AFROTC Detachment 595 Instructional Design Project Analysis Report Group A - Force Learning Designs, Inc.

Julia Amanda Bradshaw Henry Sco Darr Leigh Anne Dupree !dward "aylor Francis Lisa Sauder

Executi e !ummary Purpose AF#$"% De achmen &'& a (% S a e, he clien )or his s udy, is responsi*le )or he mili ary raining o) +, cade s who will *e commissioned as Air Force o))icers upon gradua ion )rom (% S a e. $ne o) he primary raining ini ia i-es )or he cade s is a Leadership La*ora ory. "he AF#$"% LLAB Hand*oo. "-&/0, he go-erning regula ion )or his course, pro-ides 1/ o*2ec i-es ha should *e achie-ed *y he ime a cade comple es he course. "o ma.e he scope o) his pro2ec managea*le, he clien selec ed 34 o) he 1/ o*2ec i-es on which i wan ed he raining pro)essionals o )ocus. "he purpose o) his pro2ec is o modi)y he course as re5uired in order o help De &'& cade s more e))ec i-ely and success)ully achie-e hese 34 )ocus o*2ec i-es. Results Based on -arious cri eria, Force Learning Designs, Inc. 6FLD7 de ermined ha an audience analysis and a con en analysis would *e he mos *ene)icial )or his pro2ec . "he 5uan i a i-e por ion o) he audience analysis produced e8pec ed resul s and ser-ed primarily o suppor pre-ious assump ions a*ou he demographics o) De &'&. As e8pec ed, he ma2ori y o) cade s were whi e males wi h echnical undergradua e ma2ors 6i.e. science, ma h, or engineering7. Addi ional 5uali a i-e da a was ga hered -ia an in er-iew wi h 9a2 An hony Bac:.iewic:, he De &'& $pera ions Fligh %ommander, and -ia direc o*ser-a ion *y Sco Darr, a mem*er o) he FLD eam. "his 5uali a i-e da a supplemen ed he 5uan i a i-e da a and allowed )or a more comple e pic ure o) he raining audience )or his pro2ec "he con en analysis )ocused primarily on he "-&/0, he go-erning direc i-e )or he AF#$"% Leadership La*ora ory course. In order o o))er e))ec i-e modi)ica ions o he sylla*us, i ;s necessary o .now wha res ric ions e8is in erms o) re5uired me hods or procedures and wha leeway he designers ha-e o o))er new ins ruc ional echni5ues or ools. In addi ion o a concen ra ed re-iew o) he "-&/0, he design eam also re-iewed o her per inen Air Force regula ions and pu*lica ions, primarily )ocused on hose ou lining Air Force raining guidelines. Since mili ary raining di))ers )rom ci-ilian raining in impor an ways, unders anding hese di))erences was impera i-e o FLD in order o crea e a more e))ec i-e raining program. Conclusion A) er comple ing he analyses, he FLD design eam is well prepared o ma.e rele-an and wor hwhile changes o he curriculum o) he Leadership La*ora ory. "he eam has a s ronger unders anding o) he cade demographics, which will help us o o))er sugges ions ha will *e more appealing o he s uden s and ul ima ely crea e a more e))ec i-e learning e8perience )or hem. "here;s also an increased unders anding o) he *oundaries wi hin which he eam is re5uired o wor., which will assis us in crea ing a raining program ha can *e e))ec i-ely implemen ed as opposed o a grea plan ha ;s unusa*le due o legal cons rain s. #esource limi a ions prohi*i ed a comple e needs analysis )rom *eing conduc ed in his s udy, *u hrough he appropria e use o) an audience analysis and a con en analysis, he ins ruc ional design eam a Force Learning Designs, Inc. has gained in-alua*le .nowledge ha will help i de-elop an impro-ed and more e))ec i-e Leadership La*ora ory e8perience )or De &'&

cade s. Intro"uction "here are curren ly more han 0,/// <ni ed S a es Air Force #eser-e $))icer "raining %orps 6AF#$"%7 cade s in de achmen s a 3=& di))eren uni-ersi ies hroughou he <ni ed S a es 6>Jeannie 9. Holm %en er,? ,/317. @hile allowing )or minor -aria ions and ins ruc ional echni5ues, he Jeannie 9. Holm %en er a 9a8well Air Force Base 6AFB7 produces he curriculum ha all de achmen s are re5uired o )ollow. "his curriculum re5uires he achie-emen o) 1/ speci)ic o*2ec i-es while adhering o s ringen ime re5uiremen s o) no more han +& hours o) raining per academic year. "hese raining re5uiremen s are in addi ion o he s andard academic load o) an undergradua e s uden . In an a emp o op imi:e i s allo ed raining ime and more e))ec i-ely achie-e he curriculum;s desired o*2ec i-es, AF#$"% De achmen &'& a (% S a e <ni-ersi y con rac ed wi h Force Learning Designs 6FLD7 o analy:e and re-amp i s approach o 34 o) he 1/ re5uired o*2ec i-es. FLD researched he desired ou comes o) he curriculum and al ered he raining plans )or he 34 )ocus o*2ec i-es in order o mee hese ou comes. In some cases, he curren raining plan was simply modi)ied o ma.e i more e))ec i-eA in o hers, i was en irely re-wri en. The Project an" its #oals Bresen ly, AF#$"% De &'& has a curren sylla*us and schedule used o comple e he raining in accordance wi h he AF#$"% Leadership La*ora ory 6LLAB7 Hand*oo. "-&/0, which ser-es as he curriculum guide ha all AF#$"% de achmen s mus )ollow. "hey are presen ly mee ing all Holm %en er re5uiremen s )or he LLAB curriculum. In spi e o) he )ac ha De &'& is curren ly mee ing or e8ceeding all raining re5uiremen s, L %ol %hris Froeschner, he De &'& %ommander, de ermined ha he AF#$"% program a (% S a e <ni-ersi y could more e))ec i-ely mee i s s a ed goals and pro-ide *e er learning e8periences )or i s cade s. <nli.e he a-erage college s uden , AF#$"% cade s )ace a demanding schedule ha re5uires hey *alance a ypical undergradua e course load o) 3&-30 academic hours wi h addi ional mili ary raining, s a)) posi ions and re5uiremen s. "ime managemen is a priori y )or he cade s. "hus, i ;s impor an ha De &'& spend he ime i has wi h he s uden s e))icien ly o assure ma8imum learning wi hou was ing he s uden s; ime. "he purpose o) his pro2ec was o modi)y he curriculum such ha his op imi:a ion is achie-ed in )u ure classes. !cope o$ the Analyses %ade raining in De &'&, as in all AF#$"% de achmen s, is organi:ed and conduc ed *ased o)) o) AF#$"% Leadership La*ora ory 6LLAB7 Hand*oo. "-&/0. "his pu*lica ion con ains lesson plans and learning o*2ec i-es wi h *o h recommended and re5uired me hods o) applica ion and raining. "he De &'& %ade $pera ions Group %ommander, who plans and organi:es cade raining under he super-ision o) he De &'& Ins ruc or %adre, was as.ed o arge speci)ic lesson plans, or o*2ec i-es, ha FLD will re-iew and impro-e o-er he course o) his pro2ec . "he 34 )ocus o*2ec i-es were chosen in par *ecause he allo ed ime )or hose o*2ec i-es accoun ed )or he larges percen age o) he a-aila*le raining ime remaining a) er one semes er o) s udy. Addi ionally, i was he opera ions s a));s opinion ha hese o*2ec i-es could *e impro-ed upon he mos and ha , due o "-&/0 res ric ions, i was more di))icul o achie-e a -arie y in raining in hese areas. "he ma2ori y o) he )ocus o*2ec i-es rela ed o sophomore cade s and heir prepara ion )or Field "raining. Field "raining is a )our-wee. e-alua ion o) .nowledge and a*ili y ha is e))ec i-ely an 3

AF#$"% s andardi:ed prac ical e8am. A cade ;s resul ing class ran. ou o) Field "raining will impac he career )ield )or which hey are selec ed upon gradua ion. "he 3= o*2ec i-es no included in he s udy were disregarded ei her *ecause he "-&/0 already permi ed an appropria e amoun o) -arie y in he raining or due o he opera ions s a));s assessmen ha he areas did no need impro-emen . "he scope o) he pro2ec was hindered o an e8 en *y ime and resource limi a ions. Some *asic demographic in)orma ion on he cade s o) De &'& was a-aila*le o Force Learning Designs and his in)orma ion was help)ul o crea e a *asic audience analysis. "his audience analysis did allow us o ailor our raining plan o some e8 en . Howe-er, we weren; a*le o conduc a more horough audience analysis including educa ional *ac.grounds, cul ural up*ringing, and o her )ac ors ha could ha-e po en ially helped us crea e a more comple e raining plan. @e were also una*le o comple e a rue needs analysis. "he resource limi a ions, as well as res ric ions placed *y he Air Force in order o s andardi:e he curriculum across all AF#$"% de achmen s, re5uired Force Learning Designs o rely on De &'& o de ermine wha o*2ec i-es needed o *e impro-ed and ha reorgani:ing he raining plan was he proper me hod o achie-e his goal. "his si ua ion isn; op imal, *u wi hou he oppor uni y o comple e a needs analysis, i was he only op ion. Assumptions A -arie y o) areas could no *e al ered due o he s ringen re5uiremen s o) he <ni ed S a e Air Force 6<SAF7. "his o))ered se-eral challenges )or he group in an e))or o mee he clien ;s needs. For he redesign o) he De &'& o*2ec i-e lessons, <SAF rules, regula ions, and conduc could no *e changed or redesigned. "he lesson re-isions were re5uired o )ul)ill he o*2ec i-es se *y AF#$"% while also con)orming o Air Force regula ions. 9ili ary guidelines are radi ionally rigidA hus, each eam mem*er unders ood he impor ance o) no al ering he ma erial *u ra her ma.ing sugges ions )or he me hod o) deli-ery and corresponding or supplemen al ma erials. Good )acili a ors are a*le o use mul iple s ra egies in -arying com*ina ions depending on he ma erial, he learners, and he se ing o) he learning ac i-i y 69ac.eracher, ,//=, p. ,/47. "he assump ion was also made ha each s uden par icipa ing in he program would *e de-elopmen ally a he same educa ional le-el. A) er researching s uden s enrolled, s uden educa ion le-els -aried *e ween )reshmen and sophomore par icipan s. <nders anding where each s uden s ands in his or her educa ional 5ues will help o *e er design an e))ec i-e program. A )ounda ional concep o) he "-&/0 places is ha s uden s in he LLAB are adul learners and, as such, are s rongly sel)-mo i-a ed o learn and achie-e success. An adul learner is de)ined as >anyone ei her age wen y-one or o-er, married or head o) household? 69erriam, %a)arella, C Baumgar ner, ,//+, p. &&7. Apprecia ing where hese s uden s s and in heir personal higher educa ion career, and how closely hey con)orm o he charac eris ics ypical o) adul learners, is crucial during he analysis por ion in order o modi)y he curren curriculum o accommoda e he learning needs o) adul s. In addi ion, an assump ion is made ha all 2uniors and seniors in he program are e8pec ed o men or, rain and e-alua e )reshmen and sophomores. !-ery cade who gradua es )rom an AF#$"% de achmen will ser-e an ac i-e du y ser-ice commi men as an o))icer in he mili ary. Leadership is impera i-e as an o))icer and o prac ice his s.ill, all gradua es o) he program are e8pec ed o manage and a.e care o) young Airmen. "his addi ional responsi*ili y is unusual )or college s uden s he same age as cade s and poin s o an increased le-el o) ma uri y ha is re5uired o *e an AF#$"% cade . "his addi ional assump ion impac s how he curriculum is modi)ied *ecause i again sugges s a more ad-anced desire o learn and willingness o in-es he necessary ime o learn new ma erial. Ano her impor an assump ion concerns he >whole person? concep ha he Air Force

champions. "his idea encourages Airmen o .eep hemsel-es heal hy physically, men ally, and emo ionally. In accordance wi h his policy, FLD will a emp o crea e lesson plans ha are designed o aid cade s; learning *o h physically and men ally. <l ima ely, mo i-a ion is a .ey )ac or needed o encourage cade learning. As 9ac.eracher s a es, >mo i-a ion in learning can *e descri*ed as ei her *eing dri-en o reduce uncer ain y and mee unme needs or a dri-e owards posi i-e grow h hrough e8ploring he un.nown? 6,//=, p. 313-31,7. Ha-ing a s rong unders anding o) he assump ions held a*ou he De &'& cade s will help FLD *e er )rame he "-&/0 lesson plans o ma8imi:e *o h heir mo i-a ion and heir learning in he LLAB. O%jecti es $or the Analyses Since no needs analysis was conduc ed, FLD was already pro-ided a *asic ou line o) he pro2ec and i s goals. So, he ne8 s ep was o a emp o reach a )ull comprehension o) he audience *eing augh . <nders anding he learners helps pro-ide an insigh in o he *asic needs o) why a curriculum may *e e))icien )or some and no e))icien )or o hers. "his process was hindered *y he )ac ha many wi hin he group ha-e no e8perience wi h )ormal mili ary raining. "here)ore, learning a*ou mili ary regula ions and s andards also *ecame an impor an par o) he process. "his challenge complemen ed he e8perienced mem*er;s perspec i-e o) unders anding. @hile some me hods o) deli-ery and ma erial may *e clear o an e8per , *eing a*le o approach ma erial )rom he same *ac.ground as he rainee 6i.e. as someone un)amiliar wi h he con en and en-ironmen 7 pro-ided insigh in o wha aspec s o) he deli-ery needed o *e impro-ed. Ano her impor an par o) he analysis was de ermining he resources a-aila*le o he ins ruc ors. $-er ime, new echnology and ins ruc ional ools *ecome a-aila*le o *e er deli-er con en , which needs o *e incorpora ed in o he lesson plans. I was necessary o de ermine wha echnologies De &'& ins ruc ors had access o, which su*se5uen ly )ramed FLD;s approach o modi)ying he curriculum. %hic.ering and !hrmann 63''+7 encouraged program de-elopers o choose echnologies, when appropria e, ha are in erac i-e, pro*lem orien ed, rele-an o real-world issues, and e-o.e he learner oward in rinsic mo i-a ion. "hrough he -arious analyses, Force Learning Designs gained a clearer unders anding o) he audience, he audience;s en-ironmen , and he ools a-aila*le o help hem crea e a more e))icien curriculum. Types o$ Analyses Complete" As pre-iously s a ed, ime and resource limi a ions didn; permi FLD o conduc a horough needs analysis )or his par icular s udy. @hile ha would ha-e *een *ene)icial and perhaps allowed )or a more applica*le design, i simply wasn; )easi*le. As a resul , FLD )ocused i s e))or s on an audience analysis and a con en analysis. "he raining pro)essionals o) FLD approached his pro2ec wi h cer ain assump ions a*ou he cade s who would *e recei-ing he proposed raining. Howe-er, in order o *e er op imi:e our o))erings, an audience analysis pro-ided a more horough unders anding o) he s uden s. <n)or una ely, again due o ime limi a ions, he audience analysis was )orced o remain a a rela i-ely sur)ace le-el. @e were a*le o learn a li le a*ou he s uden s; se8, e hnici y, and )ields o) s udy a college, *u were una*le o loo. a less o*-ious cri eria such as socioeconomic *ac.ground and educa ional e8perience. @e were also a*le o more 5uali a i-e da a o suppor our audience analysis -ia an in er-iew wi h a mem*er o) he De &'& ins ruc or cadre and he direc o*ser-a ions o) a mem*er o) he FLD eam. "he resul s o) our audience analysis are )ound in Appendi8 A. Addi ionally, our eam e8ecu ed a con en analysis in order o *e er unders and he con e8

wi hin which his pro2ec was *eing conduc ed. "he Air Force, speci)ically Air !duca ion and "raining %ommand 6A!"%7 under which AF#$"% )alls, has dis inc and s ringen raining re5uiremen s. Since mos mem*ers o) FLD are un)amiliar wi h hese guidelines, i was essen ial ha we ma.e he e))or o conduc a con en analysis and unders and wha was *eing augh and he en-ironmen in which i was augh . "his analysis helped FLD o *e er shape he sugges ed modi)ica ions o he raining plan, so ha he raining would *e more e))ec i-e while s ill mee ing all <SAF and AF#$"% res ric ions. &iterature Re ie' <pon re-iewing he AF#$"% LLAB Hand*oo. "-&/0, mili ary-minded ins ruc ional design is e-iden . Sanne Di2.s ra 6,//37 descri*es his ype o) design as one ha includes phases and ac i-i ies o sol-e large-scale educa ion and raining pro*lems. "he phases ypically include needs assessmen , descrip ion o) goals, design and de-elopmen , and a summa i-e e-alua ion o) he .nowledge and s.ills ac5uired 6Di2.s ra, ,//3, p. ,+'7. "he scope o) he analysis included analysis o) he "-&/0, which guides he ins ruc ional layou o) he pro2ec . "he "-&/0 )orma is aligned wi h wha Di2.s ra says a*ou mili ary ins ruc ional design. Di2.s ra also discusses he impor ance o) rans)er o) s.ills and .nowledge o real-li)e scenarios, as i is lin.ed o he 5uali y o) ins ruc ion. "he phases in mili ary-minded ins ruc ional design lend hemsel-es o his end )or AF#$"% s uden s. In order o o* ain a *ac.ground o) Air Force policies o) organi:a ional leadership, he assigned analys re-iewed Leadership 6Hughes, ,//,7. "he purpose was o gain .nowledge and prac ical recommenda ions )or o*2ec i-es a he senior cade leadership 6S%L7 le-el, namely S%L lesson o*2ec i-es 1/ and he role o) men ors wi hin o*2ec i-e ,3. Leadership: Enhancing the lessons of experience is curren ly on he Air Force %hie) o) S a));s reading lis as an organi:a ional guide o) *es prac ices )or all Air Force $))icers. "he lessons are especially applica*le o cade s ha are preparing o en er ac i-e du y D he chie) e8pec a ion o) o*2ec i-e 1/. In addi ion o re-iewing ma erials )or he speci)ic o*2ec i-es ,3 and 1/, he Holm %en er "raining 9anual 6H%"97 was consul ed o ensure all recommenda ions )ell wi hin he guidelines o) raining prescri*ed *y A!"%. Guidelines are pu*lished and hard copies are dis ri*u ed o e-ery Junior and Senior %ade in De &'& in addi ion o *eing *rie)ed o Freshmen and Sophomores each semes er. "he H%"9 descri*es re5uired e i5ue e and echni5ues manda ed o) all AF#$"% raining. A re-iew o) *o h mili ary and non-mili ary li era ure demons ra ed ha he "-&/0 closely adheres o e8pec ed mili ary raining echni5ues. By unders anding he s reng hs and wea.nesses o) hese echni5ues, FLD can ac i-ely pursue he *es me hods )or change in he program. (etho"ologies )se" For his pro2ec , he me hodologies used included an in er-iew wi h he clien , a re-iew o) rele-an documen s and da a, and e8perien ial and o*ser-a ional da a. Sco Darr, su*2ec ma er e8per , was he primary clien con ac and conduc ed he in er-iew early in he pro2ec o o* ain he necessary in)orma ion o mo-e )orward. "he represen a i-e in er-iewed )or his pro2ec was 9a2 An hony Bac:.iewic:, he De &'& $pera ions Fligh %ommander. "he clien , AF#$"% De &'&, was selec ed due o he na ure o) he re5ues ed raining needs and due o he pre-e8is ing rela ionship o) wo group mem*ers wi h he organi:a ion. "hrough his in er-iew, FLD was a*le o isola e he goals o) he pro2ec , wha he s a.eholders )el needed o *e accomplished, and wha he s a.eholders; curren sen imen s were a*ou he s anding o) heir de achmen and cade s. Fur her, FLD re-iewed per inen AF regula ions and pu*lica ions. "he "-&/0 and o her raining documen s were analy:ed o pro-ide a

wor.ing .nowledge o) AF#$"% raining, cul ure, and per)ormance e8pec a ion. "his allowed )or po en ial impro-emen s in he raining ha are more appropria e and in-line wi h o her <SAF raining. Finally, e8perien ial and o*ser-a ional da a as used, al hough o a lesser e8 en . $ne eam mem*er, Sco Darr, has access o De &'& personnel, per)ormance e-alua ions and in erac s wi h hem on a daily *asis. Ano her eam mem*er, "aylor Francis, has *een in he <SAF )or se-en years and has a ended and led )ormal mili ary raining in mul iple con e8 s. "he com*ina ion o) hese wo mem*ers; e8periences, in addi ion o Sco ;s daily o*ser-a ions, o))ered added dep h o he analysis ha would ha-e *een lac.ing o herwise. "he use o) mul iple research me hods allowed )or more horough analyses, which will pay di-idends in erms o) a more applica*le and e))ec i-e )inal produc . Results o$ the Analyses "hrough he con en analysis, i was disco-ered ha he "-&/0 and o her AF#$"% raining regula ions pro-ide guidelines ha o))er a s.ele on ou line o mee he minimum re5uiremen s, *u s ill allow indi-idual ins ruc ors he )le8i*ili y o choose deli-ery and ins ruc ional me hods ha hey )eel are mos e))ec i-e. Eogel-@alcu , Fiorella, C 9alone 6,/317 wri e, >In an e))or o impro-e raining e))iciency, he mili ary has )ocused much a en ion on he de-elopmen o) replica*le and generali:ed raining sys ems? 6p. 3='/7. Generali:a ion is a s aple o) mili ary raining *ecause uni)ormi y o) e))or and ac ion is essen ial in com*a and o her mili ary ac ion. A <SAF o))icer is e8pec ed o mee cer ain s andards o) *eha-ior and per)ormance regardless o) where he or she recei-ed ini ial raining. "hus, a cer ain amoun o) rigidi y is *uil in o he curriculum o ensure a minimum s andard. Beyond ha , he ins ruc ors ha-e he au hori y o modi)y he raining as hey see )i o achie-e ma8imum *ene)i . "he records re-iew )or he audience analysis didn; pro-ide us much new de ail, *u did con)irm many o) our assump ions. 9os o) he cade s in De &'& are whi e males wi h echnical ma2ors 6i.e. science or engineering7. Howe-er, Sco Darr;s personal e8perience and o*ser-a ion, as well as he in er-iew conduc ed wi h 9a2 Bac:.iewic:, pro-ided essen ial insigh o wea.nesses wi hin cade per)ormance and o which o*2ec i-es and corresponding lessons could *e s reng hened in order o more ap ly mee he needs and s.ills o) De &'& cade s. Armed wi h his .nowledge, FLD will crea e more e))ec i-e and appropria e raining recommenda ions. Recommen"ations $or Design "he AS%! !8cellence in %i-il !ngineering 6!8%!!D7 9odel Ins ruc ional S ra egy, as descri*ed *y #onald @elch, S ephen #essler, and Allen !s es 6,//&7 is an applica*le model )or he AF#$"% design pro2ec . "he AS%! !8%!!D model is an eigh -s ep process ha is used )or )acili a ing learning o) a ma2or concep or opic 6@elch e al., ,//&7. "he eigh s eps areF 37 pro-ide an orien a ion, ,7 pro-ide learning o*2ec i-es, 17 pro-ide in)orma ion, =7 s imula e cri ical hin.ing a*ou he su*2ec , &7 pro-ide models, 47 pro-ide oppor uni ies o apply he .nowledge, +7 assess he learners; per)ormance and pro-ide )eed*ac., and 07 pro-ide oppor uni ies )or sel)-assessmen 6@elch e al., ,//&7. "he ins ruc ional )low o) he AF#$"% LLAB Hand*oo. "-&/0 aligns wi h hese eigh s eps. @elch e al. 6,//&7 wri e, >"he 9odel o) Ins ruc ional S ra egy helps o guide he ins ruc ors; decisions a*ou alloca ing responsi*ili y )or s uden learning? 6p. 3+/7. "his is precisely wha he goal o) he lessons in he pro2ec are aimed owardA eaching .nowledge and s.ills ha s uden s will success)ully demons ra e and apply in real-li)e mili ary si ua ions. Ano her me hod ha has *een success)ul )or De &'& is he use o) a mul i- iered approach o physical raining. In his approach, cade s are separa ed in o separa e groups *ased on heir pre-iously

demons ra ed .nowledge or e8per ise in he )ield o) s udy. S ronger per)ormers are grouped wi h o her s rong per)ormers and wea.er per)ormers are grouped wi h hose o) similar s.ill le-els. In he pas , De &'& has used he me hod and seen impro-emen in e-ery group. By grouping indi-iduals o) similar e8per ise, hey push each o her o impro-e as opposed o one s rong per)ormer simply rying o suppor wea.er per)ormers in he group. Bonner and Baumann 6,/337 sugges ha when group mem*ers ha-e grea er rele-an .nowledge hey are more li.ely o share ha .nowledge, ha-e a more sophis ica ed unders anding o) no-el pro*lems, and increase o-erall group shared .nowledge and per)ormance. "his suppor s he prac ical e-idence ha De &'& has seen using heir iered approach. @i h limi ed ins ruc ors and resources, using a iered approach is ano her ins ruc ional echni5ue ha could o))er similar posi i-e resul s o hose seen in he pas . @hile *o h o) hese models pro-ide -alua*le insigh , he uni5ue na ure o) he pro2ec circums ances illus ra es ha each si ua ion calls )or some hing di))eren in he way o) ins ruc ional design. (o single me hod will *e e))ec i-e in e-ery si ua ion. Designers mus consider heir own pre)erences and s reng hs as well as he audience and con en when de-eloping raining programs. As raining e8per s ha-e pre-iously s a ed, >Ins ruc ors and designers are uni5ue indi-iduals, 2us as learners are uni5ue? 69orrison, #oss, Galman, C Gemp, ,/33, p. 317.

Re$erences Bonner, B. L., C Baumann, 9. #. 6,/3,7. Le-eraging mem*er e8per ise o impro-e .nowledge rans)er and demons ra*ili y in groups. Journal of Personality and Social Psychology, 1026,7, 11+-1&/. doiF 3/.3/1+Ha//,&&44 %hic.ering, A. @., C !hrmann, S. %. 63''+7. Implemen ing he se-en principlesF "echnology as le-er I$n-lineJ. #e rie-ed )romF h pFHHwww. l group.orgHprogramsHse-en.h ml Di2.s ra, Sanne 6,//37. "he design space )or sol-ing ins ruc ional-design pro*lems. Instructional Science, 296=-&7, ,+&-,'/. doiF 3/.3/,1HAF3/33'1'+,=030 Jeanne 9. Holm cen er )or o))icer accessions and ci i:en de-elopmen . 6,/31, Jan 137. #e rie-ed )romF h pFHHwww.a).milHin)orma ionH)ac shee sH)ac shee .aspKidL31/1, Holm %en er, J. 9. 6,//07. ol! center training !anual" 9a8well AFBF Air !duca ion and "raining %ommand. Hughes, #. L., Ginne , #. %., C %urphy, G. J. 6,//,7. Leadership: Enhancing the lessons of experience" (ew Mor.F 9cGraw Hill Irwin. 9acGeracher, D. 6,//=7. #a$ing sense of adult learning 6,nd ed.7. "oron oF <ni-ersi y o) "oron o Bress" 9erriam, S., %a))arella, #., C Baumgar ner, L. 6,//+7. Learning in adulthood: % &o!prehensi'e (uide 61rd ed.7. San Francisco, %A. Jossey-Bass. 9orrison, G., #oss, S., Galman, H., C Gemp, J. 6,/337. )esigning effecti'e instruction 64 h ed.7" %hennai, IndiaF John @iley C Sons, Inc. Eogel-@alcu , J., Fiorella, L., C 9alone, (. 6,/317. Ins ruc ional s ra egies )ramewor. )or mili ary raining sys ems. &o!puters in u!an *eha'ior, 296=7, 3='/-3='0. doiF3/.3/34H2.ch*.,/31./3./10 @elch, #., #essler, S., C !s es, A. 6,//&7. "eaching lessons learnedF A model )or ins ruc ional design. Journal of Professional Issues in Engineering Education and Practice, 1+1617, 34+-3+3. doiF 3/.3/43H6AS%!73/&,-1',06,//&7313F1634+7

Client*Dri en Directi e !ummary Force Learning Designs, Inc. will coordina e wi h he s a)) o) AF#$"% De &'& o achie-e he )ollowing raining impro-emen s desired *y De &'&F Increase he amoun o) ime eaching )ollowership s.ills o Ini ial 9ili ary "rainee 6I9"7 6)reshmen7 cade s. 6o*2ec i-e +7 9ee all sugges ed ime re5uiremen s )or Field "raining Brep 6F"B7 6sophomore7 cade s and e-alua e he curren raining model )or hese cade s. 6o*2ec i-es +-307 #emedy he de)iciency in heal h and wellness raining and enhance he e))ec i-eness o) he cade men orship program. 6o*2ec i-es ,3 and ,,7 %omple e all minimum ime re5uiremen s o) Senior %ade Leader S%L 6senior7 cade s. 6o*2ec i-es 1/ and 1&7 9ain ain he '=N a-erage o) physical )i ness es scores. (e-er e8ceed & hours a wee. )or raining wi hou special e8emp ion. 9a.e recommenda ions o impro-e he per)ormance o) cade s in heir primary du ies and leadershipH)ollowership s.ills as recorded hrough super-isor mid erm and )inal e-alua ions. Force Learning Designs, Inc. and AF#$"% De &'& ha-e discussed he )ul)illmen o) an ins ruc ional design need )or 3& wee.s o) raining o *e aligned wi h 1& Leadership La*ora ory 6LLAB7 "raining o*2ec i-es. Blease no e only 34 o) he 1& o*2ec i-es will *e discussed during his course assignmen . Project (ission !tatement Force Learning Designs, Inc. will wor. colla*ora i-ely and in earnes wi h all in eres ed par ies o conduc ins ruc ional design ha mee s all he re5uiremen s o) he clien , AF#$"% De &'&. Force Learning Designs, Inc. will *e responsi*le )or conduc ing any necessary research, producing deli-era*les on a imeline, and responding o any clien concerns in a imely and e))ec i-e manner. A he conclusion o) he pro2ec , Force Learning Designs, Inc. will pro-ide AF#$"% De &'& wi h a clear and precise raining plan ha will aid in achie-ing 34 o) he 1& es a*lished o*2ec i-es while no e8ceeding he manda ed limi s on raining. Project #oals In consul a ion wi h AF#$"% De &'&, Force Learning Designs, Inc. willF 1 use ins ruc ional design .nowledge o analy:e needs )or raining. 2 design and de-elop raining *ased on needs )or AF#$"% De &'&. 3 summari:e impor an s eps )or AF#$"% De &'& implemen a ion. 4 de ermine a -alid e-alua ion process o assess program e))ec i-eness. 5 pro-ide )inal recommenda ions )or op imi:ed raining plan applica ion. Project Analysis O er ie' In summary, his process has *een -ery challenging a imes due o *re-i y o) ime allo ed o per)orm a rue needs analysis. Ano her area he group has had o wor. hrough is he )ac ha some mem*ers ha-e no prior his ory o) mili ary procedures. Addi ional research has *een necessary )or eam mem*ers. Basic demographic in)orma ion and an in er-iew wi h he leading o))icer helped o de ermine he needs. @or.ing hrough his analysis has made i -ery apparen ha no wo analyses will e-er *e e5ual and also ha -ia*le in)orma ion comes no only in an in er-iew )orm *u also hrough o her me hods o) research and da a. 9uch pro)essional and personal grow h has occurred wi hin he group during his process.

10

Appen"ix A Total Ca"ets Freshman !ophomores 0uniors !eniors Fi$th*1ear Total 3' ,/ 31 31 + +, (ale 3+ 3+ 3/ 31 + 4= Female , 1 1 / / 0 +hite 30 34 33 3, 4 41 ,lac/ , 3 3 / = .ispanic In"ian 3 3 3 / 3 = / 3 / / / 3 Tech (ajors 3= 3= ' 0 + &, /on* Tech (ajors & 4 = & / ,/

Total Num ber of Cadets byS ex

Male F em ale

11

T ota l Num ber of C adetsby E thnicity

White Black H is panic ndian

Total Number of Cadets byMa!or

T echnical Non"technica l

12