrrcl~l dcslgn and na\igarlon. l;rc\ h>pcrllnk appro;rch to nab lg;rttun 11, :lllo\\ stuJcnt.\ to frct' cxpltirc. Opportunltlca 111 '-tplnc" hutlt in. Rich ti.cdh:lck. pmcttcc ;rnd rctlctt is ~)ffcn.~I. Tcattng I\ nlirrc c~)ti~plct:rnd uhes rll;klchlng 11~111s.\ht)~t answer. 31111 trn-line rltcrclsc\. Full ttu~lcnt1rlan:rgcluent -;:4315111 ;1\;111ahlc. Four- SI~IILI~;~IIII~ Swlw ;~cT~I) clncl T1in.c plus- tlighl! IIIIC~;I~~IV~, Ctrnh~dc~~bleuse 111' on-line tlcn~on~rcrt~ons Stcldcla \\orlr cn\ lrc~titilcnc Iniludc\ ~ntcrac.r~\cgalrles ;u~ci/cirs~t~lol;lr~oti~. Jtinlniut~ltext ;mil narxlrllunl mul~~-~nctfi;rcr)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-BasedTraining and Web-Based Training Developfnent IVorkslrr)p Student Guide. ( Victoria: innovat ivt' Tnlnrng St~lutionsInc.. 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 it 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~ldrntsmust 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~ctorto -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 ~tudy."~The emergence of CBT has empowered the student to choose their own course of action and therefore it 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 lem: 6. Provide for practical application of skill and knowledge: 4 ,: Lr~inB PuffingSttrdrnts at the C'rnrre. Phi Delta Aappan. Junc 1094. U Ibid. p.7(111 4.C Cornell R. and B .L511mln. The Rule r~f Jlorir~atiunin 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~;lcsdwith 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~llgroups: 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 Toolsji~rDirtartce 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~iningand 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. it' 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@eof 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. hndStaff Rrscnc .-\cl\~~~r.Lund Krscrrr .VCi) Training Heview File numtrcr 4500-1 I .Ad\ 41. 20 .Aug YS. p. IY I3 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: (hIthe 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 i1 Davtc. L. E Empon*rrinxthe Lvamrr rlrroirgk Ci)tnputrr .Cfediated Corn~trunicafhtr. p. i 1 (1. i4 Jl~n~nB.L. an11 L.J Briggs. The Aflectivr and Cognitive Domains: Intt~gratiunji)rI~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 of 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~~ctionolTechniques 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~rrrrrrI)\ .Vtrrrc~rrcrlDrtr~rt.e. Jlarruai of Individual Trairting and Educarion hiurnc 1 Canadian Forces Individual Training und EJticarir)n System Intrr~di~crionand f~escripriu~.C1rrau;l: CFSI?'!O)Cwarlvc Scnicch. 1097 .-\nJ rfr~irot'rhih valunlc cl:ucJ 3 Scprcnikr 1996. p. h. ih Canada. hpanmcnr of hlrt~clnlrlDcfencc. Canadian Fi~rcrsSchool of lnstrucrional Techn~quc.i~c~~~crtlitrtr I-;tr~.rs .Sc.ir~~~tI III 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 hrn 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 dud 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~iningk~rloptnrnr Ccnrrc. Canadian Fc~rccsTraining L)evclupmcnt Centre. ( Burdcn: 19X51. p. I. <&& C.lnada. Depanrnsnt t)t'Nat~onalklncr. Canadian t;c~n.c>Tr~lning Devrloprnmt Centn.. .-\tr~~rnrlH~srtrrrt.iri Rrpcrrr IW3. Filc nutnbtrr 131X-?2491Adj~ 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~alificationcourse: and 1. Distance Learning Technologies for Managers. Course descriptions are contained at Appendix B to this document. The civilian li 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. it 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~rritigrlrr Ourner rhrougk Computer .bicdiared Curnrnunieariorr. p. 1 1 )6. h l Howard F.S. Di~tanceLuart~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~nhrrinstructors 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 fi~lfilthis 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~ationthat 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 for the assessment of existing course material that will be suitable for conversion to a CBT Kormat. hT Canada, Dt.p;lnn~rntoi National kicncc, Nar~orialIlt.irnse Hcadquancn. ,Wtotrrlrl Irrtlr~~rtlrrt~lTrrrrrrrrrq \;~lunrc.I4 Lirlrlltrrrrrrr (It 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 it 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 uras 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 it 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 tabn 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: md 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. it 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~.stlud Orders and the Glrrcrclilrn For~.r.srl 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~mountthat 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~pletetasks 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~diomay 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~phicspresentation and brings the learner into the 7( 1 Putt Itt! K. Comput~r-RasedTrairring 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 scmn 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 HQ 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 I ltcrn fJurslion Yes No Yo1 Cumnts Sure .-I1 . Ycs: lirh ih rccorclrd fur an! \tcp ci)nllnur 10 the next qursllon. I No: Cil~tlplrtrtlir ltclrl un1lt.r ci)n~~cfcr~llon. I Not Surc: Thl\ box 1.1 iupplit'il 10 ;1110\\ li~ 11~)ic.s~wl.t.litiilig it, ~ril;~r~ii.it~~)~i111ii1 11111 hc' c~hlrlrncdirunl othcr loc3[1onh/unlrs. Section A - Analysis Phase Item Question Yes 31, I Comments Sure r .-!I. Has the tcrlning stanclaril 1dcnt1licdthose tasks that rcqulrc tralnlng. 4. The p.rtilnnance statelllent 13 cxprcs\c.d h) cjnc verb tb lth anl) one Illr;inlng or intcr'pr~f711ijn.' - -- -!.: That one \crh Jcscrthts an XCIIL)~ that 1s ~)hscr~ahIcand ~~~c;~.w:rhlc.' c. .-\-1 Tlic rtcrlcln tlcscnhc.\ it hat ;~ctuall~h:rppr.n> 1.111 the ]oh .' .-\i The ct~ncl~t~rjn:,under tt h~chthe task 15 pcrti~rri~ed.ire ~tcc'ur;Ltcl)tlcscnhcil ' An Thc cclnciir~onsarc thrisc. ~h~cli\touIiI he c\~ncnccti111 tt~cLISIU;~~ 111h '11tu;ttltln ) 47 Thc condirrc~n\IIIL'IU~~ \LI~C~ lwn. ;rasrht:incc. rctcn'nccs. t~~i\ls.ctc. ~h1c.h wc~ultlnortrull> he pr~)t~dc.d11n [he p~h..is ~cllas those th:~t ;~rcspcc~tic;rll!, tbnlcil ' ,-IS .Arc '~tanclard>tarc~i~c.nts h;~srd on rhc wqulrcnltnts o!'rhc (oh ' .Ak) .in.-~;lnil;~ril \tatcnlcnt3 tree i~l'art~h~gu~r! ;rntl \uhlect to IIII~IIII~~~ntc'rpn'tal~i~ri~ Irilslnrcrprcratli~nh! porcnrlal u5cn t?irhc QS'.' 4 I I) Dc, srandirrtl 'Itatcnicnts clciinc prcclst.1) thc procc3.s andlor pnduct capccrcd of' the pcrli\rn~crIn tctnns ot ~luanrll!. .~ccur;lc). tlinc and scyucncc as appllcahlc ' I .4 I I H;rt c ;ill task3 I irl)n~the \pcc~licatlonI tt hlch rcquln. rr~inlngh~~n ~ttclu~lt.~f In PO\ .' u -4 12 Do 111 POs ~natchthe Intent ciithe 1~A.sIn the spcc~tisat~on.' 4 I Dw~each PO dcscnhc \r hat rhc graduate mu31 do on the lrlh I 1.c.. t~prntti~nsl rnviri~nnientI.' L I 4 I4 13 tach PO tnrrmrrll) conslsrcnt hrturcn pc.rfl>rniancc. cundit11)nhand standard'.' .A 15 .Arc suppclning Kninr lcdpc. cmd Skill paragraphs c.omplcrcJ in rhr US" Section B- Design Phase Item Question YL No Not C'cmuncnls Surc Leurncr Characteristics B I. H;I> 3 t:lrgct popu1:rtion an:lly~ahccn ------~t1lllpl~tcll'~ H 2 OIW~t:lrgcl ptrpulillicw h:lvc. :~ccc\zro technolt)?! it)r tlistancc Icarn~t~g;~nd CHT ' Instructional .Analpis I 3. Is 11ic E( 1 c.Ie;rrl) ilctinc~l'.' , HA. .-\re all lhc E( cunditlons. rc1ct;lnr to c\;rlu;rtlng tr;iIncc pcrti~r~rr;incc.~dcn~ilicil ' H 5 Dtws the ti0 \t;rntlartI clear[? ~1ct;111cntcn;~ that can he uscd 11) cl'kct~\cl>lutlgc .~tu~lcnt prli~rti~a~~cc Hh. Is lhi\ ;I Cog111111e[Ii~~~i:r~n t h11t)tt ledge 1 k( 1" H7. I\ ;I P\\chij~iii~ti~r[lollrain 4 \h~ll)EC ).' H z; IS 11115 .III .A~~'CCII~C~)~)III;I~II ~;rtt~tutlc/~lrlur~~ti0 ' I BL) .-\I irh;~~Ic\d 01' Hloonl'\ raonclrti? 14 tlrc EO cst;lhlihhcd" I H lo .Arc thc sn;rhlin? ob~cct~vc~c.st;lhIisl~ccl ;It [he 3ppropn:rlc Ic\cl t;)r cru)\cnlt)ll 1t1CHT I Learning ..\ssessmcnt Plan/ instrunwnth ic- 'rest3 €3 I I . Has :I Icamtng :rs*csslncnr plan hccn c~tahlishcti" r H 12. Is I~I\plan ycrit~rit~rrncrrtrncntcil') , 1 H I!. What 1>7t2 oitcsls irn' uscd to ttlcahurc hno~Icdgc ! .-In: the? :rppropnatc I H I1 .Arc "h:~nds-c~n*'tests uscd li~r\k~ll tclst~ng .I H 1; 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. Is thc niatrnrrl rclativcl~it;lhlc ~lthn'5pc1 to tlr~lcand conrcnr! L B17. Will 1r;lrnc.n n.ct.ivc inlmrdiatr and consun1 feedhack'! B IS. Will le;rrntng he scl t' paced'! H 19. .-\re uscn trrrir~cclon the openiron LII the rcchnolugy " B20. Will CHT provide tlsx~hilit?a ~thrcprd to tinirt and place oI' learning .' R2 1 Dt~sCBT Ibr this rtralcrial \:all\ rlnpril\c :~ccr~\~hili[~.11) the int'or~~r~itr~~~~' H12. LVill CHT cntlhlr. learnen to retilain rn rhcrr ou n rnt iri)n~iicnt.' H13. LVtll thih lilrlirar JCCW;L.~CIcarnlng r~~tic.' H24 IVill tlus li)ri11;1[ rcducc the nccil li~r Instructon ;irrd :issi~tclnl\ruh\~ant~all\ ' r .H13. Lk'ill ttiih l'orii~:l[ 111~)fit;ktc lc:irncrs .' H2t~. \\ill thr\ t'ilrriiat cnhancc pcrl;)rriianc.e ' 1 H27 13 CHT ;rppropn;itc tilr the Jcli\cn (11- this 1r;u11ing.' I Sclcct Instrucrionul auld 'I'riining Strutrgies H2S. C;in the oplrniulii t1.:rinrnp mntr",'! IYC 11Icn1itid' Section C- Development Phase ltem Question LS Ntr Nut Commcln~s Sure I CI. Can lhc ~liarenalbe tlc.vclupc.tl t'or deliten \ I;I cHT'' C1. Can Ih14 hc tlct cIi)pcd '.I n-I111u~r"" C -2 ~hc\clt.c!lc~ri \i~ppt'nc~l b! LI Hu\!nc\, C~seJII~ ~cit~~ilcd In lhrt unlr Bu.slnc.sh Plan .' I C-4 Can a CHT Ii)rr~l;r~he ti.si;llly .uppc~ncll irtw cLrnccpllon 11) 1111plcn1cnla11c)nand 111a1ntcna11tc' C5 Ix tr~~ncrclhrtrugh-pul Ictcls suflic~rntrt) II~CL'I prt)gralt~rcquIre~Hcn1~ Ch. Will tnslrui~ur/lra~n~rrarrtls and continuous lnslruclloa result In uncluc Inhlruc'ltw I~IISUC ' I C'' :\rc nctc 1nslri1i1t)hphawd in ;mil ~upcr"\15c.d h! c.npl.ncnccil Inhtruittm or \i~pnlst1n ' C'S .An. ~nstruirorsc\;~lt~;~tcd I't~r ~narruct~~rncll techn~tluc' , c-kj .An' ~nstri~itibrc\aluart~rn li~rnrs nia~nla~ncl! for rc!kwncc ' C 10 Ilo Inhlnrclon hate the proper ~lucllilica~~on~10 Instrucl/ C~i~lilalrth~s itltlfic ' C I I Tr:r~ntng tictlillcs. ~c13asroo1ti.s.c't)ri~pu~cr labs I arc ~tlcnt~tietiand c>r;rhlishcd .' C'I 2. K~LIIIIK~~crlu~pnlrnt ~ncludrng h:inlv.an. and s1)Cltkarc 13 pn)cun.d I C 13 KL'~UIRL~WIILI> cqutpnlcnl 1s pri~cure~l'? C 14. Pilor ,cnalh olcllunc nlalenal arc dct ei~~pt.dand sc hcdu lcd'.' I Evaluation InstruIi~cnl~arc pr~duccd1t) ct~nduirrvaluat~t~n (11 pi101srrtal'.' C l h Student 2u1danc.c and opnrlng 111anuals arc prc~duccd'l C 17. Instructor manuals an. pmduccd'.' I C IX. Requ~wdrcti~nc.c nurrrisl is pmcu~d'! I C lY Fcx5ibiIil! asscvirnrnl has heen conducted'! 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. It is also paramount that training establishments considering the devclopme~ltor 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 oi 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 11fNrtrillncrl 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~~eForce 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~irernmtFor 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 distance learning. involving computer based tr~ining... ..7s 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. IO/ 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 ;~bleto be distributed. Each performance objective is consistent with respect to the performance statement. conditions and the standard. Each depicts a specific entity of work and the I. C;sessment 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~rcrsJuniur hadenhip Currrse. I Wxnwrighr: PPCLl Battlr Sch~)c~l.ICIY~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~~larPO constiti~tes16 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 vi;~ 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 ~LIbordinates 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~~resand discussions the major emphasis in assessment of the leadership ability rests with the performance when conducting small party tasks. For this Perfom~anccCheck 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~ctionand the delivery of theory in Block 1 it 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~ringany introd~lctiondelivered 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 €0presentation. 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~ctthat it is only scheduled for two classroom periods d~~ringthe present JLC it can easily he accommodated in any format including CBT. at the local armour). king 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 hct that clussroom instniction is $0 vitally important to the CF (I common standard must be maintained to rns~lrethat 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 it 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 it 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 €0are 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. Table 7: .-\ssessmnt of PO 40.1- .Apply pc)licics. principlcs, regululic~nsand ac~s. E( Ti 111e Insrn~ctionalXlcrho~l Tczt [)+'ia11> Schrd 4 1 hcturc Di.scu?isir~n I Class F-tl D~IIILI PCJIU ()pn Houk Bli)cL nt~npd HL)I~IC lt'ritrcn Tcht .-\s?;~pnlucnt * 4lU.01 - \ \ \ \ I ------. ------JI)4.02 I I 4IIJ.O? 2 \ \ \ \ I JIIJ.04 2 JIU 1)s 2 \ \ \ t I JII4 lh I \ \ \ t I JO4.Il7 2 \ 5 \ I JIM.OS 3 1 1 \ I h 41~okj 2 1 \ nirt ;~v+c>\cd I L JOJIO I t \ lltrt as\cwcil 1 ------L 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~nicationinvolves 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: 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~unicilteorally. Each of these EOs is cognirivc in nature. The test details indicate that the material will he assessed in a imowlsd@roriented 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>undationupon which to develop future supervisory ski1 Is. The standitrd for EO 405.09 dictates that members will: a. give a I '2minute 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. !iI Ibid. p.4405- l/lt). 'Trrhle H: Assc~smntof PO 405- G)mrnunicatc Orilly and in Writing I EO Ti tnc Instnrctionlil hlcthiitl Te3t Ik)~.t;iil~ SchcJ X I I Lccturc Discushion i Clbs E.\/ I~III~~PC tintrrn cxarl~ Bluck niin ptl kfonlc Ah%igna~rnt 405.01 5 \ \ \ T; I 4.2 \ t \ I 0 0 1 \ \ \ 1 403o-l 2 \ t \ 1 403.05 4 \ \ \ \ \ I 4 1 \ \ \ I 405 07 1 \ t \ I 1 4l13,~lS 5 \ t t \ \ I 1 I S \ 1 nirt t~'\~ctI I Proposed Options Fur Distance Learning Delivery At this point ir is pertinent to discuss the relevant options av~lilablefor 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 M2is listed as being distributed with the exception of EO 402.03 Pwdde Appointments. The 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 524 of thc coursc bcing allc~dtcdfor distribution. Unfortunately. the tuining plan does not identify how Block I trainins would be delivered to the candidates. It 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~~isionedthat responsibility for course design. c~aluarioninstruments 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.dat 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 Ucsrriptitrn # rrf periods # [)I'days 5 of (currcnl .J LC) t cu rrcnt course' ,ILL-) 'I 4111 ;rll hnou ledge l-3 I\ .: 3 :, .). I-l..; 402.1): Cc.rclllt~nlajdrill -1 I) 2 I) 9 JII.: htith~lcdgc lcsscln\ I I I I 1S 11U cnllrc tonrcnl 01' rh~\P( IY I Ll S..: m 4 15 u rlttcn ci)~r~n~un~c;~titlnand Ant)\\ lcilgc III~IC~;I~ I2 I I ;I ;~szc!ct;~lcJ\c~lfi Inlcn tct~ thcor? ant1 PER5 'rot31 77 7.7 33.2 5 RLrck 2 - 0er.entr;tlisc.d mutcrial tt) 3I'TDs and administration of written exams. 3 40 I PC urtttcn cu;lnl - I,' I 1.L) 102.02 L)rlll pr:lctrc.c \chslun\ It ) I 1,: 402 Pr:~c.rtc;lI PC- C.'c~n~luctllnll S 0 S ,9 ?- 31 1.7 f'r3~lt~;llPC- Ptc\cnt ShlH and Kno\blcdgc I-~.s\cln% 3JX 6 7 I0 4 11U PC- ()pnhook C'C~II~ -7 02 0') L 44 li PC- 1C'nttcn ct;~lti -.-'i 0.23 1.1 I 405.05 Inlcrt rcu Skills 6 I1 4 1.7 40; I is PER ~ntcmtcu\ 5 11.3 -.-7 -+ J( -, 15 110 0r;ll Conlmun~car~t~n~-Hnclings 11.3 -.-7 - Total 38.5 (40 rnin pds) N.6 37.2 Cc + *33 IW rnin pds) Blr~cli3 - lVt!tcrn Arru Training Centre 101 PC - Srilall Pan! TL\A.\ 3 8 3 S I b.5 402.O.i Parade .4ppolnrt11enrs H I)S .*.>.- Ttrtal 46 4.6 20 9 A .-\dn~in .-\d~~linistr.~t~onpcriotlh nor ~IILX~IL*~11) any hlilck of I4 I .-t 6.4 Pcriuclh training. Used fur in-clcar~ncc.rsst~c tifur.~pon.* and \[art'?;. COh rrd~lt-csbrrc. 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 lming. 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. it 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. Tuhfe 141: Option 3 - ,ILC Delivcq Block I- tinowlrdge material delivered by CHT. I PO/EO Description # of periards # of days 5 uf ct~urse (current .]LC) 4 currcnl .I LC) r :dl hnt)\b lc~lgcEO> -3 3 3.3 14..; I Jt U rrn11i-c cun~rnc111' ~hiaPO I1) I .9 S.3 4 j? U~IILCII ct~~~~~t~ilriic;~~tt~ri211~1LIIL~M ICL~~C 111atcr1;11 12 I .2 5.2 ;L.\\IKI~~cL~\C ~tli in[cn let\ [he09 and PER3 ------~ .f otal M 6.4 27.X 5 H11)ck 2 - 1)eccntralised material to II'C'Uu and administration or written csams. 4111 PC' it nlfcn C.X:LIII -7 11.2 O.LI 4I )-L PC- (Ipn huok cfani 7 11.2 0.') I -11 17 PC- \intrcn ~'f;llll 2..5 lI.23 1.1 I -!Oi 05 lnrcn IC~CSkill\ 4 lJ.4 1.7 1 7 1 407.1IS PER ~nrcnIL.\C\ i 11.5 -.- 407 {It) ( )r:~lCi~nl~~lun~c:itlonh- Hnclingh i I1.5 -.--t 1 'Total 20.5 1.05 X.Y L Hluck 3 - \Vcstcrn ..\rca 'Triiniag C'rntrc L 401 PC . S~lrtlllP:ln) T;iaLa IS 1.S lh S 4 I2,(I I Ilnll pr:lcrlcc \c.s.sl~)na ItJ I 4 .; 402,02 cc~~~~~~n~:ildrill -1 0.2 II Y 402.113 P:~r;~ilc.-!ppoinr~ticnth S 11.3 3.5 3 102 Practlc;rl PC- Cu~~ilucrIlrill S 0 S .' . ?- -I(I7 knot\ lcdgc leh>onsI rhcop nltlrcnal I I I 1.1 4.S I 411.7 Pr;ict~c;~lPC- Ptcbcnl Skill and Kno~lcdgc Ls.sh~)nh 23 " 4.7 20.4 I 'Total 77 c 40 min pd l + 11.4 53.Yq 33 rcu) min pd) .~IIIII~ .4dm1n1stl;rt1onpenl~ds ncll allocated 10 tin! hlocL oI' I-! I .4 b.4 P~'nr)Jh rrmnrng. Cscd l'or ~n-clear~ncc.~ssuc oi ~t'apons md r1on.s. C( I\ ;~ddr~'sbctc. 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 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. .JLCFeasibility .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 -41 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 r IICIII C'int 2') Tr;un~ngLh!\ Cxtl-,r 23 'Tntn~n?L):I! s I lnstruc~orPa! 537.57h oo 5.;l).03k1,5L1 I rcttlpor3n IIuI! ;~ndTr:r\cl t;.xpt.nwh t Instrucro~~I 52.US.oo jl.Wl,?l I I IhIP Halltins ant1 Fmh Ktlt~ona 520.275 (It) S lh.OX0. 17 1 S1311on3q 5.4.~10.oo 5.;.h(ll).lHI 1 LtrunJq 5 111o.00 \Ioo.(M) 1 Pctrolcum. Oil and Luhrican~cr POL, 51 30.00 51511.00 Pnnllng 5JOl~.Oi~ Wt)O.O(L Trr~lnlng.41Jz 550.00 531.1 14 ) Claa5 C Srorcs 330.00 5SO.oO Kcst.nc Sludcnt Pa! 514b.213.00 il 15.902.( 13 Tlltul {Course) 521 1.161.00 $1 a373.3 1 Toul I id hdsccj upon 3, .~ludcntsl per ';~u~lrnr/counr 55.Sb5.jS S4.h77.(N 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~torsof 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 full pay for working on the program whether at ;I centml training facility or at rl distance. Furthermore. it 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 cost approximately $47.000.0. This is extrapolated below at Table 12." 'l'ahle 12- i.rr)m l'roductiurrs Quotatian hr CU'T Product Development Item Cast Pn)gan~n~ing j l0.000.00 Prtrlcct \lan;tgcl~~ent ~h.OOO.oO Graphic [k?rigrl S5.0~~(~.1)(1 .-\u~Iio 5.~.Otlt).l)O C~bnrcnr1ntcgn11t)n 510.000,~~0 L'lrlco t.:nco~li~i~lnrr~r;r~~t~~i s l .0ta).00 French L1nyu:rgc L chlon 5 l2.oclo.oo '~IBIUI ~7.cwn1.w A It can he concluded from this information that it 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 hm4 1 CBG HQ 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 tkai 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"'. X4 I.ci~nlPrcduct~ons bvah ~rlectdfli)r this pro.jt.cr due lo their past and prcscnr involvrmr.nr In dcvclop~ngCHT it~rrhc CF. rhr~r Lnt~nIrdg~. ~t' [he CFiTES and their lc~carionIn Calpn. si Iniorn~at~onrccrivrd irum J I CBG HQ. G? Tra~ningNCO. 3)Jan 191JLl. 'l'ilhlc. 13: .ILC Training I .April 1WM lo 31 March 1YW CLIU~CI Counc 2 CL)U~SC.I Course -! Total 413) - June L)X %la!- Junc XI* - June 'IS Junc-Jul! 38 . N0111in31cd 2 I ?I .; 2 I0 C)J badcd I4 I .I I I h 45 P:~sscd 10 10 ') 3 3 1 K~*rurnr.dTI) Llnlt .i -1 I I) h C;~ncellctl I I I () -1 L'c~lunta~ 11 l .% 4 I0 ii'itl~d~~~\;II NOI SCICCIC~II 5 I .: 10 * 37 I 1 > 7 Placctl \In ;mother 1 I I I il)UDC L 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~incdpersonnel. 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 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~gmentingthe 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 junior leaders are not graduated from the pro,*ram. 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~ndoubtedlybe 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~entof 3arional ktirncc. Wr?;tern.Arc3 Trinitiz Cmm. Ct~umuTrairtirrl: 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~isingQuartermaster procedures. manaping unit rl~ainten;~nsran3 vehicle files. conduc tine 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~rlinrdin 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 or~lcommunications. conduct interviews and write sc~.cralforms of military correspondens:. The EOs associ;ltrd with this objrcti~'~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. It 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 hr 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 it 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 tr~iningdirectives. 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~ctit 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~erthan 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~~tives. 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~ilsrilphindicates 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 pap. 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 ~ssocizitedwith 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~lcompletion 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 Tr~~nlngCcntw. Cilttrse Training Sfnrtdard- ,\liliria Officer .Sra/l Course. np. and Canada. Dcpartnrcnr &)I'National Lkfrnc.~..Wcstsrn .-\rca Trwn~ngCtntrc. Cuttnr Training Plan- .tfililia Oflcer Slaf CoI \Valn~nght: \V..'.-\TC. 11197). p.4-.;8/X2. ss Canada. Department 111' National ktkncr. \-Vrsrrrn .Arc3 Tr~intngCrnln.. 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~ildelivered through a distance learning scenario and the face-to-face instruction held during 3 ti~rmulcourse atmosphere. That ih 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 net 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 it only has seven periods of instruction. This constitutes less than one full 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~itionsand 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~phindicates 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~ronicallysent to the instruction staff for evaluation. The feedback to the student and any fi~nherquestions 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~iningbudget. 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 hon~st~~dy 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~ctan 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-.;vndicatework and one period of syndicate discussion. It is recommended that this material be developed and delivered through CBT. The knowledge material can be presented through thih 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 1y 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~tivrmeasures: 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. €0409.0 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 trence material is conducive to be completed through u CBT format. Although the material can be delivered md 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~aterial11s 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 intenpiefirsnegate5 my 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~iningstatistics reveal that 724 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. , 'Kiihle 14: 51OSC' Training 1 .April 14N#to 31 IIurch IW9 b r Ctwnc. 1 CIILI~C2 Tt,1a1 \1:1! 'JS Ian LILj Yo111tn:11eti If) q -.'5 Lt~~detl I2 n IS P;l*\cJ I2 n IS Kclurn To Untr ( HTC' r I) I I I I C.rnccllcil I I * ', L olunlar) l4~~htir:r~i.~l I not , - c~u:~l~lirJ11) ;111cntl I \lit Srlcc~rll I I I I I I I PI:ICCLI ~)nant~~hcr ctiunc 11 I) I I It must be concluded from this material that the current option is working for the 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 low number of course attendees may negate any expense associated with changing the course to a predominantly CBT packaee. However. on1y the analysis of the next option can 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~nrccct\cd from 4 I CBG HQ. G? Tnlnlng NCO. 20 Jan 19r)l). must be conducted to determine if 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 Idetailed 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'cssioncllDc\elupmenr Coordinaror. WATC. %tar99 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 it 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". Tahlc 15 - Cost or C'urrcnt hIOSc L 11cll1 C'CI*~ tl~lrrlc\lull! pncb;lgc (Hcscnc ~lutlcnlpay I S dqs \ -10 L~~urcnatitsill ~nccnrl\c. 2 IIY~/J;I! 1 5!O,J(H)IHI L Prlntlng ;~ntlni;r~ling holiirt ~IULI!p;lcjr;~gc 4 Pnnc~n~Sl.i/p;~cL:lgc~r Llalling 55lp;rc.l,;1gc 1 $1.200 IN) Suh 'I'otal - Home Study IBuck;lg~ s.\ ~.MM,.MI Insfrucfi~rP:I! S25, lL)~l,o~I Instn~crt~rTr:~\cl and Tc't~ipi~rqIlur! SI.~~S,(MI I Katttlns 57.S72.00 I Sl:ir111nar) 51.2cnt.l~cl I L~und~ 52[1[),1)(1 I P( )L j.zo(t,o(t I Pnnltng jljoo~t Tra~n~rig.-\lds 'SSOI)~ Krnrals I phorocop~~.r~ 53(n ),o{ I Hracnc Stutlcnr P;I~ 56 I-44 ),f t( I , Suh Total - Caursr $98350.nt I 'Total r H~NWstudy + C'uursc.~ S l lU.9jo.cn, Tilral cpcr .;tudcnr/courst.~(had upon 40 studcn~hl 53.2-1X.7S 44 Inrerv~r.\is~ith Indivtdual Training Ofticcr. WXTC. March ro XI+ IL)99. 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. it 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. it 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 785 of the coursr can he distributed utilising CBT. This in effect woi11d C~LIS~an overall rcd~ictionin 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 it ctin be sum~isedthat 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 it 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~ealrdthat 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~entsand 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 789 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!: it 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 it 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 jllst ~atorhcropriofr. 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. it 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 it 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 it 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 378 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 754 of its content applicable for CBT. Finillly. it was determined that this pursuit ih feasible from both a training through-put md cost standpoint. It was cidvocnrrd early in the report that the notion rhar distance learning and CBT is llrsf tlfiotlt~roptio~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~lrdgsand 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~itingEducation and Training consider the development of an additional volume to the ~).lctniitri.sr,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 it 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 HQ 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~rybe 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~ghnumerous ponicln.; of 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. Bibliography Ahramow i tz J. :bfotivatio~r:wltat makes a soldierjigltt ?. Jane's Defence Weekly. data unnvailablr. 16 January 1988. Anderson. C.L. and S.F. Kirne. 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Director General Recruiting Education and Training. 31841-1W (DGRET) CF Policy Framework for Training Technology. Ottawa: DGRET. 10 May 1994. Note this is a dmft document of ADM ( Per) 09/94 distributed for comment. Canada. Department of National Defence. Canada's Army. Ottawa: Director General Public Aff~irs,1998. Canada. Department of National Defence. Leadership Vuliime I Jiinior Leaders ~Wanual. DND: Ottawa. 1973. Canada. Department of National Dekncr. Leadership Volume 2 The Professional Officer. DND: Ottawa. 1973. Ctlnada. Department of National Defence. Report by the Special Commission on the Restrrrctiiring of the Reserves. 30 October 1995. found at http://www.dnd.c;l/en/min/repons/restructuring. Canada. Department of National Defence. Reserve Units -Western Area. 1 June 1997. found at http://~vww.lfc.cdenglish/or_ennis/rrsrr~~e/cbg-lfwa.htn~. Canada. Department of National Defence. Tlre Officer: A ~Manrralof Leadersliip fur Officers in tlir Canadian Forces. CFTMPC: Winnipeg. 1978. Canadian Forces Training Development Centre at http:l/home.interhop.net/-c1lstc/iddev.htm Cornell R. and B.L. Martin. Tlre Role of motivation in Web-Based fnstr1ictiorr. In Khan B.H.(editor) Web-Based instruction. Englrwood Cli fts: Educational Technology Publications. 1997. Cote. D. Project Report for the Jamaica Junior Command and Staff Cocrrse. Bordr n: CFLSTC. 1 996. Davir. L. E. Empowering the Learner tlrrorigll Cumputer Mediated Communication. In M. Moore ( Ed. Distance Education for Corporate and Military Training. University Park. PA: Pennsylvania State University. 1997. Dolan J .R. Getting the Job Done: Distance Learning in tlrr RA4F. Paper presented to the 1996 Biennial Conference of the Australian Society tbr Educiitionid Technology. Melburne. Austrdlicr. July 7- 10 1996. (ERIC Document Reproduction Sentices Number ED 396 723 ). Garrison. D. R. Understanding Distance Education :A Framework for tile Future. New York: Rout ledge. 1989. Garrison. D.R. and D. Shale ( Editors. 1. Education at a Distance: From Isstres to Practice. Malabar. FA: Krieger Publishing Company. 1990. Greer M.. ID Project Management. Englewood Cliffs: Educational Technology Publications, 1992. Hall. B. Web-Based Trai~zi~tgCookbook. Toronto: John Wiley and Sons. 1997. Howard F.S. Distance Learning Annotated Bibliography. White Sands Missile Range: U.S. Department ot'the Army. TRADOC. 1997. Jackson. Wins ton. Researclr :l.lefhods:Re!es for Stmrvey Design and .-lnalysis. Scarborough: Prentice-Hall. 1988. Kcr nr S .D. Effectivert ess of Distance Edit cation Approach to U.S. Army Reserve Curnponent Taining. In M. Moore (Ed.)Distance Ed1tcatiorr for Corporate and ikfilitary Training. University Park. PA: Pennsylvania State University. 1992. Khan B. H.( editor) Web-Based Instruction. Englewood Cliffs: Educational Technology Pit blicat ions. 1997. Lcvin 8.Putting Students at the Centre. Phi Delta Kappan. June 1994. In Dickson. Leaderslrip Libray (EDER 6 19.19). Calgary: University of Calgary. 1997. Martin B.L. and L.J. Briggs. The Affective and Cognitive Domains: integration for Instrrrction and Researclr. Englrwood Cliffs: Educational Technology Publications. 1986. iLIanin D. cedi tor 1. Canadian Army in Western Canada, Lund Force Western Area. Edmonton: United Western Cornmunicat ions Ltd. 1997. Moore M. (editor Distance Education for Corporate and ltfilitary Training. Llnivrrsi ty Park. PA: Pennsy lvanilr State University. 1992. North Atlantic Treaty Organization Training Technology Working Group. Glossary of Training Teclrnology Terms. Data not available. October 992. Nruman W. L. Social Research ~MetltodsQualitative and Quantitative Approaclr es. Toronto: Allyn and Bacon. 1997. Phr ips R. H.rt d. Effectiveness and Costs of Distance Education Using Computer- Mediated Communication. In M. Moore ( Ed. ) Distance Education for Corporate and military Training. University Park. PA: Pennsylvania State University. 1992. Powlry R. Computer-Based Training and Web-Based Training Development Workshop Student Guide. Victoria: Innovative Training Solutions Inc.. September 1998. Pow ley R. Project lklanagement Workshop Student Guide. Victoria: Powlry and Associates. May 1998. Re Ian A. and B .B. Gill an i . Web-Based Instrrrction and the Traditional Classroom: Similarities and Dgferences . In Khan B .H .( editor) Web-Based Instrnction . Englewood Cliffs: Eductltionill Technology Publications. 1997. Rot h we 1I. W .J. and H.C. Kllzlmw. Mastering the brstructional Design Process. San Francisco: lussey Bass. 1992. Smith. P.L. and T.J. Ragan Instructional Design. New York: Mrrrill, 1992. Syvertsen-Bitten E.X. Distributed Traini~igin the Carzadiarr Forces: A Decision 1VIodel. Lhpuhlished MA Thesis: University of Calgary. 1994. United S tares. Department of Defence. Department of the Army. Field Manctal 22-100 military Leadership. Washington: Department of the Arn~y.1990. found at http://www-tradoc.monror.army.mi11publi.ht1n United States. Department of Defence. United Stares Air Force. Air University. blaxwrll Air Force Bnsc. Distance Learning Cttrricultim Analysis and Media Selection. Maxwell AFB Alabama: Air University. no date. We iss J .W. and R. K. W y soc ki. 5-Phase Project Management: A Practical Planning and Incplementatiorr Guide. Don mills: Addison-Wcslry Publishing. 1990. Will is B. c edi tor 1. Distance Education Strategies and Tools. Englrwoc~dCliffs: Educational Technology. 19W. Wolcott L. L. Audio Toolsfor Distance Edidcation. In W iliis B. (editor).Distance Edtrcation Strategies and Tools. Englcwood Cliffs: Educational Technology. 1994. Appendis A Delivery Methods and Media for Distance Learning d Traditional Trdining Deliver?. hlethod (Classroom In$truction1 llcfinition .An Instrucri,r Iril Irarn~ngsiruatlon that rntolies groups of Iramrrs in :I pl;~ccdrsignaicd Ibr instruct~onalact,\ I[>. usually In a ccnlr~lirrdlocation sucli ;L\ ;I \cht)ul. lhal 13 \t'paratr t'r~)r~rihc \rc~rkplncc.Convrntiunal rardia huch aa chlrlkhtrards. pnni 1narrnrtl3. and audii~-v~hualCIrt1cc3 3rr U.SCLL to deli\er rr~~ning. I .ApplicaIi~m.. Thts ~ivthoilih \en \cna~~lcant1 rltt'c~i\rUII~ :I 2t)tlti in5lnli'lt)r hlc)sr [raining c:in hr cf'kct~~rlrit)n\r!cil this ua!. It III~!nclt hr cllic~rnt~lr cost ct'!'ct'~~~rittntcirr. L .Advonra#c.s Disadvantage$ L I~i~tn~ct~tr~ialcnilrrlritllcnl c:ln hr an!\\ here. ~ncludingticar tlic Thc qualit! *)I' thc Inatrtlct~i)ncan t:Ir! grc3tl! H ~lhtilt' qu;llit> ;irc:t \r hrrc lash I* nor~~iall!111 he pcrt;)r~~~t'Lf rlt' the lns~rtlclor~ Ciroul~~ILC rccr~t lng ~nsrnri~~i,ncan \:lr!. rcgtlnilc5.s 01- :\ st;~nchlr~Iof' Instrt~ct~t~nI\ tlifticul; ti) ru:llnia~n cyulpnlcnl I IIIIII~C~~I:I~CInstructl~r Ii'rllhclcL on karnrr pnlgrcss Cr~n~cn~15 h:~rlI 11) ctrntrl~l I Insrl~lcrt)rlaa? ~lrtldif!1111' .cilurncc Llr the prc?;rntatliln 01' L~trfeat~rn~lt)n 1s pa~il to Iramrr's Irarn~ng\t>lc r~rlrttcnt~i)~i ~n~trucr~onalni:rtrnlrl 33 n.qu~n.d \pan TIIC tic\t'it~pt~~rnr1111rc 1'11r ~ti~truc!~t)trd ~~rii~crtlrl\ I\ XI~IILCI~ Thc pacc 111' lnsrrucr~trnI\ srt h! thc Instrucrtir n1t11 lock step -ht~rt:rarlo 15 ;~ppn).c~ni:ricl>3 II htlurh I ~nsfnrct~t)nfor all 1c;lrncn Tlic Inalruct~t)n:rl ~i~a~cnal?;rrc c;lsll! uprlatcrl c)r ~riilJiticil Thr schcdul~ngr)I' ~ristruct~on1s li\crl Tllc Intcrrrctlon ir~thh11h Inbtructtw and r1lhc.r siutlcnis <:in he :I Thc tlelr\cn n~cthr)dI\ ti\cil ~~gn~lic:~nt13c'rtw In ~ncrr;trrilIc;irnlng C'rrsrs rr;~tcland ;~cct~ri~r~~tlil:~t~t~ncost\ tor Icarncr\ an11 In\tructilr\. rcrliporan tll~t! io\ls. ttarnrns I;IcI~I~>ct~\. .uppt)rt *cr\ lie\. c'qutplllrn1 ant1 111:1tcnalillsts Instructor prrpardrlon IIIIIC. tlrlt~cq11r11r and rrprt,duct~~~nc,t counc III~[~~:II~ IBrin! ltlcdia (Standard Tcxt) 1)elinitictn Prinl ha>c.d niarcnals th;tl an. sent 111 1so1a1~iIlearnen I .4pplicitions This r>pe uifileilia ix apprc)priatc i~)rcatwnielyiholatcd audirncc a[ ;I cugnlti\e Ic\el c)nl!. .-\ifcct~\c;lnd P.;!chorna~i~rdi)fiia~nh cc~uldnot be properl? addrchscil umg~h~s riirthud. It riiusr be tlc\clup.d \CQ thorou~hlyan~l ~t)mprchcns~\el~ to allo\r. the lnincc ILI hlcua ;t Ic:tming plh. I .+dvuntages Disadvantages .A\ilabilit! ol' c'uu~~\t;~rc LcL01' Inrcrtlctlt it! ..\ccc?raihlcanyuhcrc. an! 11111~ L~)tigt'ccdhaik c!cJc igcncrall! I l'scr FricntII? Kc~lurrcs~nilepcnllcn~ Ic;~rning C;ln he rc\ I~H~LIat \\ 111 ln ;ln! .~cil~~cricc Kcilu~rcsiol~lptcnl level oiIi~crac! L .-\ccess 11iiths :~utlicncc111 rhon pcr~t~tl,it' tlrric Ke~~uircsiolllptcnl level t)i ii)~~lprchcllh~i)n Inc~pcn~rvc111 t1cielo11 Pool. lte*rlc\clt)ptng hrghcr Ic\cl ~II~IIIILL' rhrllh. \uch prohIc111 rng I Idc:rl ior tcachrng Iclwcr ct)~n~ti\csh11Is Pt)t~ri11r tIc\cli~prngtriot~lr rkills r . L~arntng111ay he r~thcrlincar tir hranchcd 11) allt)~ior cnnch~trcnror rcrliccli;rriot~ r IJrint hlcdiu 1I'rogr~mmc.d tcxl l L Definition Print ~ric.tlr;l[hat 15 ilc\~gteilcri~l~pn'ticn~~~cl> and thnrt)ughl! to prin iilc :i ftlcua 3n~1ha>lc t'~etlhi~ch. .-\pplicdtitrns Th13 I!V ot' r~rc~liaI\ itppropflatc t'or c~~rcr~~cl?~sol;rlctl au~licncc a! a ctlgntIl\c lc\cl tlnl! .~ffcct~~citnil Ps~chi~~irotor ~lt)~itain> c~~uldni)l hc prtrpcrl! .rdilrc~~c~lusing 1h14t~rctlio~l. It riluht he Jcvclt~pc.il\cp tlion~ughl~:rntl i~~llprdlcnsr\cl!tt) ;~Iltlttthe Irancc 10 1kicu.s a Icamrng pi~lh. I .Advunrugr.s t)isadvun~ugr.s Pro\ ~ilcbicr~lback and lnr~rnct~vit~ Inrtn~ctron1s ~n\cq ri~lall>tcpr . nr;t? clh\c.urc hroadcr 1lc\r ot' itjIlCCp1. FIc..c~brlit!. accc~~~hlc;rn! IIIIIC. an! \there. Hulhrnrxh 01 tcx~ht~tih~ Pro\ IJC~rcnrcrlial int't~rnlat~on I)itfic~~lt10 x\ ~rcn~mentll I lnhtn~c~tlrrole not clearly tfelinul Not st~~~ablcli)r prllhlrnr sol\ rng tlr cfcctslon nlr~hrng. Slundurd Test Cost\. Thrr 14 Grncrclll> .I cost ctli'ct~\c111t)dc. pan~cularl! t)I lf~.l~\ercd\I;I pclstal tcnrcc It can hcct~lucIts, cost ctfcctr\c as rcprocluct~on01 niarcnalr cacl~11111~' rhe cuunc I\ run adds up In ;ldJrr~on.n.\lrlon tit' it)Uhc iiratcnals i1111st he t;thcn Inti1 .ICcrlunt. Tr:un~ngInsrntcrurr \t hu rcyuin: spcclal \L~ll\111 dc~eloppaper b;tsctl trmnrng nictrrnal~tllurr he tacrorcd Pn)granmd 'rc'ct: Cost Hrgh dc\clt)plnenr coht4. long dctclopmcnr t1111c Audio Cassettes I I Ikfinilion Vrrh:ll instruc~lonst)n~cu~ilcs wlth audit) cut\ rcct~rdrtlun a ~ypiwlca\lrclrr tqw ant1 disrrihu~cd111 ~ludienccs. .-\pplicutbn% Gt~cttlfor cl)gnttitc and ~L)IIIC ~fkctiw;~pplica~~~)nh. .Applicahlc tbr Jislclncr delivery vi:i rn:lil. I .Advunlagcs Disudvnntilxes .\-laterialcar1 he prcparcrl quickl) hck01' iccdhack ant1 ~~I~CIL'IIVII~ ~CC~SSI~IC;in\ tlttic. ~nv\&hew hluv require reliance on postal lrcn'lcc ccfuiintirllc) Co~i~i~liiniiat~oncat1 he pc.rsc)tl;il~tcrl Visual Kcpn.?;cnt;~t~c)nno1 cap:lblc St;tnd:uJiretl c~~u~p~ncnt Canllol ;~dilrcslrhighc1' lctcl c.ci$n~rltc.blil.s Itltc.gr:~tchc:~lr~l) \t ltti r)(ficr ti~clli;~ Su~t;thlcltjr :lural 1e;lrnins t 111u.slc.Ianguagc ctc I I rr:~~i~cc~II:II~ II!~III~LI ct)ri(r~~l ~ncr p;~cc (ti Icamlng Gt~t)tl~~~i~~plet~~cnl ttb tt ntkn or \ I~LI;II111a1cr1a1 Video Cassettes Lkfinition Thih mrdin 1nciwpor:ites 1~x1.audit, :lntl vihual curs and Jcn~~)nsrratiunsin111 t~ile p;lck;tgc. u\11aI1) ;I L'HS c&\seItc lap. I .%pplicutions .-\pplicahlr for aiib~irr.~rrIrvrls t,f C~)gnitivc..-\fl;.crlvt and Ps!chun~otor donwins rvhcrc inrcmcriviry and 1;.ctlbach arc nirt an issue. . .4dvuntuges 1)isadvuntoges I-l;~l.ublc.vkucr can chi)c)sc tin~r11) \ ICM ~~~arcn;rl \I~diulni\ rctnttvcly I~nrraraad lacks krdh:tch and inrcract~~ir! Can be inrrcrare~l\b~th i)tl~er i~)n115 111. II~~~I:I .Cl;~t rcqulrc wliancc on Posr;ll \rrvicr ior tltstnhu111)n Ke:af/ r+ntc capahilit! Sct~ucnt~;iI;rcccs\ Kwdil! ;i~ail;ihlc Poi~r*h:~ntlling t)t' it111 1111agcs Faini1i;tr ti1 rilo\l :rudirncc~ liittlgc ~(ualit\L~UIC~I? llcgr~d~suilh use Long rc.cirr~l~ngrinlr. t 4-h lit~un, Il(w5 no^ Intcgr~rc\\ell ~~thc.r~ritputcr~ L 'Tr;~~ncc>ha\c li~ii!rcJcclnlrul tncr pacc of*IC~CIIIII~ Nt)t \u~~ahlctor acJi~c\rngh~ghrr Ir\cl c~,gnill\c4iillh . , .-\ppropn;lrc rijr r isuai learning hcks I Giborl t'or tr;rns~liitt~nghnotilrtlgc Liriii tcil Llcxibilir!, 01. CL)IIIW conrrnt C;ln pri'r idc rcali\~tt C;III \LI~POII group l)r ~nllcpc.ndcn~\rud\ .-\diln.>sc~ctb~ltplc.c tlcscnption\ ant1 pnxcilurc~casrl! Ct~mputwBased Tr~ining{CAT. Intcirnetl Delinilion CBT. In~cmctlvccLfuc:~t~~)~i;ll c~periencr tn u hich the it1111put~rpri)v~dcs tiiost of the ~t~~iiulusand prt.$r.nt% kedhach haseii on \rutlent Input. Intrl+nct: Thc r;LIIic ;L\ ;~ht)icexcept the student logs oli to a uchs~rc11, wcc~\ctlie c~ur~r.~iiaterial. I .Applic.utians CHT: CBT can he ~lc~clopcdti~r nwst Icsbons u.h~ch31-c ~13tt\e1!\tahlc tnct. Ittile and ha\c hcyn rr~rfi~~i~n:lllytaught through lecture. rcadingb. iL\C \IIILI!.or tndividual ~K~~cISC?~.11 suppons ct)g11111\r.\trategies rcquinng it~ni~ati\cm& thr -+u~i~til~tt\~' 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 Ilisadb an tug^! Inrer~cr~\ i I! hctuecn Icamcr ant1 Insrruct~onal1l:itcn;il Chcn riiust hc rrrl~nellttr tlic tcchni~lt~g!, Lcamcn rcce~\cIIIII~I~LII~I~ 2nd c1)nstanr tkcilhacl C1~11tpuic1-iarc \cns~li\cand \~)lat~lc,cspcc~:iII) u hen ~ublecled c'tIcIl3l\c USe I Co~i~purersprw lil~Ilc~~hilir) \\irh qard 11) rlrlic and place Instructon rctlurrc \pec.~al~rciI\k11Is t'or c~~ursc~Ic\clop~~icnt tht' Icarn~ng I Lcamtng renil3 11) he scll' p:iccd fJrc-srructurcd;lctl\~t~cs. tncnu dn\cn. S~ucfcnrhcan be c;r~ll>LITJHII 1)f'f'1;lhh. I Insrruct~clncan ~nclutlr.ii~gntt~\c ;~?l\\ell 3s Ithuc~.Ic\cl The co\t ot'h;ird\\~rc reilu~rcdli~r ~lcI~\er) I\ ckpcn~~\c ~rt't;'cti\c anti ps?chi~lt~oti,r11hlec11\ cs L'artcr) 01' prcrcnlarion ~~iidalir~cs~ncluding (1udi11. UL.\~JO~III~III CII\I\ arc htgh. hul hccuriitng Iniln' i~)~ii~i~trtc.rlk! gr:iphicr. 1~x1.colt)un ;in~lanlnlntli)n I ~iiultrn~cdi:~I ~Ie\cIt~p~~icnt/~n~tructit)nal hours ratlo 13 :I~~)uI..((IO. I , CI)-Kohl cxparidb ;1\;111;1hletnf~~r~i~at~t~n 311 \hurl cuts arc ;)\aiIahlc ILITcic\cl~)plllrnl lnrcmet vii~tl!Iriipnnc\ ~ccc~sthtlit~.a11~1 inf't)rti~ai~uti ..\tiding con~plcxIccllhach rii;~y\~gn~lic;~ntl) 1ncrc:Lsc CIc\eIi~p~~i~.nt el)\l> Hc.nir.~li;ltlunc:~pahllit! can he hullt In tvrth pnlac.! k;irncr ~solar~c~n!lacia ~nstructurtntcr;ic~~t)n Hr~nchlngtc) mi lcamcr Fixed ~sclucncc01 ri~t~tlulc~ C'onststcnc~111' ~nslrucr~on Lick3 itrc)pr.nrrvc Ictlrnlng cn\lnhnttlent -\llt~~Imult~~cnso~? Icarn~ng In~emet:T>p~call) dixs nor direct the path to hc 1;1lrcn h! the stildcnt. Enah1c.s lcarncn 11) wnlatn ~nrhetr I)\& n cnv~n~nriicnt Inrcmct; L~tiii~cd~n11% ahtiit! ri) ~iirccrspecitic Icamrng ur twck \tudcnt prtlgrcss. rkcrcasea leam~ngtlnlc Intcrnct: Student ~liaatepof' niarcrinl 1s uncertain. Krduccb need it~rInhtnlcron and ;rbrlsr;lnts suhsranttal[) lnrcmcr: ii'ill mqulrc tletarlerl gr~phics J1ot1varc.s Icarncn Intcmct: Kill mquiw Jcrallcd clcctrirn~c\torage. Inlernct: cc~rnr~~un~wttun\ultcd lor hlgli Irvcls uf Jluit~niedia:Ltay Iack .~tantlardopcmrtn, o wlt~ant.. ~ntrr~ctivlt, Inrcmcr: Krsrmhlsr rhc aJul[ karnlng prrxess ah hisher Ic\cls olcogn~t~vc -kills that an: cfcvelopcd and the cognitive priu!sses that occur. Inlemct: [lihcovcn lcamlng intulvinp ~nccontinual construcrion ant1 n.org:rn~r:rtion 01'kni)uIcJgt! ti) rctlecr rhc ua,h In uhich 111.15.irmccpts. pn>ccdurchand pnncrplch Jrc twg:rni~ctlin III~III~)~. \lulri~iicJia:Wirh [he addirion 01' v~dei)strppt)n. n~uiti t~rclfiacan pro\iJr. al~t~o\rhandh un Icarntng i~t'c.o~iiplc\ r;hks ~ihllc the tntcracll\r nalure ot' ri~ulti~~rctliaallt)\\s t'or 111ultiplc:rl~ernativca. C'ibzt: he \cr> cKPenhlic to ~lcuclu~~.CHT 1s co>t rt'll.ctl\c \\ hcn used ;~ppn~pnarr.l!,. Lkli\r.r> ci)zta Jr~ipLILIIC~I> oncc CIctelt)p~r~cn~ I\ c~~~i~plctclf. * Computer Mediated G)mmunicatiun IChlC') ( Includes E-mil. rtln~puterronferenciag ctc.) 1)efiniliun CJIC akcs colilpurcr cc)nicn.ncing it3 pnronal c'o~i~putenand llitkiel~a;LI :i riicans ot' tnstruclion. It pri~vicfcsinstrucrc~r-iludcnl an11 student-?irutient inrcrclctilm in an as>nchr[)nous1111)dc. .4pplic~tions Lkieliipn~cnts;in. \rill hclng eupl1,~d. I .Sdvunugc.s 1)isudvanlagcs Highh ~nrrrtlctlic.ttt o-bra\ si tic hro11t1i13or s~ric.hn)n~)ua At atlabiliti 01' cr~utprl~ent iilllllllU~li3tliln F.-rliatl anif hullc~lnhilrntlr tn\c)he tlccpcr ;tnal?sts and rcllcctirln Ins~ructtrr\;tnd stu~lcn~sIIILI~I he rralncrl on rt.chnr)log! rll rllcssagcs 1 'ir;~aJ;~rilirat~oa~)~'c~~u~prticnt 13 not ~~~lportant (;In? c'olliputcr s111;tIl nu~~ihcnt~lsfuclcnl~ can p;irttclp;itc :I[ one tt111c ts 1111 a t~ii)tlc~iiir11l tiorh t Civcarcr iarlct) 111' ln~irn~ta~tt~nc;ln hL. 1r;inbicrn.~141c\t. graphlc.3. Kcilulws ~pci;~Ii/t.iIharil\ian. :tnrl \t)ltu;uc progr;lrlls. LI:IL;Itiles I I ..illtlus rhc use trl'othcr cor~~putcrappI~c;~~~tln\ ~OII~C~KC ;in11 Kclies hc;ri 11) on \tu~it.nts'reading c.utiiprcIicnsion and r!plng c1;lt;tha~c IS Ies .ih1111! Thc nghr scbt'r\rtrrc ulll allt,\r srudcnl In\ ~rlict~~rnr;lnJ rcspcln3c.s Oticn thc pact ~II'tns~ruc't~on~ <\iubsl~)n ts ~ILMhecause c~nl! ti) he 111t1nttorct1;lncl tiler1 l'trr t~tt~~rc;tni11!\1* trnc pcrh11n :ir a tlnlc <:in he ~wnar~ltttlrlg~I:LI;U ~n(i~rti~;l~~on timphrcs can he ~nclt~~lcif111 the prcaerl13111ms. Srtltlcnr~arc rcspcrns~hlcii)r rhc~rotr n panlclpnrop 1c:lrnlng. Student3 LI~u~II!trt~rh \i~th satllc crrtt~putcr.is ~Iic!v. 111 or1 the )oh. rherctirrc rhcrc 1s rranstcr of Icarnlng. fhcsc \?\tcrta expand acccs* rlr rrutlcnt\ rcgardlcss 01 It~c:u~l~n The? support IntcCtclllln :l~iiirng\tuticn~r ;I> lnllli tclualr ;lnd ;I\ ~~ictnhcrb01- rc:ill~smli hctwt.cn %tudcnt:trill facult! I 'rticw s?srctm prcrt ~dc;lccebs 11) dara h;~~sti tllcll can he tloirn h~;~dt.il~nd arc av;1113hlc 24 ht)ur\ Slutlcntk arc rcsponslhlc for thctr llitn partrclp:irtrr?, le:~m~ng. C-c>st. kyt~ipr~irntc.;lri he c~pns~ic.pnlgr.irl15 can hr. cxpr.n~l\cIII prtducc. Shared Cruphirs Devices ilncludes 12acsirnile. optical scanners. Telewritcr. electronic blackhoard t EBB) or tahlcl and slow scm or frceze frame videtr Ihtfinititln Thche tlc\~cc~t!plcall> deliver pnnl based anti graphics rju~~lrl~ovc'r long Jisanccs. Video ~nethudsarc 3lighll! IIIL~~ :ldvanccJ dcl~\crtngthat 111cdia111uch like ;i tclc\~si~)nhroadcas~. .4ppIi~%lit~i~% Chtng 3 ci)n~hin~~~on{~ithis 11ci icc~.~~it~tlcr:~tc IcvL'I\ of ;I~'~cII\~.cognlll\c and p.iychl)nltjrc)r Jo111ainhcall he ;~~lllrc~~cil. :\dvuntrrgc!, Uisudvantagcs TELEU'H ITEHlEBH TELEWHITEKIEBH I -\\;~~lnhkL;)r oi~istc.iiltlpu~cr\ C;cncrall\, sc.s\~i~nqwc~lic ah ti) IIIIIC .Slki\\\ rc~rlolchlachho;lril l!pc ~n~truct~on 31i1rc Ic:iil ~IIIIL' rcijulf~ilI~I;LII fi~rtr;~ili~~iinaI ~ristn~ct~on I In\~ructlirahlc 10 iil~!n~t~ir\tuJcnrh Iknrttuzl hc tr:l~~icdto ~cchnc\lt)~~ TcIc\\n~ci~\rranrnll1 sr;rph~cand tcuual lnlrr~il;~tlc~n Prrn lifclr ti rtrtcn ~ntcrac~~oriu111csh i1)111btnct1 11h rrudiu I EHH altt~ir*holh totcc and dat;t trm\nltr\rirn o\er :I \~nglelinc F-\L'SISIILE. ( )I~TIC.\L SC~NNEKS F.-ICSIXI ILF.. ( )PTIC'.~L SC.ANNEKS I High yxcii mil gcjinl clurrllt! ~rans~il~\\~~~ri High \uppi! ;rnd line ctrsls uhcn ~r;lnx~~utttnglarge a111t~unt501- ~nI'l)r~aar~c)n Pr;rcllcal ;rI~crnatl\cti, pi)\tal anti c.i)uncr tlclitcr! li~rhard trip! Ilar:~ca1in111 he ~~rantpul;~rcd trm~\t'cr SLO\V SC'.-\N /FREEZE FKAhlF \'II)EO SLOLV SC'.-\N i FREEZE FIt..\XIE VlI)EO €'t)~llhll~chli\ c \ 1~11;ll \~IIII .~utItt~ LIIIIIICL~ n~t~t~trn .Audio fonfcrencing c Includes confcrcncc calls, confc.rcncc calls with amplified speaker phone. desktop ;ludic) sets snd audio telccanfcrcncingl Ikfinition .A \?iIcIli 1ha1mublcs ~\tt~-\crr>t oicc co~~i~~iuni~;itii~n~using phttnr lines. Appli~xtions .Audio ctlnirrcnc~ngpro\tdes ;In excc1Ien1 nlcanh tilr tcachlng \him courses u hose pnliun iunctr~)~~1s to pa33 t)n ~nloniiat~t)n.This \)srcni c1)uIti hrr u>cd utth in cun~onctit~ntrrth pnnl 111c~iiaor 01hc1- ~itcdi;~. I 4 .Advantages llisudvuntages Thnc~i~riun~cat~on orI a.re I ~nterct~tc Yt) \th11a1ciintact kr\\t~~iIcalnrrs and insrructtlr cc~meiunrcJlir)nhcl\\ccn pcoplc a1 Jislant ILK~IILMI\ I Can he ~~itlltlplen'clp~ents or Instruetun Intcr:~ctt~i~i~i~tklilictl IIF 1echnt1l11~1~31pri~~tictbl C;in h;nc IIIUIII~I~Ioc311on~ Lcarnlng tllusr OCCIIT at ~pcctli~tlttrrte ;ind pl;~cc L;ILI1111ic \1ti111;1r to f~tJil~t~n;~l~nstnlclron Int~r;~lcrrztz c;tli he Iirgti Lc.;lrnlng 14 I~I~T~CII\C Not ~ppriipnalctor le~t~treb I F:1111111ar~cchntil~~? ftrr tr~tricn and lra~nccx Ni)t appropnatc lirr gr~lup. \\ lio\c rtic~ithrnh~p\cr)nst;intl> cfiangr I Eas! to prcparc No1 ;tpprupn;rrc I;)r ~nstruc~~t)u~lcpcndcnr tin I:rrgc nu~illrcrtrf' \ ~sualiuc.3 Kilt dcpnrl;111t uoon \tuilcnl~reading or cr~~iipn.hens~~~t~Ic\r.12. Not ;lpprtrpnatc Ii~riL)1l\c!lIlg tcnglh! prc~cc~lurc\or Instruct ion\ I Mc.\lh1111>~n 1111ic t)l prrsc.ntart~)n Yo prwnul Ilint h;~nti,cc)nract I C;uc\t \pcakcr\ III;~? hr. u.wd 111 rc~ntt~rccnl;~~cn;~l No supptrn I'ro~ilother Ic~rnrn\\hen p~rftc~p;ttlng;11\11lc. a1 c~nc'h oun \IIC 31;1! hr. Ilnbcd i~ttllcr~tttpuler tt~ protldc grrrphtc.\ anti phis11 Th13 s!\lc~ii r~nl?alltru\ icl~cec.c~trr~~~un~c.;irro~i\ and 1s nclr still\ giunng tnsrrucl~on ;tpproprr;~tc Itrr htghcr Ic\cl\ ~II'Icarntng t)r ps!cht~n~or~~rshtlls I Pii\s~hlcto \IU~I?~tlplc\ (hat NOUI~III~~Ijusltf) nt~rn~;~l~rtrul~ .-\udii~it)nicn.llc~ng ttin! nrrt he appropnatc lor cntlrc ct~ursch. tnstruct~c~n Prcntdc\ c~c~llcn~~lth~crnlnrrtlon of lin\c.r cLlgnlrt\c Ir.\cis ui ~nli~r~iiat~on. :tudiojiruphics Ikfinilion .-I \!\tc~ii hat cn;~hlc\ t\ttr-tra> c.t~nrputcrJ;II;I ;lnd IN~I-H;~?;li~ilit~ iriter;~~tton. .4pplicalions Thi3 uicdlu~i~1s apprclpnatr tirr cuunrs ~h;rt n.qurrc cllcctr~~n~cdata tnnsicr such a3 cnglncrnng ant1 ~cchn~c;ildm crburscr,. .4dvantagcs Disudvunlag~s This \!\tert) has the -tlrtic aclv3nmgr\ ah auditr cont'cn.nclng. This \?%ten1dtwx not pro\ dc tuo-u vitlctl. plu5 11 ;tlloi\\ ptlphlc prchcntarlon and itnr~lcdiatrtt~tl-i\:t! gr~hlci~edh;lch. Kequin.3 tnhtructclr trtlinln~. Scrcrn mr: III;I! limit ~i~c. Ci~st:Li~ng ilistancc charph \\.ill be high Vidro G)nfercncing/ Telc5crninar (Video confercncing includes Cull or limited motion two-way video with two-way audio. Tcleseminur includes une-way vidco and two-way audio. Limited vidco options include slctw scan videt,. picture plr~rncand tl~mprrssedvidet~l Definition Vide11 cunk~~nc~ngI\ ;i colnntunlcatlc)n \yrtt.nl that prt)t~dcstwo-way \idri) anti ~ivo-~a!audi~) intcr.ctli)n hct\\ern tnstncctur and I student. Tcichc~ti~narI\ ;I t~ii-~a!~rleet)~~~~iiun~c:~t~~~n~ ryste111th;it pro\ ~des 11nc-\~ay vldcci and ~\bo-itqaudio. .4ppliciltions \lost instnrcror Ictl cducat~irnalctruncs coulrI uhr. th~technique and icll'~:~ughrsc1111n3r ct~unes. .%llir~s hex1 Intcractlon ;lnd icrdhaclr lijr llirtancc Icarnlng that cllianatcs tr:idirit)nal clashruon~instnictit)n ktrucaln h:lre \tru;d r.i)ntact aith lcamcn it\\o xrt rldct)~ I L-arn~nglllurt occur at \pcc~lk~lIIIIIC :md place la~l~~cd,atcrntcrxtlcin 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~)nh? ohwnat~on. .4lli1ttr iur higher lc\cls of lcam~tig~t~cludin~ pcrti)rn~ancc tr;uning. :<)>I: High costs asroc~atcdiv~th \nrelli~c dishes. ratc1Iitr. usagc. long disr:tncc charge>. and equlplncnt n.nt:tl/ purch:ac. Het'crcncesl Compiled Fmm: Canada. hpanmcnt ot' Nat~onalDt.lcncc. Diwcror Grncral Rccruiri ng Education and Traln~ng.JI~YJI-100 r DGRET) CF Polic~ Frarnrn*nrk$)r Training Technukogy. Otta~a:DGKET. I0 hla? IYL)3 Hcl~anlF.S, Disrance I.eurning.4nnotatcd Bihli~)gruplty,White Sands lllissilc Ranp: L.S. Dcpan~iirnrufthc .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> rjt' Calgap. llj11J; Cnttsd Statch. kpartment of Dcfcncc. United Starcs Air Frwcs. Air Univrrsit>. Xlan~eIiAir Forcr Bar. Distance Learni~ig Ci~~culutn.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 at the suitability of using ICW as a delivery method. and the project mana,menlent 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. md 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 AM- 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: task analysis. developing performance objectives. assessment procedures. mana,Dement 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-alidatingthe 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 nhancr 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 ttp:/lh~mc.int~'rhc~p.nt:t/-cflsrc-h~rn Appendix C Canadian Forces Course Evaluation Checklist This uuldr rstabliahes s~srrnuticpri~crdun.?; k)r rcvicwing iacrtlrs affecting the qualit> of tr~iningtilr ;I SECTION It- CONTROL MICl1hlENTATION 1 I ITE3I LIOCChIENT CURRENT DATt B I Spr.cltic311or1 I B 1 Tra~n~npSta~~clarll 13 3 Tn~n~ngPlan H 4 ( 11her ITEhl 1)ESCKIPTION i'ES VO B 5 C't~uncc'31:~lo~uc I cFP ?Oh I cc)n1:11n\ 311 .ICL'LI~:I~C iIc\inp11i1nof ~t)ur\e iilnlcnl and p1-crcqulslrr.N ' Ht) In \our ~~plnlon.IN thc spectliccll~on.~llgnc~f \\IIII rlpcr:l~~r~n.d rc~ItIIrcIIlcnl\ -- .- -- -. - - -- .- -- H7 In yiur t,plnliln. cite4 tfw TS rctlcc~~hc ~)pcr~11on.11 rc~plrcIlicnl~ dclinc~l In 1I1c ( )S1 S I ' 6 INTRODUCTORY Ll.ATERIXL ITEhl DESCRIPTION YES NO t Nf.4 I3 S Title page includes - NUIL) nu11ihc.r - 4ccunt) clx\>it~cat~tl~~ - OPI tlcs~gn;rt~oti - d31c - c6)lllplct~'tltl~' - ;ruthonty nl)tlcc - iupc.nch>lon ~lclllcc - - -- B1l LI~Ioi Effcct~\cChanges HI0 Ft~r~~orlIIII~IULIL'~. - ~~utht~nt)rit)l~cc - \UPL'r\ChhltlflIll~I1cC - nc\ttcc (ti intcrll~~xlatuh - rcquc~tior iuggehtlc)ns for ch;ingc I31 I P~iicc~ncludch. - 11~1rpo>cttC TS - \~t~pc'11iTS (ti - tliruz~ conrent* I HI2 Tahlc oi C'c)nrcnl\ rncludch. - chapter ant1 111;1rn heading\ \trtli c~u-rcspc~ndingpagr nurtrhcr4 - .Innews ant1 ;~ppcn(liccalihtcti ------CHAPTER I -GENERAL ITEhI I)ESCKIPTIOK YES No I XI.+ B 1 .: The tlutlinc lijr [mining includes: - nccil filr rm~ning - SCO~of trmnlng - t~rinlnc~rntecics ti) achlc\c ohtcct~\rs H I4 The use ,I!'the lrrrlnlng itandanl incluclcs: - ~dcnt~l?c'a~lonot' ~ciin~ng c~~ahlishnicn~c or Unttc \ I 1nkr.d ti) plrtnldcsign ;~ntlct~n~luct rr.ilnlng r CH:\YTEH 1 - TH.4llr;lNG JI.AN.-\tikhIEN-r IIETAILS ITEX1 IlESCKIPTION S NO t %/.A 1 HIT Tlrc ;llrri lhc TS ~nclt~dcs. - pcrtonnancc ohlcct~\r.bltetinril - :ls\cs\liient pn1ccr1un.a p~scrihcil - rchourcc rc~p1lrc111cntL1ile11[1 ticij H lh The cr~tlerlrcqulrcrilcnts ~nciutlc: - trJlnlng tlur~r~t~n - Inhtructor :~lloc~r~t)n - rctlnlng %upponrcqulrcnicnts - languagc n.iluln.rItenrs ti)r c;~ntliilarc~ HI7 Tlic ailil~t~tir~al~lr;~nrr~c~itcn~ 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 io~~lplcrti~n - rclatcd Jt~cti~lients - tcm~~nr~log? C'H.-\PTEH 3 - .ASSESSXIENT OF THE TH;\IKEE ITESl DESCRIPTION YES NO 1 V1.A 8 1 S H:a yl~danccheen pnn idctl 111 c.stiihlish: - th;lt all PO5 mu31 hc ;ichic~cil~.' - hair. whcn and h? \t hotti PCs \\illhe admini>rc~il.' - tit \r hat c'tlcnr PC3 can hc grilupd - actlun ttr he rahcn upon a PC Inilurc - conditions and 1inlttatit)n.~ior \upp[cnicntarq PCs - an! PC)\ that tkxnc specla1 trcarltlcnl - prrxedurcs it~riuunselling rrunccs ~khodl) nrli Iiralnrarn .;atl~t'rtcti)p progrC35 - t'i~nlialre\ te\r pri~cedurcs - ad~ilin~str~ti\t!action to he talien to award rcci)ursc. w-supplcnicnlal~ r PRBs). cte ... 7 B LC) H;L~guidance hcrn pnwided to esr;thli.rh: - gcl~lingprixcdurcs I if rcquiwtl I - intcn;l Lrr gr~ding - 11' rankrng 1s rcqu~ntd - cnrcna li)r r~nlr~n? I BlO Ha3 gu~cl;~nccheen prov~clrd1111: - the cti~itplcritrnoI' course repi)rrh . - the tlistnbut~onot'clrurhe rcpirrfs CHAPTER 4 - PEKFOH>IANC);.i)HJkcTI\ k..?; ITEJ1 I)F.SCKIPTl(IN YES NO I NI.4 132 I Pc.riorri~:~nccSI~I~IIIC~I: - 1ilt.s tb~il! one tcrh \r trh one III~~IIIII~ - I, t~h\cr\:~hlc~ntl ~i~cx~urahlc - dc\cnhr.\ ibhat :~ctu;~llvh;~ppcn\ 11n the ~tlh I H22 Ct~nll~t~irnhSt;~tcl~~cnt: - tlc.scnhr ctrnd~t~tmhcrn rhc JOH - ~ncluifcwpcr\lslc)n. aa\latancc. rclcr'cnccs. tt~trls.ctc . [hat 3rc rc~lutrctltrr ~pc.citicaIl?rl~ntcil - .rl*c 1101 \I) t)h\ IOU> thar the! arc rcdunil;rnl. H2.: St;~ntl:tril\ sta~crt~cnr\ - Jrc ~pccrticdtt~r each PO - hascil OII 1l1e fcrIU1IGcI1Icnts01' the loh - ticliac prcc~scl~[he prLKclrs and/or pn)tlucr c\pr.crctl ~ncluilins;lccur;lc!. quant~I?. rtlilc :tnd ~c~~uct~cc:a ;~pplic;thlc - arc clear ;mil riot a~llh~guotir - .lw dcta~lc~lcncjugh ~cspc.c~all~I~IIW u3lng I.-\!{ ~tnrnccs~ I H2-l Relcrcncc hlntcnal: - qxc~tic~icxncc nu~llhcn incluclcil itrr c;tch P() - ~pcc~ticrcti.rcncc nurnhcn ~lgwc\r ~thIII;II~ rclt'rcncc 11311ng - n.yt~~fc~~i~nttur h~lingual wicwnccs ~nclud~d I €325 Spc.cilic;~tlonTask hutnhen. - rc.lc\ant \pccilic;iltc~nnitrllhcn ~ncludcdIn each PO - nllrrlhch cr~nh)rrll\~llh the gil$cmlng ~pc~l?cal~c~n B 3 Suppilnrng Knou ledge: - ~ilrnriticdlirr dcsign/iIc\eIoptt~cnf\ral'r r H 17 Trunrng Lini~rnt~imh: . haw hcrn ~tknt~ticd - gutdance pro! I~CL!lirr dc?i~gn/dcvcIi~pti~r.nrrca~ii TRAINING PLAN The t'~)lI~l\ttng\ccttt)n I:, :i~~iied31 e\aIuatlng thc design and iniple~t~enrartt~noiinstmctii~n/tr;uning. Ir I:, c~pec~c~ltllat ;I TP hc the ~I~xun~rntgu\rnllng lllc conduct ot' training. h~ntevrrIn so~tlesituations this 11i;ij not be the L:L~C.If 1h13i\ the cast cnnsidcr ~hc foll~~~~jng arc33 acc~)r~linglj INTKODLrCTOK t' h1XTEK I.4L ITEhl 1)ESCKIPTION YES NO I w.4 H'h Ctncr page\ ~clent~t'! ' itjUT\C 1tt1~. - 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 H 27 .AIII~ (\I~r;~tnlng I\ ~tlcnt~liecl: - <~~tc'oli~~&)I' Imlnlng ilc~cnhcrl L H28 I)c..scnpl~on 01' Nec~l: + 1dcn111ics\r hu neell:, [he rrain~ng - 1tlenltlic3 the fralning rcclu~rctl - ilctatl~the .rc'op~'t1l the IrJintng - 1lcta1I5the 111cthoilh~~l';tchtc\lng [llc t)hlcct~\c?r , H 21) Kcsourcc Kalutn.r~lent~. - nutnher ol' penonncl rcrlulrc.rl inclurling: - 1nstructi)h - ~ncrenrcnr:il~:II'I' - gueht Ircturcn ,t~1111tnsuppun - t;rcil1ttu3rci{uln.d: - ~l~l~\roolll3 - 1r;iIntng ;IWL~ - cqulpruent reilu~n.il: - \ch~clcs - Irmnlng aid5 . Ieamtng AIL^ - 111hcr I H.?O Tirlle a11i)ca11~inTcqutrenicnls: - ~IIS~C\ICLIycqucncc 01'Inhtruction - rmlnlng d;~) lengtli - pcnod Icnpth - :~~Iniln~srr~t~vsprloJ.\ - ,port pnotls H3 1 Spctrtl instruct~ons. - prc-cc~uneplann~ng rY: prep - niter-action det;~il~ I CH.-\PTEK 3 - TKXLNEE .JSSESShlENT - I ITEbI DESCRIPTION YES NO t Nlc\ I I321 1)cacnhch Trainee .-\ssehsnlrnr: - pssslt'ail a3scahrllcnt gurtfrlincs - cnlcn:r ilrr 2r~cling - cntcna li)r ranlirng - huh13 i111.~upple~iicntar~ wc.~snlcnl r B73 Ucscnhc.5 Tm~nrr-\h~c3s11lrnt Pri)cutlurc~: - richcrlhch ij~r\rPC'% ;irl~ll-Xh arc rtti~rlagc~l - Jrscrihcs who a~l1i11n14tcntc\ts - ~lc?rcnhc3progrc.h\ ~r~onrti~nngpri~ccd~~rc\ - ~lcscrthe3clispo~~t~trrl 01' i;lil~~.cs -clchcnhcs unaarr\l;~ctuppribgrc>s tfc\c.r~hc\co~uplc~~on l~icclunc rcpclnh - 4 H3-l Chapter 3 oiTP I\ iunhlst~ntwrth Chapter .I c)i' the TS I . CH.-\PTEU 4- LESSON SPECIFIC,-\TIONS ITF.11 IIESCH IYTION I'bS NO t s/:\ H35 13 the F.( clcarl~~1c17ncil ' H qh ..\w :III the E( ) ciin~1itri1n.s.rclc.\ant lo u\aIu3tin~I~:IIIICC 1xrlor1l1;1ncc, 1~1enrltic.J.' €3.77 I)lwh rhc EO yt;~ndarif ilc:~rl>clrt31I cniena that ~':IIIhc u>ctl 10 clicc~rtul) IUJW~tudcnt pcrt~)nrI;~nc.c ' BX .An. rhc Tcach~ngPt~tnt\ ITPb I: - Jcrallrd - 4pec1fIc - log1c:rily -cqucnccrl - c';ls~l?irnJcn~c)tllf h! rhc [r;ilnccs - c':1~11>unC1cntocriI h! the tn3tnrctors - linked ~~thrcti'n'ncc\ HjL) Alrthocls ~11'1n3tructli1e ;I=: - trutlincd - appn~pnatcliw -11h1cit 1n~tcn:11 - appropnare liw target pr~pulat~on . B-l( I Suhhtant~at~unitrr nlcthod is prov~dcd R-l I Tesr dctails arc pro\ ~ilcd H-l: Rcicrcnccs arc: - clr:rrly itlrnt~l?cdand cohcrcnt - current w I H43 Tinic ih a11i~atcrlant1 talitl hlr tach leamrng actl vrty : - trrt~cior rhcclrctlc;~lIch3uns - tirrlc it)r pc1c.trc111Ics3ons - tlnie ior tcsrrng L HU Trmning :iiA an: ~dcntlliedli)r eacll learning acr~vir! Lmrninz ai Js arc rllrnt~ticd ior nlcli karning activrti H-lh .Acldi~it~nalwnlrnks an. prw r~lcdto c'otcr: - CIXMppn.p;lr;ltlun Jct;ul\ - re~ourcczrcyuircd - 9chcduling n'i~uihl~~~cnt~ c-1 C ; .Appca~ncc01 c'la.~~rin11113c~lct)~~r;~ges IKIIIICC lcarnlng .' C'-1 Ntnzc Icvcl ins~rlc;rnA ~lulsldctrt' clahsrt~o11113 it~nlrullc~l.' C5 I:t~iit~csarc pro\ tdcct ;mil a\ ailablc as rcqu~rcd'.' C'O S;L~'CII cr~ulp~l~t'nt13 ~nsl;~llcd uhcrc n.qutwd" .C- Hcqurrcd 9upplir.s arc OII ticl~iclro \uppr)n 1r;llnc.e Ii);~d" C. S .Arc ~hcIr:llnlng tc~lit~c\;LLI~LIU:IIL. t'i~rlicld t~erc19c5 c-I) .lrc ;ill ~y111rci1rcsc~urcc\ :~va~lah!c :~nd ~n \vorking ~-1indi11on' C'lll I\ 111c itrnzi1111l~11i1n111' ~C~IIU~L'L'S III~JIIII~W~~ ;mil controlled ' -- - JW prr,viilcd to thc IC~IIn\ 1g11aiiw - dela~lrcyulretl he[-up an11 rehi,urccs rcclulrcd Ior tllc tch~ SECTION - STUDENT CRITIQUES DESCKIYTIOK YES NO ) N/A G l Is a itucfen~inriyuc is uhcd to ohrain student Iedhack'.' G 2 Student?; 3w ~nt'i~rnicllc~l'~hc in~iyuc pn~grnal and il?;ohjccti~cs ilunng initinl iuunc c~ricnra~~t)n G Z C~,ursccntlcltrc\ arc h:~ndedLIUI ;it I~Cheglnning LI~rhc CLILI~C v ti4 .-\I1 gr;~Ju~tc\C~IIII~~~IC ;L count critique Ci 5 .An ~n~fiv~du;ilt1t11c.r than thc ~nstructia;ld~u~n~.\tcn and collcc~sthe SLIU~.\C irlllc(uc Cih Cn~~quch:ire ;~n;rl\/cd to 1~1entii)\lrcng~hh. i\c;thnc.ssc\. mil trc~lclh C;7 C;brwcl~\caitlons ;~rc~n~t~;ttciI ;I[ ~hc I0ibe51 ~o~51hl~.Ic\cI GS .A routing \>\ICII\ c\1>1>111;11 111cl~i1earci IC\~of crit~quesh! \upr.r\lsur! and ~elllilr\l;ll'l' 1 Cil) Stuilcn~sarc dchnetbd on ttic itlunc crit~cluch GI0 C'1)ui-s~int~clues an. tiled anti ~~~a~n~cl~nc~ihb the \13ncj3rtls \l;~t't'ior ;k 1lclin11c pCfllId. tI2 I)trt'\ thc ~fc\~gnII~the ~n\~ruct~crnIcnli ~t~clfrt~dctlie p;~rt~c~p~t~onon ~hs pilrt (11 rlic tr:itncc\ ' ti 3 I3 the otcr;tll ~n\tructlonaI~tr;lrcs! ;Ippr[~pri;rrclor lhls progr;II11.' H-1 Do 1nstructr)n cncour:lp .ICII\~ trdlncc p;lrtlclp;ltlon ;~.s ;Ipprrtpn:lte! A H5 .An. the Ics\c~npl:rn\ carrcnt ant1 ct)~t~plrtc.' I I3 Tr:~inint!31Js used during tri~iningcnhanct./tlc~lit~~c tr:llncc learning ' I4 rrun~ne31Js ~inclutl~ng\'~~lec)s. acc~alt'~. sl~dcs. etc I ;in. irt gi)t)cl ilualtly .' 15 Trri~ningads an. rna~rira~ncil.kygrrl. anti ct~ntrallc~l111 ensure a\ailabilit> Itlr inhtructon .' r I0 .\ullio-\ ~sualcyu~p~ucnt 13 ;l\a!lahlc and ~n gi1c)tl iri~rlrlngtlrcfcr ' 17 Lcarn~lrg;uil% LI~CLI tlur111gtr;11n11y ;lrc corwstcnt NII~thilsc ~tlcntlticd111 the TP'' r 1 IS t.;~rn~nzalils used Junng tclrnlng cnh:~nc.c/:/t;~c~lit;~rc\~urlcnt Ic:~rn~nq .' k d 111 LL.:~rnlnsartis i ~ncludinghandtluls. 111anu;lls. brucl! gulJus. crc I ;ire 111' gcn~il qua111>.' J Ill) Student'\ ~~cci\e3 prc-ct~urs~ pa~'hi~gc pntw 11) count ' I II I The xaJlng Ir.\cI drhc Irraim~ng:utB is appmpn;llc tor the target popul;ltltm .' I12 -\x lrll rc:/tcn.nccs ;~ndrcyu~rcd puhlicatiuns ;r\;ulahlc !'or tr;~~nerusc ' I\ thcrc 3 \\\tc111In ~I:ICCto rcoriler \tt)ch ;I> KL'LILII~~LI" II .: .-\re rctcrcnccs ~.rsurifto stutlcn~~pnor 11, the ~n.r~rucr~~~ri;~Ilwnt~dIi~r it htch [he? rrppl! ' I I4 Is rhc tnrnlng liter;ltux cuwnt. csscnt~al;1nl1 appropriate ti1 thc tcani~n~ ~lhlcct~\cs' , Ili .Arc ;ill Icamlng ;uJs an11 n.tiin.ncc%3tail;lhlc ~nthe \~udcnt'\I311guagc o( cl11)lcc .' ------SECTION ,I - ESTERV.41. 'TK;\lNING EXYlKONi\lENT 12 .An. h;i.~cin c.lc.:lclncrt prcrcctlun.~kept :a ii111pl~ pohhiblc. .' 13 412.;~c~r~ni~i~~~ri;itlon t;~c'ili~~c\clean ;~nrlIIK;I~CL~ nr;ison;~hlb claw lo thc tr:11111ngt:~cilit~c.~ ' , 14 Arc accor~~~ii~nlat~i~niacrli~~c'\ \utl:lhlc Ctlr b~utl! pt~rpu\c~' - ~lulcl - iuni~turr:(ex. tlt>h I pro\~~icil - lit ~cllcnt)ugIi J.i .Arc ~hcIIIC>\I~~ lac~lit~c\ cItj\c nil :~tlcqu:~~c.' . 10 Arc 11ic1r~~'crc:~t~l)n;iI t':~c~lit~~\ ;i\a~l;~hlc it)r tr;~lllccu)rc ' C;ln:111;1. iltp,rrii~r~~~,JI ;Y~III~IJ~I/ f)e\rir, t, .\tuttuul of Ittdividt~ulTrninittg \;)11ttttt*11 Evaluariot~of Traitritt~.\Vintitpcg: CFThlPC. ILN1 and (:)t~. 1). Prrrjec-I Hrpon jilr thr Jurnuc;tt Jurril~rC'ortrttrortd uttd S1aJJCbun.r. 8i)nic.n: CFLSTC 109h 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 (CFITESI. 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~adeis a diversely established formation of the Canadian Forces in 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 ti~rlong periods o t' time. Similarly the MOSC has experienced a trainins prod~~ctionshonhll. 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 789 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 but that many references contained in the course arc available on the DIN. In order to reduce development costs. by saving numerous hours of input. it 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~rlForc*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~llowingchamctrristics: I. More complex graphics and animation used: -.7 .A~ldiomay 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. it 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 it 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 lr~tlequal 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~~otationdoes not in an respect endorse the company or cause an entry into a contract concerning the development of any f~~turrcourse 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/managernrntskills 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~nderstandingof 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 of general safety principles and PO 405 Communicate orally and in writing: EO 405.0 1 Prepare memorand~~mand 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 order1y 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 hnd institute: and EO 408 .OS Prepare a CF 51 Gener;ll Allou~ancrsclaim to claim either public funds or a public pnt PO 409 Administer career management study EO 409.0 I Make entries to each type of UER forms EO 409.02 Write rl PER narritive EO 409.03 Perform intermediate counselling techniques EO 4OL1.04Conduct 3 programme of administrative measures €0409.05 Action requests for individuals transfers between units. areas and cornm;~ndsand 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-ROMpmjec& 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 will 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 quire 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~~dfiom 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