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Using Needs Assessment to Align Learning and Assessment with the Capability Needed to Perform a Specific Mission
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In: DTIC (2014)
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Predicting Proficiency without Direct Assessment: Can Speaking Ratings be Inferred from Non-participatory Listening and Reading Ratings?
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In: DTIC (2013)
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Developing and Mentoring Foreign Language Instructors: Best Practices Study Results
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In: DTIC (2013)
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Special Operations Forces Mission-related Language Requirements: What Skills Should Be Tested?
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In: DTIC (2013)
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Examine Ways to Decrease Training Duration While Maintaining Training Objective
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In: DTIC (2012)
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Abstract:
This report provides United States Special Operations Command (USSOCOM) with insights into the elements of foreign language training that must be considered if tasked with one of two scenarios: (1) decreasing the current duration of Special Operations Forces (SOF) initial acquisition training (IAT), while maintaining the current training objective (i.e., ILR Level 1/1 on the two-skill Oral Proficiency Interview), or (2) maintaining the current duration of SOF IAT, while increasing the training objective. This report synthesizes information across three sources: (1) the current literature, (2) the perspectives of experts (i.e., academicians, researchers) and SOF language program stakeholders, and (3) an original empirical study investigating the relationship between training duration and post-training language proficiency in the SOF environment. The four main elements of foreign language training that can be leveraged to increase the efficiency and effectiveness of SOF IAT are as follows: (1) student individual differences, (2) instructor qualifications, (3) course factors, and (4) training environment factors. Overall recommendations for both scenarios include the following: (1) conducting a needs assessment to create alignment between all training elements in the SOF IAT, (2) leveraging existing SOFLO research on training elements to optimize SOF IAT efficiency and effectiveness, and (3) ensuring stakeholder's' buy-in from the beginning of the change process.
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Keyword:
*FOREIGN LANGUAGE TRAINING; *FOREIGN LANGUAGES; *INITIAL ACQUISITION TRAINING DURATION; *INITIAL ACQUISITION TRAINING SHORTENING; *LONG RANGE(TIME); *MILITARY PERSONNEL; *MILITARY TRAINING; *PROFICIENCY; *SHORT RANGE(TIME); *SPECIAL OPERATIONS FORCES; *TRAINING OBJECTIVE; DECREASE DURATION; DECREASE OBJECTIVE; EFFICIENCY; FOREIGN LANGUAGE LEARNING; FOREIGN LANGUAGE PROFICIENCY; Humanities and History; INCREASE OBJECTIVE; INSTRUCTORS; LEARNING; Linguistics; LITERATURE SURVEYS; MAINTAIN DURATION; Military Forces and Organizations; Psychology; SCHOOLS; SKILLS
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URL: http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA585076
http://www.dtic.mil/docs/citations/ADA585076
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Analysis of the ILR Can Do Statements as a SOFTS Placement Tool
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In: DTIC (2012)
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Aligning Learning Capability with Strategy: A Training Needs Assessment (TNA) Case Study
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In: DTIC (2012)
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Establish Best Practices for Supervision of Instructors
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In: DTIC (2012)
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Examine the Impact of Training Duration on Retention
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In: DTIC (2012)
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Trainee Characteristics and Achievement during Special Operations Forces Initial Acquisition Foreign Language Training
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In: DTIC (2012)
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United States Special Operations Command's Foreign Language Proficiency Bonus at ILR 1/1+: Initial Review and Recommended Changes to Improve Results and Lower Cost
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In: DTIC (2012)
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