Supporting material 20150201

Editor's Notes

• #5: So what exactly will training transformation do? Well if we look at our current construct of training delivery for both the RN and Army, we have designed our courses in four chunks and they basically follow a pattern where service personnel undertake residential training at a point in time that allows them to move onto future appointments with the right technical skills. The duration of the courses varies but typically in the technical domain the vary between 4-12 months or longer at the higher ranks. For the RAF they tend to front load their training which creates a more capable trainee but there are drawbacks such as skills fade etc. It is fully understandable why this construct was point in place some thirty to forty years ago but it does mean we tend to institutionalise training gaps CLICK, by saying you only train when we want you to, even though we know service personnel do undertake their own training. However, this system does not recognise that individual training nor does it recognise unit based training or pre-deployment training consequently the student has to re-take training when they return to the residential training system which is both wasteful and de-motivating. Training Transformation aims to rationalise our current courses by removing outdated and duplicated course material (this is ongoing and is identifying some interesting and often cost reducing issues). We will then analyse each career pipeline, so all courses that make up the through life career of a trade group so that we can identify the most effective and efficient way to transfer learning. This will be done to distinct electives within a course, so a much greater granularity will be applied than simply the course and will consider where in a career pipeline the module should best fit. Once the analysis is completed the career pipeline will be converted into a blended learning solution using instructor-led, exercises, team activites, self paced e-learning, distributed training etc all of which will exploit the benefits of technology enabled learning where appropriate. The analysis and conversion activities will be a combined School, FLC and contractor activity but the decision will on options is very much an MOD one. So at the end of what we are calling Stage 1 the career pipelines will be much more Blended and in tune with student needs and expectations, they are also likely to be slightly shorter. CLICK using internet facing capabilities such as the Defence Learning Environment (DLE) and its successor the Defence Learning Management Concept (DLMC) the intent will be to continue with a residential, but blended, Class 3 course CLICK because we are still bridging people into the military at this stage. However thereafter CLICK we have the ability to create a modularised career path which could involve a combination of prior accredited learning (both from within the military and civilian education sectors), self-paced learning, team based learning, exercises etc etc. It would still allow Cl1 and supervisory status CLICK to be achieved at an appropriate time but it also achieves agility and accessibility when-ever and where-ever required. This second stage of development can only be achieved with FLC agreement and will only be truly effective if the student is protected and this latter piece is currently being developed by TESRR in the MOD Centre.