Army Transformation Influence on CP-32
Changing times require a new approach by the armed forces to meet the needs and requirements of operating in the current and projected security environment. Army Transformation represents this new approach to implement necessary reforms to achieve the Army's vision for future capability readiness. A major facet of this transformation concerns people - altering the way civilian and military personnel think about warfare and their readiness to respond. Transformation goes beyond just technology and will necessitate an army-wide cultural change. As a driver of change, TRADOC ensures full integration of Joint and Army doctrine, concept development, experimentation, training and capabilities development for the current and future modular force - spiraling needed capabilities into the current force. Transformation requires adaptive leaders, rapid responses, and cost-effective methodologies. Discussed below are brief overviews of how CP-32 is responding to these needs.
Civilian Leadership Development
Like their uniformed counterparts, Army civilians must be well trained, motivated, and forward thinking to meet the challenges of the 21st century. HQ, TRADOC was directed to develop a Civilian Education System (CES) to provide enhanced training, develop skill sets, and provide education opportunities for Army civilians comparable to the Officer Education System (OES), Warrant Officer Education System (WOES), and the Noncommissioned Officer Education System (NCOES).
This transformation of civilian training and education will align uniformed and civilian leader development training and education when appropriate, and enable Army civilians to contribute to their fullest potential. The new CES is a systematic means of developing Army civilian leaders and providing them with the capability to perform the critical tasks, with supporting skills and knowledge, to the prescribed standard appropriate to their levels of responsibility. This includes improving their critical thinking, team building, effective communications, and interpersonal skills. CES will develop civilian leaders who understand and display Army values and professionalism and who exhibit creativity and innovation in a joint, interagency, and multinational environment.
Within the CES a new curriculum will be developed that will capitalize on existing programs/courses to create three distinct levels of leadership education. In addition to a Foundation Course delivered via distributed learning (dL) for all newly appointed DA civilian employees, three levels of leader training will be developed - Basic Leader, Intermediate Leader, and Advanced Leader Courses. These three courses, which will be implemented in phases, will include both resident and non-resident instruction to achieve essential learning outcomes. However, the resident instruction is available only to supervisors. This revised set of courses will replace the current Civilian Leader Development courses, i.e. SBLM, SLE, OLE, PME I and II, and LEAD. For availability, check What's New.
ARMY LEARNING CONCEPT 2015 (ALC 2015)
The current learning models have not kept pace with the rapid changes, requirement of Soldiers rotating in and out of battle, and the increasing arrival of digitally savvy Soldiers. It is imperative the CP-32 community ensure the development of relevant and rigorous training and education and leverage emerging technology whenever possible (constructive, virtual and gaming). The Army Learning Concept 2015 (ALC 2015) is the Army’s visualization of how the Army will train and educate Soldiers and leaders in individual knowledge, skills, attributes, and abilities to execute Full Spectrum Operations (FSO) in an era of persistent conflict. The ALC 2015 learning model is based on two basic themes. First is improving the quality, relevance, and effectiveness of face-to-face learning experiences through outcome-oriented instructional strategies that foster thinking, initiative, and provide operationally relevant context. The second theme expands the reach of the schoolhouse through the creation of digitized learning environment that blends the operational, institutional, and self-development domains to create a learner-centric, career-long learning capability and significantly expands the use of technology-delivered learning. ALC 2015 gives learners access to a vast repository of digitized learning content by developing a robust capability to rapidly develop, archive, and disseminate information over a variety of current and emerging delivery platforms. It allows a modular, tailored, precision approach to learning at the point of need throughout the career span and facilitates a career-long learning culture.
Use of Cost Effective Training Methodologies
The changing nature of the Army necessitates changes in access to training. "Train as we fight" is the goal for the future. For many training needs, alternatives to traditional classroom training are more cost-effective and provide accessibility to training that meets the schedules and locations of students. Advances in technology offer new opportunities for delivering efficient and effective training
Blended Training
Blended training describes the combination of traditional and electronic training methods and taps into the strengths of each. Traditional training provides a student with interaction and feedback from an instructor. Providing training electronically allows 24/7 access to the training. The combination of both styles meets the needs of a wide range of learning requirements and offers increased flexibility to the student. No less important, this blended approach reduces training costs. As the demand for training increases and funding dollars are stretched, this hybrid method allows the Army to meet the challenge of educating its civilian and military members.
Blended training crosses the spectrum in terms of technology, sophistication and cost, from video teleconferencing, satellite, Web-based, computer-based, chat, and other dL methodologies. This training allows students to participate from anywhere and at anytime, and adds the features of synchronous and asynchronous discussions, electronic postings, use of video, audio, and e-mail capabilities, and interaction with an instructor. The hybrid system allows participants to work together on small group projects, conduct small group discussions, and share presentations - while also allowing for independent, self-paced assignments. The combination of electronic training with instructor contact qualifies the training as blended.
Immersive Instructional Technologies
Immersive instructional technologies are highly realistic, interactive educational and learning video-based scenarios that can be incorporated into dL and other technology-based courseware. These techniques can strengthen dL by helping trainers transition from traditional instructor presentations with slides to more powerful, scenario-based instruction.
The term "immersive" means courseware or any type of training that engages the learner in highly interactive, motivating, challenging, and realistic job-related experiences. These immersive instructional technologies simulate a real world experience. This is more than just using technology to re-create the real world. It's also about the story line and capturing the learner's imagination. Effective training depends both on the technology that is used to present the material and the content of the material itself.
Immersive dL places students in situations where they must make decisions and solve problems. Immersive courseware places emphasis on affecting the learner emotionally, motivating the learner, and increasing the level of realism so that the learner is completely engaged and learns how to deal with each new situation.
Simulations
As the use of simulations and simulators become integral to Army training, many CP-32 careerists are involved with training via these methods. Worldwide, the military, industry, and academia use modeling and simulations (M&S) as a technological enabler to enhance training, analysis, and acquisition activities. Military forces determined that M&S can provide a realistic, and sometimes cheaper, way to train. Ammunition, fuel, and repair parts are expensive. M&S provides a method for training individuals and units in a safe environment, while optimizing the expenditure of precious, limited resources.
There are three environments of simulations - live, virtual, and constructive. A description of each follows:
Live simulations are simulated operations conducted by real operators using real equipment. Military training events using real equipment are live simulations. They are considered simulations because these events are not conducted against a live enemy.
Virtual simulations involve real people operating simulated systems. Virtual simulations place humans in the central role of exercising motor control skills, decision skills, and/or communication skills. An example would be a cockpit mockup to train pilots.
Constructive simulations involve simulated people operating simulated systems. Real people input data into the simulation but are not involved in determining the outcome. For example, a military user may input data on a military unit telling it to move and to engage an enemy target. The constructive simulation determines the speed of movement, the effect of the engagement with the enemy, and any battle damage that may occur. Results are provided digitally or visually, depending on the type of simulation used.
It is imperative that CP-32 careerists know their functional responsibility relative to simulations and simulators. There are competencies within the appropriate CP-32 job series that address simulations and simulators.
Army Performance Improvement
One of the goals of Army Transformation is rapid response to changes in the theater. To meet this goal, CP-32 careerists must reduce training development time. Army Performance Improvement (API) has been identified as a method to reach this goal. API is the systematic analysis of the root causes of gaps in human performance. Instructional Systems Specialists analyze the impediments to maximizing performance, determine and implement solutions, evaluate the impact, and determine financial results, either positive or negative. There are different versions of this model, but all emphasize inputs, outputs, the consequences of performance, feedback, and the skills and knowledge employed by the performer. API interventions deal with the root cause of the problem, not just the symptoms and address all possible solutions, not just training solutions.
API centers on achieving key business goals. The examination of these goals and identifying which are not being successfully met determines which performance gaps must be addressed. This method assures that the right priorities receive focus.