LEARNING BY DOING


PERFORMING UNDER PRESSURE


OBTE instruction is designed to improve Soldiers’ performance in real-world, high-pressure situations by requiring them to solve problems with critical thinking. Here, Army 1LT Gerard Connolly troubleshoots an AN/PRC-152 tactical radio at the communications station of Forward Operating Base Sharana, Paktika province, Afghanistan, April 26, during the 1st Squadron, 89th Cavalry Regiment (1-89) Herbert J. McChrystal Competition. Connolly was a co-winner of the competition to test platoon leaders’ technical and tactical knowledge . (U.S. Army photo by 1LT Jason A. Sexton, 1-89)


into how well they perform under stress, solve problems and think critically. It also provides insight into their mastery of the material.


MEASURING STUDENT SUCCESS Given that outcomes-based training uses very


few PowerPoint 20-question,


are: How do you measure a student’s capabilities without a standard exam? And, how can a Soldier properly complete a task without systematic instruction?


slides, minimal


lectures, a flexible timeline and no standardized


multiple-


choice exam, people are often skeptical of its effectiveness. Two common questions


While we agree that some sort of progress measurement is necessary in outcomes- based training, OBTE does not conform to conventional methods of


academic


measurement such as standardized testing. Te JENM training team has developed several benchmarks to assess a student’s level of understanding, such as time,


thought process and accuracy. Without a formal exam process, the course mate- rial and instructional objectives must be communicated clearly to the students so that they completely understand the required learning objective.


Today’s Soldier is smarter and learns differ- ently than his or her predecessors. During the Vietnam War period (1960-1975), large numbers of


conscripted Soldiers


went through training programs quickly, requiring highly centralized control given


20


Army AL&T Magazine


July–September 2013


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