THE GOAL OF OBTE METHODOLOGY IS TO MAKE THE TRAINING ENVIRONMENT MORE REALISTIC AND DEMANDING, EMPOWERING STUDENTS TO EXERCISE INDIVIDUAL INITIATIVE, HONE INDIVIDUAL LEADERSHIP SKILLS AND TAKE RESPONSIBILITY FOR THEIR ACTIONS.
12.2, course evaluations revealed that Soldiers felt overwhelmed and complained that the course was difficult and confusing. After the outcomes-based training during NIE 13.1, Soldiers
expressed in their
course evaluations that they had a “good understanding” of
the material. Several
Soldiers stated that the training was the best of their entire Army career.
Comparing data from when the two
groups began managing their networks, the NIE 13.1 experimental group out- performed the NIE 12.2 control group in their ability to plan, configure, control and troubleshoot the network. Tey also showed a better overall understanding of the material.
that recruits were not expected to think on their own. Times have changed and learning methods have evolved, as have Soldiers. Feedback from our all-volunteer Soldiers reveals a belief among course participants that minimizing the use of briefing slides and increasing the allotted time for hands-on exercise with guided instruction will help them better under- stand the material.
Tis feedback leads our team to support the idea that the newer generation of Soldiers are technically proficient individual thinkers, traits on which we must capitalize. For example, during one of our reviews, a Soldier stated, “Even though this was a challenging concept, they treated me like an adult and made me think.”
Tis specific kind of feedback is what
we are looking for when evaluating our instructional effectiveness. Deployed Soldiers will encounter situations that do not come with a step-by-step decision- making guide,
forcing them to think independently and critically, using the
Our comparison groups used consecutive Network Integration Evaluation (NIE) events, NIE 12.2 and NIE 13.1, for our side-by-side comparison of JENM training approaches. After completing the original JENM training material used during NIE
guidance and OBTE experience received in class.
they
MEASURING THE VALUE OF OBTE To accept the impact and value of out- comes-based training, it is best to compare side-by-side training events: a class using an outcomes-based training module, the experimental group; and a class using traditional training methods, the control group. Te training events are conducted concurrently, with Soldiers selected at ran- dom for one of the two groups.
After the two training events, each Soldier must, under pressure, complete realistic plans and tasks. As they complete these tasks,
their proficiency is measured to
determine which training methodology works best.
MAJ RACHAEL HOAGLAND is PM JTN’s assistant product manager for JENM training and fielding support. She holds a B.S. in diplomacy and military history from Hawaii Pacific University and an M.A. in global leadership from the University of San Diego. Hoagland is Level I certified in project management.
ASC.ARMY.MIL 21
CONCLUSION Outcomes-based training provides
a
rewarding experience for an instructor as well as a satisfying way to learn for the Soldier. While the instructors are teach- ing the Soldier, the Soldiers are in turn teaching the instructors.
Soldiers like to provide opportunities. input, have
responsibility and receive leadership training
Further, they
know that their feedback to training pro- grams and processes is important and will be implemented.
For more information, contact the author at 619-544-5989, or at rachael.
hoagland@navy.mil
or
m.hoagland.mil@
mail.mil. rachael.
ACQUISITION
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