Supporting the instructional design process for team training
article
Conducting team training is daily business for the military. Designing team training programs and exercises, however, is not always that structured. Instructional designers are in fact trained to design instruction primarily for individuals. After their instructional design course, they learn to design team training more or less on the job. This process may be improved by offering these instructional designers adequate support. During three design-experiments, we developed and tested guidelines
and a workshop supporting the analysis of team tasks and the design of team training scenarios. For the first (task analysis) and second (scenario design) experiment, two versions of guidelines were developed: an experimental version with an explicit focus on team aspects, and a control version in which this specific focus was absent, resembling traditional guidelines. The results of the first designexperiment show that the experimental guidelines lead to a significantly better quality of the analysis process; the results of the second design-experiment show no significant effects. The purpose of the third design-experiment was to investigate the effect of a more elaborate introduction (an interactive workshop) of both sets of experimental guidelines. The results show that only on topics that were explicitly dealt with, the analysis and design process improved.
Keywords: Team training; Instructional design; Team task analysis; Team training scenarios; Military training;
Guidelines
and a workshop supporting the analysis of team tasks and the design of team training scenarios. For the first (task analysis) and second (scenario design) experiment, two versions of guidelines were developed: an experimental version with an explicit focus on team aspects, and a control version in which this specific focus was absent, resembling traditional guidelines. The results of the first designexperiment show that the experimental guidelines lead to a significantly better quality of the analysis process; the results of the second design-experiment show no significant effects. The purpose of the third design-experiment was to investigate the effect of a more elaborate introduction (an interactive workshop) of both sets of experimental guidelines. The results show that only on topics that were explicitly dealt with, the analysis and design process improved.
Keywords: Team training; Instructional design; Team task analysis; Team training scenarios; Military training;
Guidelines
Topics
Task analysisTrainingGuidelinesInstructional designMilitary trainingTeam task analysisTeam trainingTeam training scenariosInteractive computer graphicsPersonnel trainingProject managementSoftware engineeringInstructional designMilitary trainingTeam task analysisTeam trainingTeam training scenariosComputer supported cooperative work
TNO Identifier
19343
Source
Computers in human behavior, 23(3), pp. 1145 - 1161.
Pages
1145 - 1161
Files
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