: A review and analysis of the literature about training system models and methods during the last 20 years was conducted. Thirty-six training system estimation models were identified. The models were evaluated with respect to the adequacy of their documentation and their ability to predict cost effectiveness, training efficiency, training effectiveness, and appropriate media selection. The purpose was to review the history and state of the art of such models and to identify their strengths and deficiencies. The goal was to see to what extent these models could be useful for enhancing future Army training system resource estimation early in the development of a materiel system.

http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA283021&Location=U2&doc=GetTRDoc.pdf

Applying Training System Estimation Models to Army Training. Volume 1. Analysis of the Literature

: The Integrated Computer Aided Manufacturing (ICAM) Architecture Part III was initiated to maintain and update the existing manufacturing architecture as well as develop training courses to assist in the transition of IDEF applications, concepts and procedures to other Air Force programs This volume details the Arrow Trace Procedure, IDEF0 Integration Procedure and IDEF1 Integration Procedure

Integrated Computer-Aided Manufacturing (ICAM) Architecture. Part 3. Volume 2. Procedures.

Faa air traffic control operations concepts: volume iv, taas terminal controllers

: This report describes the background and specifications of a model that identifies the skills required for competent performance of a job, specifies strategies for training those skills, defines training devices, and evaluates efficient use of skill-based training devices. The framework addresses three benefits of skill training: (1) skill training provides more practice on critical skills in a given amount of time, (2) critical skills generalize to many tasks, and (3) training the critical skills involved in complex and difficult tasks decreases the mental workload required to learn or perform the tasks. Both a formal model and a concrete example of the steps derived from that theoretical approach in the context of the Air Traffic Control job domain are described. The specification of training strategies and devices is broken into four steps: identifying skills, selecting instructional strategies designing devices, and allocating training. First, tasks are reduced to their elements to identify the general abilities and domain-specific skills required. Second, skills are grouped and sequenced for training. Third, device interface and instructor support requirements are derived for the target skills. Finally, the projected cost of task training is compared to task training supplemented by the proposed skill training.

/pdf/specifying-skill-based-training-strategies-and-devices-a-3s0ujrx5wp.pdf

Kenneth Epstein

Papers

Specifying Skill-Based Training Strategies and Devices: A Model Description