Task Clusters in Military Learning Activity

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Table of Contents

Task Cluster and Learning Activity
Training Methods
Delivery Techniques
References

Task Cluster and Learning Activity

The acquisition of necessary skills by the military personals is a necessity required to help them undertake their various roles and duties that include guiding commanders and airmen on the various Human Resource Programs, acting as career advisors on various areas, and ensuring data integrity about the input and output of human Resource data within the military personnel information/ data system among other duties. The success of any organization requires a well-running human resource power. The military personals are charged with the role of ensuring that the human resource within the military firm is functioning as it should. The success of this however requires the personalized to have all the necessary skills that will effectively aid in ensuring that all members of staff produce quality in terms of rendered services, client customer satisfaction, and overall out put. The personalized need to know how to efficiently deal with all their staff members in terms of working conditions, rights and benefits, determination and driving force as well as the committed willingness to work bearing in mind that employees are the key to anybody’s success. It is for this reason that training these military personalizes on how to handle their members of staff is a crucial undertaking and therefore a would be a task for me.

Training Methods

Lecture and discussion, self-study as well as performance & feedback methods of training were used to conduct the program. The lecture and discussion ensure that all information is provided with minimal or no interference and that the trainees get to actively participate through asking and answering questions as well as through raising their different experiences, ideas, and views. It is also highly effective in enhancing a change in attitudes on a given subject (Blanchard and Thacker, 1999). The transfer of information is done using spoken, written, or even body language/ use of gestures thus making it very easy for the learners to understand. Asking the learners to carry out and practice the learned skills does not only help them to understand more and to effectively take part in the learning process but also helps the instructor to assess the student’s level of understanding. A self-study also enhances more understanding and allows the learners a chance to come up with different ideas on how to handle different situations. The use of these methods ensures that the skills learned are not forgotten and that the learners are active participants of the training program (Wexley and Latham, 2002).

Delivery Techniques

The use of role-playing and instructor-led delivery techniques was to ensure that the learners get to interact and discuss the various issues and how to handle them about the skills learned. It is also through the role-play technique that they will be to act out varying occurrences thus sharpening their skills further (Blanchard and Thacker, 1999).

Instructional guidance

The instructional guidance used involved the use of workbooks, programmed texts, and the issuance of technical orders that the learners will be required to follow in carrying out their demonstrations. In a situation where the assistance of the trainer will be required for the learners to be able to carry out the various assigned tasks, then the trainer will provide it. Through this, each learner will be able to actively take part in the learning process making it possible for the trainer to independently assess the progress of each of them thus ensuring that everyone clearly understands and acquires all the skills (Goldstein, 1993).

Evaluating the training program

Ensuring that the training is a success requires effective evaluation which is done both during and after the training. Using the four evaluation levels of Kirkpatrick’s evaluation framework is one major way of checking for the effectiveness of the training. The first level in this framework is that of reaction whereby the attitude of the trainees is measured using a written questionnaire that measures their interests and motivation. a show of interest is a positive indication of the effectiveness of the training. The second level of this framework involves carrying out a test to find out what the trainees have achieved. Normally a pre-test will have been carried out to find out what the trainees know before the training and another carried out after the training. The difference between the two results determines the effectiveness or success of the training. The third level is that of performance. Here, the ability of the trainees to perform the attained skills while working is assessed mainly through observation or formal testing. Success is determined by the results produced by the learner at work depending on whether they are desirable or not. The fourth and last level measures the occurring results based on several impacts that include efficiency, economic value, customer satisfaction, creativity among others. This level of evaluation may take a lot of time and can also be very difficult. Assessment of all the impacts of the training determines the training’s success (Wexley and Latham, 2002).

References

Blanchard, P. and Thacker, J. (1999) Effective Training: Systems, Strategies and Practices. New York: Prentice Hall.
Goldstein, I. (1993) Training in Organizations.KY: Cole Publishing Company.
Wexley, N. and Latham, G. (2002) Developing and Training Human Resources in Organization. New York: Prentice hall.

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Task Clusters in Military Learning Activity

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