Combat Hunter Curriculum Design
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1 U N I V E R S I T Y O F C E N T R A L F LO R I DA I N S T I T U T E F O R S I M U L AT I O N & T R A I N I N G Combat Hunter Curriculum Design Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case Schatz, Nicholson, Vogel-Walcutt, & Bolton This work was supported in part by the Office of Naval Research. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the official policies, either expressed or implied, of the ONR or the US Government. The US Government is authorized to reproduce and distribute reprints for Government purposes notwithstanding any copyright notation hereon. Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case
2 U N I V E R S I T Y O F C E N T R A L F LO R I DA I N S T I T U T E F O R S I M U L AT I O N & T R A I N I N G Applying HSI Principles to Military Curricula Design 2 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case
3 HSI* Principles? Focus on the human element Human-centered design focus Top-down, rather than bottom-up Quantification of people variables Multidimensional views of design Integration of people, systems, and technology dramatic organizational benefits are most likely to be achieved through focus on people (Booher, 2003, p. 2) Considers cognitive, physical, and sensory system facets *AKA Human Factors Integration (HFI), Army s Manpower and Personnel Integration (MANPRINT), Navy s Hardware/Manpower Integration (HARDMAN), USAF s Integrated Manpower, Personnel, and Comprehensive Training & Safety (IMPACT), etc. 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 3
4 HSI* Principles? In practice, is usually Operational systems focus Applied to the highest system level Applied to a technology system Emphasizes human machine interfaces Emphasizes systems affordability Emphasizes tradeoffs (e.g., manpower vs. design vs. materiel) *AKA Human Factors Integration (HFI), Army s Manpower and Personnel Integration (MANPRINT), Navy s Hardware/Manpower Integration (HARDMAN), USAF s Integrated Manpower, Personnel, and Comprehensive Training & Safety (IMPACT), etc. 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 4
5 HSI* Principles? SYSTEM Manpower Personnel Training Human Factors System Safety Survivability Health Hazards *AKA Human Factors Integration (HFI), Army s Manpower and Personnel Integration (MANPRINT), Navy s Hardware/Manpower Integration (HARDMAN), USAF s Integrated Manpower, Personnel, and Comprehensive Training & Safety (IMPACT), etc. 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 5
6 HSI* Principles? SYSTEM Manpower Personnel Training Human Factors System Safety Survivability Health Hazards Joint Aptitudes (Joint Doctrine, Education and Training; UJTL) Service Aptitudes (Service Task Lists) Warfigher s Career (Duty Area Standards) Task Training (Individual Training Standards) Could do a better job, especially to meet Training Transformation Implementation goals, e.g., Prepare forces for new warfighting concepts and capabilities, or Achieve unity of effort in training across Services, agencies, and organizations. DoD Training Transformation Implementation Plan FY2006-FY2011 Training Instance *AKA Human Factors Integration (HFI), Army s Manpower and Personnel Integration (MANPRINT), Navy s Hardware/Manpower Integration (HARDMAN), USAF s Integrated Manpower, Personnel, (POI) and Comprehensive Training & Safety (IMPACT), etc. 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 6
7 HSI* Principles? SYSTEM Manpower Personnel Training Human Factors System Safety Survivability Health Hazards Joint Aptitudes (Joint Doctrine, Education and Training; UJTL) Service Aptitudes (Service Task Lists) Warfigher s Career (Duty Area Standards) Task Training (Individual Training Standards) Training Instance *AKA Human Factors Integration (HFI), Army s Manpower and Personnel Integration (MANPRINT), Navy s Hardware/Manpower Integration (HARDMAN), USAF s Integrated Manpower, Personnel, (POI) and Comprehensive Training & Safety (IMPACT), etc. 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 7
8 HSI* Principles? Sophisticated (Macro) Task Curriculum Human-centered design focus on the curriculum Top-down, design of the curriculum Quantification of the overall task performance Multidimensional views of design Integration of people, systems, and technology Considers cognitive, physical, and sensory system facets *AKA Human Factors Integration (HFI), Army s Manpower and Personnel Integration (MANPRINT), Navy s Hardware/Manpower Integration (HARDMAN), USAF s Integrated Manpower, Personnel, and Comprehensive Training & Safety (IMPACT), etc. 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 8
9 HSI + ISD = Curriculum Design Functional Task Training Instance Training Instance Training Instance Training Instance Training Instance Training Instance Training Instance Training Instance Basic Post-Basic Pre-Deployment Inter-Deployment Strategic Operational Manpower (Staff) Personnel (Staff Aptitude) Training (Staff Training) HFE (Human Factors, Macro/Micro) Tactical Operational Performance (Effectiveness) Efficiency (Time) Materiel (Training Systems/LVC) Concurrency (Ongoing Analysis) 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 9
10 Many System Process Diagrams Systems Engineering Collaboration DoD Systems Engineering Process Model Engineering "V" model 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 10
11 Our Process (Roughly!) A Analyze D Design D Develop I Implement E Evaluate Baseline Needs & Requirements Optimize Status Quo Training Transformation Needs & Requirements Analysis: Id Targets for Improvement Acquire, integrate, or develop solutions to improve key gaps (R&D) Trade-Off Analysis & Optimization Plan Optimize Training Transformation 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 11
12 U N I V E R S I T Y O F C E N T R A L F LO R I DA I N S T I T U T E F O R S I M U L AT I O N & T R A I N I N G Combat Hunter (Curriculum HSI Example) Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case
13 Juba Sniper ( ) 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 13
14 Goal of Combat Hunter WHAT? = Give our warfighters/law enforcers the ability to make decisions (and act) left-of bang The Combat Hunter Proactive Typical tactics Reactive COMBAT HUNTER ANALYSIS BANG BANG WHAT ELSE? = Give warfighters/law enforcers the ability to analyze situations left-of-the-next-bang: To track down insurgents and fugitives, find terrorist and criminal networks, and prevent future threats 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 14
15 Limits of Combat Hunter Limited access to the training Limited course throughput Insufficient support for train-the-trainer Insufficient take-home materials Lacking performance measures Limited understanding of skills by leadership 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 15
16 U N I V E R S I T Y O F C E N T R A L F LO R I DA I N S T I T U T E F O R S I M U L AT I O N & T R A I N I N G Border Hunter Endeavor 16 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case
17 Border Hunter Exercise/Study Border Hunter Details One-off, graduate level version of Combat Hunter Requested by US Northern Command Conducted by Joint Task Force North ( JTF N) Researched by US Joint Forces Command (USJFCOM) Research Goals 1. Capture the course content and package it for greater deployability 2. Assess the instructional outcomes of the course 3. Explicitly articulate the linkages between the course content and underlying scientific principles 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 17
18 5 25 April Ft. Bliss, TX Location
19 David Scott-Donelan + 5 Greg Williams + 8 Instructors
20 Trainees 43 Soldiers/Law Enforcement agents as trainees
21 Role-Players 22 Soldiers as role-players (+30 pros)
22 Researchers 13 researchers in attendance
23 2 (two-man) video crews + 1 director of videography Videographers
24 Conceptual Research Design Skills Taxonomy HIGHER-ORDER SKILLS Metacognition OPS Competence Schema Processes Framework Vocabulary Study 1 Study 2 Study 3 LOWER-ORDER SKILLS Kirkpatrick's Levels of Evaluation 1 Reactions 2 Learning 3 Transfer 4 Impact 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 24
25 Actual Research Design Study 1: Field Study 43 Trainees Demographics survey Cognitive attributes battery Declarative knowledge Photo vignettes Situated judgment Perceptual aptitude Level of awareness (HR) Behavioral observation Reactions surveys 22 Role-Players Demographics survey Declarative knowledge Photo vignettes Reactions surveys 14 Instructors (6 & 9) Cognitive attributes battery CTA / Interviews Study 2: Longitudinal 12 Trainees Declarative knowledge Photo vignettes Conceptual knowledge essay Reactions surveys Repeated measures (3) over a period of 2+ months (April 2010 July 2010) Study 3: Impact 40 Non-Trainees Demographics survey Declarative knowledge Photo vignettes Conceptual knowledge essay Control = Non-peers Experimental = Peers Repeated measures (2) over a period of 2 months (May 2010 July 2010) 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 25
26 Actual Research Design Study 1: Field Study Study 2: Longitudinal Study 3: Impact Very positive reactions from trainees and role-players; evidence of learning in both groups Development of expert mental model Slight trend, but nonsignificant knowledge decay over time, Continued positive regard for the training; report of use of skills on the job Experimental group shows greater knowledge of Border Hunter content than Control group; evidence of informal organizational transfer of knowledge 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 26
27 Research Findings Border Hunter Training Technical Report This integrated technical report includes sections on course content and execution, experimentation, results, and recommendations. Includes results from the Field Study (Study 1), Longitudinal Study (Study 2), and Organizational Transfer Study (Study 3). 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 27
28 Deliverables POI CODIAC Program of Instruction The team developed high-level POI for Combat Observation and Decision-Making in Irregular and Ambiguous Conflicts (CODIAC) that includes a detailed syllabus and nine instructional units, based upon observation and analysis of the Border Hunter instruction. 156 pages long 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 28
29 Deliverables Resources CODIAC POI Resource DVD Supplementary materials are provided for the POI on an accompanying resource DVD. This DVD includes edited video clips obtained during the Border Hunter instruction and associated with specific modules in the POI. 135 total resources, including 77 videos 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 29
30 Deliverables Pocket Guide CODIAC Student Pocket Guide Key CODIAC instructional points are provided in a cargo-pouch friendly pocket guide. Content and organization of the student pocket guide corresponds with the CODIAC POI. 104 pages long 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 30
31 U N I V E R S I T Y O F C E N T R A L F LO R I DA I N S T I T U T E F O R S I M U L AT I O N & T R A I N I N G Next Steps 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 31
32 Our Process (Next Steps) A Analyze D Design D Develop I Implement E Evaluate Baseline Needs & Requirements Optimize Status Quo Training Transformation Needs & Requirements Analysis: Id Targets for Improvement Acquire, integrate, or develop solutions to improve key gaps (R&D) Trade-Off Analysis & Optimization Plan Optimize Training Transformation 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 32
33 Next Steps (FY11) Optimize Status Quo Measure 10-day course against 20-day outcomes Analyze USMC POI vs. CODIAC POI Training Transformation Needs & Requirements Analyze range of CODIAC skills, beyond those identified in CH/BH Determine current Warfigher CODIAC needs across ROMO/Cycle Analyze current training to id gaps in CODIAC training Analyze current training technologies to id available tools 1/17/2011 Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case 33
34 U N I V E R S I T Y O F C E N T R A L F LO R I DA I N S T I T U T E F O R S I M U L AT I O N & T R A I N I N G Questions or Comments? Sae Schatz sschatz@ist.ucf.edu We must transform not only the capabilities at our disposal, but also the way we think, the way we train, the way we exercise, and the way we fight. (then) Secretary Rumsfeld, Applying HSI principles to Military Curricula Design: A Combat Hunter Use-Case
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