Year: 1975

Author: J. Swink

Abstract:

As indicated, the systems approach provides an effective and efficient means for improving the quality of synthetic training in several significant aspects.

First, the application of the systems approach can be used to develop intermediate objectives and interim proficiency standards specific to the early phases of task training using synthetic training devices.

Second, based upon the intermediate objectives, a sequence of progressively increasing task performance requirements can be used to structure a synthetic training curriculum which will lead to the orderly and systematic development of operational proficiency.

Finally, the specific intermediate objectives and interim proficiency standards can provide instructors with objective performance criteria to monitor and evaluate trainees progress based upon demonstrated performance.

In general, the systems approach can provide for more effective utilization of synthetic training devices, produce a standardized training curriculum, and ensure that a uniform level of performance proficiency is achieved prior to inflight training.

Year: 1975

Authors: W. Komanski, R. Picton

Abstract: This paper does not have an abstract.

Year: 1975

Author: R. Rodgers

Abstract: This paper does not have an abstract.

Year: 1975

Author: Igor Golovcsenko

Abstract: This paper does not have an abstract.

Year: 1975

Author: Frederick Dyer

Abstract: This paper does not have an abstract.

Year: 1975

Author: Karen Lam

Abstract: The Navy's instructional delivery system has been changing a great deal in the past few years. These changes are impacting instructor job requirements and the role of the instructor. No longer can the instructor generalist adequately meet the needs of the many varied technical school instructional programs. New roles for the instructor are emerging. Trained instructional specialists are needed in areas such as selection and production of media, computer managed instruction, course design, academic diagnosis, academic counseling, team training, and instructional system evaluation.

Year: 1975

Author: R. Biersner

Abstract:

The above interpretations indicate that social/affective factors may be highly important to learning development and training success. Although cognitive and psychomotor skills and abilities may be predominate in accounting for learning effectiveness below some critical level, performance beyond this level may be largely associated with non-cognitive factors, especially interpersonal or social factors. It is postulated that ineffective training performance (attrition, setbacks, slow learning rates, and so forth) is related to the same non-cognitive, social processes which have been shown to be related to overall Navy ineffectiveness (early discharge, failure to recommend for reenlistment, and so forth). Although appropriate social learning may be necessary for advanced learning development, maximum learning achievement may best be demonstrated outside a social context for the more advanced learners. Learning for the more advanced personnel, who are characterized as self-reinforcers, appears to be slowed under classroom or tutorial conditions in which reinforcement is contingent on others. Classroom and tutorial situations appear to emphasize the learning of affective behaviors, which would be useful to the under-achiever, but is probably redundant and distracting to the more advanced learners. Future Navy training R&D should (a) develop a systematic plan for determining which non-cognitive, social/affective factors are critical and enabling to learning achievements beyond a minimal intelligence/aptitude level, and (b) determine the kind of training situation in which these factors are best provided, and whether this training improves later learning, especially under individualized learning conditions. These interpretations and recommendations are not intended to promote a single learning technique or style over any other, but to show that the classroom may provide enabling behaviors in the affective domain which may be necessary for optimum performance in the individualized training situation.

It would appear valid to conclude that overall adjustment or effectiveness in the Navy is related not only to cognitive and psychomotor factors, but to affective skills required to adapt to a variety of work group and social situations. At present, pre-military and Navy training act as passive screening processes for those who have not learned these affective skills. If Navy training is to add significantly to overall Navy effectiveness, it should devote more resources to analyzing the association between social/affective factors and training success, and develop programs which validly train behaviors in the affective domain. It is predicted that these remediation programs would reduce attrition and setback rates, increase learning rates (especially in individualized learning situations) and improve first enlistment retention and effectiveness.

Year: 1975

Author: R. Eisenberg

Abstract: This paper does not have an abstract.

Year: 1975

Author: William McMillan

Abstract: This paper does not have an abstract.

Year: 1975

Author: A. Spooner

Abstract: This paper does not have an abstract.