Attachment_J2_NAVMC_1553.1A_-_Instructional_Systems_Design_System_Approach_to_Training.pdf

DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.

NAVMC 1553.1A

C 466 15 Sep 2016

NAVMC 1553.1A

From: Commandant of the Marine Corps To: Distribution List

Subj: MARINE CORPS INSTRUCTIONAL SYSTEMS DESIGN/SYSTEMS APPROACH TO TRAINING

AND EDUCATION HANDBOOK

Ref: (a) MCO 1553.2B

(b) NAVMC 1553.2

(c) MIL-HDBK-29612-2A, Department of Defense (DOD) Handbook, Instructional Systems Development/Systems Approach to Training and Education

(d) MCRP 3-0A

(e) MCDP 1

(f) CMC FRAGO 01/2016: Advance to Contact

(g) CJCS Memo (CM-0166-13), Officer Desired Leader Attributes for Joint Force 2020

(h) CJCS Memo (CM-0260-13), Enlisted Desired Leader Attributes for Joint Force 2020

(i) MCDP 6

(j) MCDP 1-3

(k) CJCSI 1800.01E, Officer Professional Military Education Policy

(OPMEP)

(l) MCO 1200.13G

(m) MCO P3500.72A

(n) NAVMC 1200.1A

(o) MCO 1580.7D

(p) MCO 3500.27C

(q) Marine Corps Instructor Mastery Model (IMM), dtd 23 Jan 2015

(r) Making Good Instructors Great (MGIG) Handbook, dtd 11 Jan 2012

Encl: (1) MCISD/SATE HANDBOOK

1. Purpose. To establish procedures and business rules for the application of the Marine Corps Instructional Systems Design/Systems Approach To Training and Education (MCISD/SATE) process to formal school curriculum development and unit training management for the Operating Forces (OPFOR), per reference (a).

2. Cancellation. NAVMC 1553.1.

3. Background. MCISD/SATE is a set of comprehensive processes, guidelines, tools, and techniques needed to define and close the gap between current and desired job performance through instructional intervention or sustainment training. The Marine Corps originally targeted the MCISD/SATE process for initial job training in Formal Schools, but the comprehensive system also applies to Managed On-The-Job Training (MOJT) in the OPFOR and supporting establishment.

DEPARTMENT OF THE NAVY

HEADQUARTERS UNITED STATES MARINE CORPS

3000 MARINE CORPS PENTAGON

WASHINGTON, D.C. 20350-3000

15 Sep 2016

4. Scope. This NAVMC provides guidance on the management process for Marine Corps instructional programs and is intended for all those involved in training and educating Marines, with particular emphasis on application within Marine Corps Formal Schools as defined in reference (b). To illustrate instructional program development from start to finish, the five phases of the MCISD/SATE process are presented sequentially in this handbook

- Analyze, Design, Develop, Implement, and Evaluate (ADDIE). At certain points in the process, these phases procedurally overlap and are interrelated throughout the life of the instructional program. This handbook is developed in accordance with policies, directives, instructional theory, and doctrinal guidance outlined in references (b) through (r). The MCISD/SATE process is the primary source of information for instructional program development and management for Marine Corps Formal Schools and Marine specific courses of instruction collocated at other military service schools. Although the MCISD/SATE process impacts all job holders, there are specific chapters that apply to individual billets. In addition, the instructional design model presented in this handbook serves as a blueprint – though slightly modified -for organizing and structuring Unit Training Management (UTM) process in the OPFOR. Refer to reference (d) for more comprehensive guidance on applying the MCISD/SATE process to UTM.

5. Changes. The System’s Approach to Training User’s Guide has been renamed the MCISD/SATE Handbook and has been revised to include emphasis to specific areas, as well as additional chapters for clarity, information, and understanding. Chapters on Training and Education and Adult Learning have been added to this version of the handbook. Appendix D contains a comprehensive list of resources to assist Formal Schools during all phases of ADDIE. Recommendations for further improvements to this NAVMC are always encouraged from commands.

6. Information. Commanding General (CG), Training and Education Command (TECOM) will update this handbook as necessary to provide current and relevant procedures to ensure current best practices are available for use by Marine Corps Formal Schools. All questions pertaining to this handbook should be directed to: CG, TECOM, MAGTF Training & Education Standards Division (C 466), 1019 Elliot Road, Quantico, VA 22134.

7. Command. This NAVMC is applicable to the Marine Corps Total Force.

8. Certification. Reviewed and approved this date.

J. W. LUKEMAN

By direction

Distribution: 10001918500 i Enclosure (1)

MCISD/SATE HANDBOOK

TABLE OF CONTENTS

IDENTIFICATION TITLE PAGE

Chapter 1 OVERVIEW...............................................1-1

1. Introduction...........................................1-1

2. Doctrinal/Philosophical Underpinnings..................1-1

3. Nature of Learning.....................................1-2

4. Marine Attributes......................................1-2

5. Marine Competencies....................................1-3

6. Marine Definitions.....................................1-3

7. Tenets of MCISD/SATE...................................1-4

8. Instructional Systems..................................1-5

9. Marine Corps Training and Education System.............1-5

10. MCISD/SATE Instructional Design Process................1-6

11. Synopsis of the ADDIE Process..........................1-8

Figure 1-1 Marine Attributes......................................1-3 Figure 1-2 Marine Corps Training and Education System.............1-6 Figure 1-3 MCISD/SATE in Formal Schools...........................1-7 Figure 1-4 MCISD/SATE in the Operating Forces.....................1-8 Figure 1-5 Analyze Phase Flowchart................................1-8 Figure 1-6 Design Phase Flowchart.................................1-9 Figure 1-7 Develop Phase Flowchart................................1-9 Figure 1-8 Implement Phase Flowchart..............................1-10 Figure 1-9 Evaluate Phase Flowchart...............................1-11

Chapter 2 TRAINING AND EDUCATION.................................2-1

1. Introduction...........................................2-1

2. Training...............................................2-1

3. Education..............................................2-2

4. Training and Education Integration.....................2-3

5. Outcomes and Objectives................................2-5

6. Conclusion.............................................2-7

Figure 2-1 Training and Education Continuum.......................2-5

Chapter 3 ADULT LEARNING.........................................3-1

1. Introduction...........................................3-1

2. The Foundation.........................................3-1

3. The Marine Learner.....................................3-2

4. Curriculum Design for Adult Learners...................3-7

5. Teaching Marines.......................................3-13

6. Conclusion.............................................3-18

Figure 3-1 Maslow’s Five Staged Hierarchy of Needs................3-3 Figure 3-2 The Four Temperament Patterns..........................3-6 Figure 3-3 Domains of Learning in a Marine Context................3-9 Figure 3-4 Experiential Learning Cycle............................3-10 Figure 3-5 Mapping the Learning Experience........................3-12 ii Enclosure (1)

Figure 3-6 Self-Directed Learners.................................3-14 Figure 3-7 Information Processing.................................3-17

Chapter 4 ANALYZE PHASE..........................................4-1

1. Introduction...........................................4-1

2. Determine Readiness Requirements.......................4-1

3. Determine Competencies.................................4-5

4. Determine Learning Setting.............................4-8

Figure 4-1 Analyze Phase Flowchart................................4-1 Figure 4-2 Outcomes Based Training and Education..................4-2 Figure 4-3 Service-level Outcome Criteria.........................4-3 Figure 4-4 MOS Manual Outcome Statement (Example).................4-3 Figure 4-5 MOS Producing Outcome Statement (Example)..............4-6 Figure 4-6 Non-MOS Specific Skill Enhancement Outcome Statement (Example)..............................................4-6 Figure 4-7 Purpose of a Task Analysis.............................4-7

Chapter 5 DESIGN PHASE...........................................5-1

1. Introduction...........................................5-1

2. Write a Target Population Description..................5-1

3. Determine Course Learning Outcome......................5-2

4. Conduct a Learning Analysis............................5-3

5. Sequence Learning Objectives...........................5-21

6. Determine Subordinate Learning Outcomes................5-25

7. Determine Assessment Instruments for Learning Outcomes.5-26

Figure 5-1 Design Phase Flowchart.................................5-1 Figure 5-2 Target Population Description (Example)................5-2 Figure 5-3 Course learning outcome (Example)......................5-3 Figure 5-4 TLO Construction Flowchart.............................5-11 Figure 5-5 Downgrade an individual TLO (Example)..................5-12 Figure 5-6 Downgrade multiple TLOs (Example)......................5-12 Figure 5-7 Using learning domains to determine test item type.....5-15 Figure 5-8 Using learning domains to select instructional methods.5-19 Figure 5-9 Steps for sequencing Learning Objectives...............5-22 Figure 5-10 Dependent Relationships (Example)......................5-23 Figure 5-11 Supportive Relationships (Example).....................5-23 Figure 5-12 Independent Relationships (Example)....................5-24 Figure 5-13 Conflicting Relationships (Example)....................5-24 Figure 5-14 Learning Objective Relationship Table..................5-25 Figure 5-15 Learning outcome hierarchy.............................5-26

Chapter 6 DEVELOP PHASE..........................................6-1

1. Introduction...........................................6-1

2. Develop a Course Structure.............................6-1

3. Develop a Concept Card.................................6-3

4. Develop a Program of Instruction (POI).................6-6

5. Conduct a Risk Assessment (RA).........................6-13

6. Develop Lesson Materials...............................6-14

7. Instructor Preparation Guide (IPG).....................6-17 iii Enclosure (1)

8. Construct Assessments..................................6-18

9. Construct Tests........................................6-20

10. Conduct Validation.....................................6-25

11. Assemble a Master Lesson File (MLF)....................6-28

Figure 6-1 Develop Phase Flowchart................................6-1 Figure 6-2 Course Structure (Example).............................6-3 Figure 6-3 Estimate Average Length of a Training Day..............6-11 Figure 6-4 Estimate Duration of Training Days.....................6-11 Figure 6-5 Estimate Total Training/Calendar Days..................6-12 Figure 6-6 Total Lesson Time Cue..................................6-15 Figure 6-7 Body of a Lesson Time Cue..............................6-15 Figure 6-8 Main Idea of a Lesson Time Cue.........................6-16 Figure 6-9 Summary of a Lesson Time Cue...........................6-16 Figure 6-10 Evaluating the Assembled Test..........................6-24

Chapter 7 IMPLEMENT PHASE........................................7-1

1. Introduction...........................................7-1

2. Prepare for Facilitation...............................7-1

3. Establish a Learning Environment.......................7-4

4. Deliver Instruction....................................7-5

5. Apply Instructional Strategies, Tactics, & Techniques..7-6

6. Assess the Effectiveness of Instruction................7-18

7. After Lesson Management................................7-19

Figure 7-1 Implement Phase Flowchart..............................7-1 Figure 7-2 Instructional Tactic (Direct Instruction)..............7-8 Figure 7-3 Instructional Tactic (Indirect Instruction)............7-10 Figure 7-4 Instructional Tactic (Interactive Learning)............7-13 Figure 7-5 Instructional Tactic (Independent Study)...............7-15 Figure 7-6 Instructional Tactic (Experiential Learning)...........7-17

Chapter 8 EVALUATE PHASE.........................................8-1

1. Introduction...........................................8-1

2. Plan Evaluation........................................8-1

3. Conduct Evaluation.....................................8-5

4. Analyze, Interpret, and Summarize Data.................8-16

5. Manage Data............................................8-17

6. Course Content Review Board........ ...................8-18

7. Formal School Evaluation Plan..........................8-21

8. Continuing Professional Development....................8-30

Figure 8-1 Evaluate Phase Flowchart...............................8-1 Figure 8-2 Objectives-Oriented Evaluation (Considerations)........8-3 Figure 8-3 Management-Oriented Evaluation (Considerations)........8-4 Figure 8-4 Operational Test and Evaluation (Considerations).......8-5 Figure 8-5 Primary areas of evaluation. ..........................8-6 Figure 8-6 Analyze Phase Evaluation (Checklist)...................8-8 Figure 8-7 Design Phase Evaluation (Checklist)....................8-9 Figure 8-8 Develop Phase Evaluation (Checklist)...................8-10 Figure 8-9 Implement Phase Evaluation (Checklist).................8-11 Figure 8-10 Conduct of Continuous Evaluation.......................8-14 Figure 8-11 Conduct of External Evaluation.........................8-16 iv Enclosure (1)

Figure 8-12 POI Evaluation Cycle...................................8-22 Figure 8-13 Questionnaire Response Format (Example)................8-25 Figure 8-14 Guidelines for Writing Questionnaire Items.............8-26 Figure 8-15 Conducting the Interview...............................8-28 Figure 8-16 Interview Advantages...................................8-28 Figure 8-17 Interview Disadvantages................................8-29

APPENDIXES

APPENDIX A KNOWLEDGE BASED TEST ITEMS.............................A-1

APPENDIX B PERFORMANCE-BASED TEST ITEMS...........................B-1

APPENDIX C ADULT LEARNING - TIPS FOR TEACHING.....................C-1

APPENDIX D ONLINE RESOURCES.......................................D-1

APPENDIX E ADULT LEARNING RESOURCES...............................E-1

APPENDIX F ADVANTAGES AND LIMITATIONS OF INSTRUCTIONAL METHODS....F-1

APPENDIX G ADVANTAGES AND LIMITATIONS OF INSTRUCTIONAL MEDIA......G-1

APPENDIX H SECTION I – STANDARD VERB USAGE........................H-1

APPENDIX I SECTION II – VERBS TO USE WITH CAUTION FOR T&R EVENTS

& TLOS.................................................I-1

APPENDIX J SECTION III – VERBS WITH SIMILAR DEFINITIONS...........J-1

APPENDIX K SECTION IV – VERBS NOT TO BE USED......................K-1

APPENDIX L ACRONYMS...............................................L-1

APPENDIX M GLOSSARY...............................................M-1

1-1 Enclosure (1)

CHAPTER 1

OVERVIEW

1. Introduction. The goal of Marine Corps instruction is to develop performance-based, criterion-referenced instruction that permits students to effectively transfer knowledge and skills from the learning environment to the job. For that goal to be achieved, instruction must be both effective and efficient. Instruction is effective when it teaches learning objectives based on job performance requirements and efficient when it makes the best use of resources. The MCISD/SATE process is a dynamic, flexible, total force system for developing and implementing effective and efficient education and training to meet current and projected readiness needs for all learners. It must be flexible to accommodate a wide range of audience characteristics, mission requirements, and instructional approaches. The system must also ensure that training meets readiness demands within the constraints of available resources. The MCISD/SATE process does not provide a specific procedure for every learning situation that can be encountered. Instead, it presents a generalized approach that can be adapted to the instruction and delivered appropriately to the adult learner.

2. Doctrinal/Philosophical underpinnings

“There are two basic military functions: waging war and preparing for war. Any military activities that do not contribute to the conduct of a present war are justifiable only if they contribute to preparedness for a possible future one. Clearly, we cannot afford to separate conduct and preparation. They must be intimately related because failure in preparation leads to disaster on the battlefield.”

- MCDP 1, Warfighting

a. Per reference (e), training and education attempts to ready Marines and Marine units for uncertainty on the battlefield by teaching agile thinking for a changing situation. Training discrete skills is not enough to teach Marines to function on the battlefield, but rather they must be able to adapt to the ever changing nature of war; education provides a means to cultivate that talent.

b. “Like war itself, our approach to warfighting must evolve. If we cease to refine, expand, and improve our profession, we risk being outdated, stagnant, and defeated.” - General Gray, 29th Commandant of the Marine Corps (CMC). Per reference (f), General Neller (37th CMC) reemphasizes this point by opening the aperture of our doctrinal thought process by stating, “...we must continue to advance and adapt at a pace as fast as the world around us.

Doing what we do better, or adapting, takes today’s tools (and those arriving in the next few years) and combines them with new operating concepts and methods to produce increased competitive advantage for the MAGTF.” In order to uphold the Marine Corps culture of being exceptionally proficient on the battlefield, we require all Marines regardless of Military Occupational Specialty (MOS) to be able to serve in provisional infantry roles – that is to shoot, move, communicate, and lead Marines in combat. In order to achieve these demands, it takes the combined efforts of both training and education across the Marine Corps enterprise.

1-2 Enclosure (1)

3. Nature of Learning

a. The broad concept of learning and its theories are enough to fill volumes; the challenge is to capitalize on the most important principles and certainties critical to the Marine Corps. Therefore, understanding of the nature of learning must take a holistic view of the prominent perspectives on learning, adopting a blended approach that seems most useful to the Marines and the Marine Corps learning settings with the ultimate goal of producing expeditionary readiness.

b. Learning is a modification of behaviors or mental associations due to direct or indirect experience in the environment. Learning is known to take place in three broad areas or “domains.” These domains are cognitive (oriented on knowledge), psychomotor (oriented on skills), and affective (oriented on attitudes). Behaviors are outwardly observable actions by a person in an environment and are related to mental associations within the domains of learning - “what learners must do”. Mental associations are internal connections made in the brain as the result of experience in an environment - “what occurs in a learner’s brain that can’t be seen”. Learned knowledge, skills, or attitudes (KSA) can atrophy without reinforcement or use. Learning is measured by objective and subjective evaluation.

c. Learning must support the needs of expeditionary readiness through short or longer term goals. Intentional learning is designed in the form of training and education. The transformation that takes civilians and turns them into Marines is indicative of the power and the criticality of learning to meet the needs of our nation and our Corps. Learning in the Marine Corps is ultimately about changing behaviors to reach intended goals driven by strategic, operational, and tactical demands.

4. Marine Attributes

a. The ultimate goal of all individual training and education is to develop, foster, and sustain the Marine attributes at every step in a Marine’s career. Similar to how Mission Essential Tasks (MET) are the measurement associated to collective tasks, Marine attributes are the measurement associated to individual tasks. Per references (g) and (h), the Chairman of the Joint Chiefs of Staff (CJCS) directed a review of joint education with the primary objective to “ensure that all services are developing agile and adaptive leaders with the requisite values, strategic vision, and critical thinking skills to keep pace with the changing strategic environment.” In compliance with the Joint Desired Leader Attributes, the Marine Attributes align with this directive and are defined as “the manifestation of competencies and traits required of all Marines to meet the challenges of the present and future operating environments.”

b. Each of the five Marine Attributes is an integral component of the “Whole Marine.” Any time an individual or group designs or assesses training and education for subordinates or oneself, the attributes should provide the overarching framework that ensures the whole Marine is being developed. The Attributes form the vocational ideals that all Marines should be striving to achieve through self-development, individual and collective training, and professional military education. Figure 1-1 illustrates the five Marine Attributes as they relate to the “Whole Marine”. The Marine Attributes are:

Exemplary Character, Physically/Mentally Tough, Warfighter, Decide/Act/Communicate, and Leadership.

1-3 Enclosure (1)

Figure 1-1.-- Marine Attributes

5. Marine Competencies. Marine Competencies are a specific range of behaviors and mental associations expected of an individual Marine and are acquired through the integration of training, education and experience. They are the first step in turning the ideals of the Marine Attributes into practical training and education. They are not associated with a specific course, but rather an individual’s capacity to perform a job and are categorized as being either behavioral or cognitive. Reference (r) identifies five core competencies associated to the Small Unit Decision Making (SUDM) initiative, which can be leveraged to provide a framework for identifying higher tier learning domain goals within outcomes based training and education.

a. Adaptability. Consistent willingness and ability to alter attitudes, thoughts, and behaviors to appropriately respond to actual or anticipated change in the environment.

b. Attentional control. Ability to direct and sustain attention on a deliberately chosen target, tolerate sustained attention even when unpleasant, and maintain awareness of own attention.

c. Metacognition. Thinking about your own thinking; using cognitive strategies to monitor/self-regulate learning and other mental processes.

d. Problem solving. Understanding the problem space, generating possible solutions, and applying complex strategies to achieve (or move toward achieving) a specific goal.

e. Sensemaking. Understanding connections (i.e. among people, places, and events) in order to anticipate their trajectories, estimate the overall situation, and act effectively.

6. Marine Definitions. The following are the service-level definitions for an individual Marine. These statements provide a foundation to build upon at each progression throughout the training and education continuum. Although these definitions provide focus for the Formal Schools during course design and development, they are broadly written and do not specifically address an

1-4 Enclosure (1) individual Marine’s technical and tactical proficiency (e.g. MOS). For this reason, the MCISD/SATE process provides a systematic approach that illustrates how outcomes based training and education supports the Occupational System identified in the MOS Manual.

a. Basic Marine. A basic Marine is one who has embraced our core values and is transformed by our Corps’ shared legacy. A basic Marine represents the epitome of personal character, selfless, and military virtue.

b. Marine Rifleman. A Marine rifleman is a physically fit, mentally hardened and offensively minded warrior, skilled in the disciplined application of force and possessing the moral courage to make sound decisions and withstand the rigors of combat.

c. Marine Leader. A Marine leader is a physically fit, tactically and technically proficient warrior of high moral character with a bias for action possessing the courage to make ethically sound decisions and capable of properly preparing and leading Marines to successfully accomplish their unit's mission in combat.

7. Tenets of MCISD/SATE. In order to maximize the potential of the MCISD/SATE process, it is critical for a professional, adaptable, and talented academic faculty member to effectively and efficiently implement the tenets identified below. These tenets are used to guide the development of Marine Corps training and education.

a. Readiness Driven. Expeditionary readiness is a continuous and never ending challenge. All training and education must orient on preparing individual Marines and OPFOR units for the KSAs required to shape the nation’s force in readiness. This system focuses training and education resources to generate the ability to thrive in current and future operations within the Joint or Marine Air-Ground Task Force (MAGTF) environment.

Recognizing the timeless and ever-changing nature of war results in continuous evaluation and improvement of Marine Corps instructional and training systems.

b. Learner-Centric. A learner-centric approach places the emphasis on the learning process rather than the content or academic faculty expertise.

The intent of this approach is to minimize, if not eliminate, passive learning experiences in favor of active. It encourages student participation and puts the academic faculty member in the role of a facilitator.

Facilitators are responsible for guiding discovery during relevant, context-based, collaborative, problem-centered instruction.

c. Integrated Training and Education. Intentional learning is comprised of an inseparable combination of both training and education that together builds individual Marine and unit expeditionary readiness. This concept is applied throughout the MCISD/SATE process through learning structures focused on behaviors and mental associations as well as professional and adaptable academic faculty. Chapter 2 will expound more on training and education integration.

d. Scalable and Adaptable. The MCISD/SATE process is a creative, iterative, meaningful, problem solving process for training and education that produces instructional systems, graduates, and evaluation feedback. It is flexible in that it allows for more than one solution to problems throughout based upon the content and context. The process serves as a

1-5 Enclosure (1)

“toolbox” for practitioners at all levels to generate/revise instructional systems. While there are specific techniques and procedures captured within the phases of MCISD/SATE, it is in essence more of an art than a science.

8. Instructional Systems

a. By definition, a system is comprised of inputs, internal processes, and outputs, which together, accomplish the overall desired goal for the system. Systems usually contain smaller systems, or subsystems; which together interact on the main inputs towards the main outputs.

b. As an example, war itself is an open, complex, and adaptive system.

Political objectives, military power, resources, populace factors, terrain, weather, and many other variables all interact with competing wills, violence, uncertainty, and friction across an ever changing background to consume the opponent’s resources, create casualties, and achieve actual or inferred military-political results. War is complex in that it is made up of dynamic networks of interactions with relationships that are not aggregations of individual static entities. It is adaptive in that the individual and collective behaviors modify and self-organize based on actual or perceived, operational events on the battlefield.

c. By comparison, an instructional system is intentionally designed to determine, define, effect, and measure learning necessary for individual or collective needs. Human competence gaps, learning audience, and available learning settings frame the instructional problem set as inputs. The internal MCISD/SATE processes interact to generate outputs of the system designed to resolve competence gaps and provide continual feedback to upgrade the system. MCISD/SATE is a creative process that yields an instructional roadmap or training plan to produce the tangible and intangible human capabilities needed by the Marine Corps across grades, functional areas, occupational groups, occupational specialties, billets, and units.

9. Marine Corps Training and Education System. The Training and Education System is the service-level application of the MCISD/SATE process used to define the requirements for each Occupational Field (OccFld), MOS, skill area, or capability.

a. Purpose. To provide the best trained and educated Marines to the OPFOR while assuring reasonable and practical allocation of resources - to achieve combat readiness with the lowest possible cost in dollars, people, and time. This is achieved by focusing first on Core Skills – those essential basic skills that "make" a Marine and qualify that Marine for an MOS – in order to achieve economy in time-to-train, instructor support, and equipment requirements for the Formal School. Core-plus skills – those advanced skills that are mission, rank, or billet specific - add to combat readiness, but require formal instruction which comes at a cost relative to time, instructor support, and/or additional resources. To be worth the investment, Formal School instruction for Core-plus skills must be decisively in the best interest of the Marine Corps.

b. Output. Products include defining training and education requirements in the form of Individual Training Events (ITE) or T&R manuals and the modification of requirements to focus on Core Skills. Other products may include Core-plus courses for either resident or nonresident instruction or performance support tools to allow Marines to accomplish some tasks without formal training. In some circumstances, shortened entry-level

1-6 Enclosure (1) training may benefit the Marine Corps by increasing the time that first-term enlistees spend in the OPFOR. In other circumstances, the unique and technical nature of an MOS may require lengthy schooling to ensure an adequate level of performance by school graduates. In other instances, the output may result in the development of career-level formal courses to raise the expertise of Marines as they become more senior. The measures of effectiveness vary with the needs of the Marine Corps, the health of the OccFld, and the Marines that make up the OccFld.

c. Endstate. The Training and Education System analyzes and establishes overall goals in each Occupational Field, designs comprehensive curriculum plans to best meet those goals, and manages the development, implementation, and evaluation of training and education to ensure that Marines are prepared to perform their job in a combat environment. The process is effective when employed by a team of representatives from the OccFld Advocate, the OPFOR, and the supporting establishment working toward common goals. Figure 1-2 is a graphic representation of what is taking place at the service level within the Training and Education System.

Figure 1-2.--Marine Corps Training and Education System

10. MCISD/SATE Instructional Design Process. The instructional design process adopted by the Marine Corps is separated into five phases: Analyze, Design, Develop, Implement, and Evaluate. These phases provide a “toolbox” for practitioners to produce the instructional systems required to cultivate readiness. Each phase builds upon the previous phase and can occur at any time, providing a system of checks and balances to ensure all instructional data is accounted for and that revisions to instructional materials are

1-7 Enclosure (1) identified and made. Procedurally, each individual phase involves inputs, processes, and outputs whereas the successive phase builds upon the output of the previous phase.

a. Formal School application. The MCISD/SATE process reduces the number of school management decisions that have to be made subjectively and, instead, allows decisions to be made based on reasonable conclusions which are based on carefully collected and analyzed data. More than one solution to an instructional problem may be identified through the process; however, the selection of the best solution is the goal. For specific guidance on how MCU utilizes the instructional design model, contact the office of the MCU Vice President of Academic Affairs. Figure 1-3 is a graphic representation of how ADDIE is applied in Formal Schools.

Figure 1-3.--MCISD/SATE in Formal Schools

b. OPFOR application. The alignment of UTM program development with the MCISD/SATE process facilitates a greater understanding and application of UTM overall. In addition to providing the Commander with a standardized method for the development of Mission Essential Task List (METL) based training plans, the alignment also facilitates the identification of rank specific train-the-trainer skill requirements. This alignment provides the flexibility for Marine leaders of any rank to be situated in the process for easy identification of the UTM skills. The TECOM Train-the-Trainer Integration (T3I) Program which is implemented in all skill and career progression courses is based on this concept. Refer to MCRP 3-0A, Unit Training Management (UTM) Guide for more comprehensive guidance on applying MCISD/SATE to UTM. Figure 1-4 is a “hybrid” graphic representation of how ADDIE is applied in the OPFOR.

1-8 Enclosure (1)

Figure 1-4.--MCISD/SATE in the Operating Forces

11. Synopsis of the ADDIE Process

a. Analyze. During the Analyze Phase, readiness requirements and Marine competencies are analyzed to determine service-level learning structures necessary to build readiness. This is conducted sequentially through two sets of sub-processes: MOS Analysis/Job Analysis and Outcome Analysis/Task Analysis. Throughout this process the learning setting is also determined for each T&R event. The output is an update to the MOS Manual and the development of a T&R Manual. Target audience: TECOM Task Analyst (TA) and other service level stakeholders (e.g. PP&O, MMEA, MMOA, OPFOR). Figure 1-5 illustrates the inputs and outputs of the Analyze Phase.

Figure 1-5.--Analyze Phase Flowchart

b. Design. During the Design Phase, the framework for instructional and assessment strategies is created by using the service-level learning outcomes

1-9 Enclosure (1) developed during the Analyze Phase to guide the creation of course and subordinate learning outcomes in addition to the conduct of a systematic process called a Learning Analysis. The output is the documentation of the learning institution competencies within an initial course framework. The main processes of the Design Phase are: Write a Target Population Description (TPD), Determine Course Learning Outcome, Conduct a Learning Analysis, Sequence Learning Objectives (LO), Determine Subordinate Learning Outcomes, and Determine Assessment Instruments for Learning Outcomes. Target audience: Curriculum developers and Academic faculty. Figure 1-6 illustrates the inputs and outputs of the Design Phase.

Figure 1-6.--Design Phase Flowchart

c. Develop. During the Develop Phase, developers complete the structure for the course, capture resource requirements, document the instructional system, and prepare materials necessary to conduct instruction. The output is the Program of Instruction (POI) and associated Master Lesson Files (MLFs). The main processes of the Develop Phase are: Develop a course structure, Develop a concept card, Develop a POI, Conduct a Risk Assessment (RA), Develop lesson materials, Construct assessments, Construct Tests, Conduct Validation, and Assemble a MLF. Target audience: Curriculum developers and Academic faculty. Figure 1-7 illustrates the inputs and outputs of the Develop Phase.

1-10 Enclosure (1)

Figure 1-7.--Develop Phase Flowchart

d. Implement. During the Implement Phase, academic faculty prepare the learning environment, facilitate and evaluate learning, and conduct after lesson management. The output is learner mastery of behaviors and progress towards mental associations, graduates better prepared for operational demands, and course data. The main processes of the Implement Phase are:

Prepare for facilitation; Establish a learning environment; Deliver instruction; Instructional Strategies, Tactics, and Techniques; Assess effectiveness of instruction; and After lesson management. Target audience:

Instructors. Figure 1-8 illustrates the inputs and outputs of the Implement Phase.

Figure 1-8.--Implement Phase Flowchart

e. Evaluate. During the Evaluate Phase, evaluation is used to ensure that instructional systems are current, relevant, effective, and efficient to meet the demands of training readiness. The Evaluation Phase is integrated with ongoing revisions throughout each element of the MCISD/SATE process and continues throughout the lifecycle of the instructional system. The output is a summary of findings and change recommendations to any aspect of the instructional system (e.g. service-level learning structures, course learning structures, faculty development, Standing Operating Procedures (SOP)). The main processes of the Evaluate Phase are: Plan evaluation; Conduct evaluation; Analyze, Interpret, and Summarize data; Manage data; Course Content Review Board (CCRB); and Formal School Evaluation Plan. Target audience: All stakeholders (e.g., Analysts, Developers, Designers, Implementers, Evaluators, Academic faculty, Students). Figure 1-9 illustrates the inputs and outputs of the Evaluate Phase.

1-11 Enclosure (1)

Figure 1-9.--Evaluate Phase Flowchart

2-1 Enclosure (1)

CHAPTER 2

TRAINING AND EDUCATION

“The Marines of our Corps represent the American people who we have sworn to defend and protect. Through our recruiting, training, education, and retention of superb, talented, and committed men and women, we will enhance the quality and diversity of our Corps, and ensure that we maintain our ability to remain the Nation’s pre-eminent force-in-readiness.”

- Gen Neller, 37th Commandant of the Marine Corps

1. Introduction. Training and education are the two interdependent means to achieve learning required for operational demands. Each complements the other as they sustain the transformation along a continuum of professional development to produce tactically and technically proficient warriors who can think critically, apply military judgment, and make ethical decisions to solve complex problems in an environment of ambiguity and uncertainty.

Training and education are mutually supporting efforts; just as the skillful execution of combined arms in combat produces the greatest bid for success, so too does the expert application of both training and education produce the most capable Marines and Marine units. The single most important aspect to understand about this concept is that instruction and exercises in any learning environment are comprised of an inseparable combination of both training and education that together builds individual Marine and unit readiness.

2. Training

"In order to develop initiative among junior leaders, the conduct of training - like combat - should be decentralized. Senior Commanders influence training by establishing goals and standards, communicating the intent of training, and establishing a main effort for training. As a rule, they should refrain from dictating how the training will be accomplished."

- MCDP 1, Warfighting

a. Reference (e) defines training as “the process by which skills are developed through progressive repetition of tasks commensurate with required capabilities.” It is the means for changing tangible behaviors and related mental associations found within the domains of learning. It focuses on habits of thought and habits of action, which establishes what to think and how to act as Marines both individually and collectively. Training prepares Marines for the science of war (declarative/procedural knowledge): the facts, the techniques, the procedures, and the simple attitudes of receiving and responding. Training provides techniques and procedures which emphasize speed, accuracy, physical toughness, and physical courage. It can be executed across three domains or a combination thereof: Live, Virtual, and Constructive (LVC) or a combination thereof.

b. As noted in reference (f), the current operating environment is volatile and complex. Americans expect their Marine Corps to be most ready when the Nation is least ready. Readiness is not defined by just our equipment, supply, and maintenance. Readiness also accounts for the quality and challenging nature of our training, and the mental, spiritual and physical preparedness of Marines and Sailors across the force. Readiness does not just happen. It is the result of a variety of actions: commitment

2-2 Enclosure (1) by leadership, standards-based inspections, evaluated drills, and training exercises. The Commandant recognizes that in order to meet current and future challenges, the Nation will rely heavily on the Marine Corps to be ready, relevant, and capable. While there will be consistency in our missions, we must be willing to experiment, take risk, and implement change to overcome those challenges.

c. Historically, training has been described in many different ways and has often been considered in isolation in the past as only those efforts that result in the cultivation of skills. To say that an exercise is a training exercise is not to say that it excludes education. Training readies Marines and units for uncertainty on the battlefield through the transference of weapons capabilities, reports formats, techniques, procedures, and willingness to respond to commands. We recognize that a Marine learning about a machinegun’s rates of fire, operation, function, and immediate actions is undergoing some form of training. In contrast with education -which we explore in a moment - the Marine learning basic principles and concepts relative to employing those machinegun KSAs is undergoing some form of education.

d. Training should also be considered from the perspective of differentiating between types of knowledge to be acquired by Marines participating in the instructional process. Two questions one may ask relative to training are:

(1) Is the knowledge to be acquired necessary to describe the environment that Marines operate in (as in the case of facts such as a weapon’s maximum effective range)? If so, training must require and be evaluated against the learners’ newfound or improved ability to name, explain, or talk about what has been learned in terms of meaningful standards.

(2) Is the knowledge to be acquired necessary to facilitate skills (as in the case of learning about the steps to perform remedial action on a weapon before attempting to do so)? If so, training must establish structured processes that evaluate learners’ ability to act and do things; to perform tasks, in keeping with meaningful standards (e.g. speed, accuracy).

e. While initial training focuses on the lower levels of the learning domains, training tends to atrophy without use and thus requires repetition and sustainment in order to provide a foundation for the variation, adaptation, and enduring thought that education fosters. Because training is heavily emphasized early in a Marines’ career, it is never isolated from, nor far removed from, education.

3. Education

“The intuitive approach (to decision making) is based on the belief that war being ultimately an art rather than a science, there is no absolutely right answer to any problem.”

- MCDP 6, Command and Control

a. Education is the process by which knowledge is attained in order to develop the analytical skills and critical thinking capability to enable Marines to adapt quickly in any environment. It conveys the broad body of knowledge and develops the habits of mind that are essential to the military professional’s expertise in the art and science of war. Education programs

2-3 Enclosure (1) prepare leaders to think critically, apply military judgment, and make ethical decisions to solve complex problems in an environment of ambiguity and uncertainty. In plain terms, education focuses on “how to think” not "what to think." It prepares Marines for applying the art of war (implicit knowledge): the analysis or synthesis of knowledge, the adaptation or origination of skills, and the cultivation of values. Education can be evaluated by measuring and assessing many possible results towards the ultimate aims of achieving designated learning outcomes (e.g. creativity, military judgment, adaptability, moral courage, mental toughness).

b. Education has been subject to misconceptions and construed as only those classroom activities in the pursuit of knowledge. To say that a Marine gained an education from a classroom lecture is not to say that the Marine was not also trained. For example, training centric KSAs such as the introduction, acquisition, or reinforcement of facts, techniques, or procedures may be a part of a lecture that also educates the high order KSAs associated with employment, judgment, or analysis to creatively apply the training.

c. Reference (j) states “...good tactics depend on sound technical skills.” The science builds to and facilitates the art. Education relies on the training to provide the context and foundation for variation, creation, and adaptation. Education is heavily emphasized later in a Marine’s career, since it rests on the foundation training provides. It is noted that the Marine learning to employ a machinegun based on varying conditions of the mission, enemy, troops and fire support available, terrain and weather, time, and civil considerations is also being educated. Problem-based instruction and exercises best facilitate education for the demands on creativity, judgment, adaptation, and other higher order behaviors.

4. Training and Education Integration

“Training and education are not mutually exclusive. Virtually all military schools and professional development programs include elements of both education and training in their academic programs. Achieving success across the joint learning continuum relies on close coordination of training and education to develop synergies as personnel develop individually over time, acquiring and performing progressively higher skills and responsibilities as their careers advance.”

- CJCS OPMEP

a. The Marine Corps must challenge and inspire learners who have grown up in a digital world, are adept at using technology, demand relevance, and require feedback and support from peers and mentors. It must also challenge and meet the needs of seasoned Marine professionals who have experienced repeated deployments and bring a wealth of knowledge to the learning system.

b. Current instruction is typically based on individual tasks, conditions, and standards, which works well when the Marine Corps has a well-defined mission with a well-defined enemy. However, due to the versatility of today’s battlefield, the Marine Corps learning process has to be equally adaptable in order to deliver purposeful and relevant instruction to today’s adult learners. Student-centered learning methods are the goal of Marine Corps instruction and should be at the forefront of the curriculum design and development process.

2-4 Enclosure (1)

c. A combination of science and art is necessary to meet the demands of warfare. Therefore, training - which cultivates the science without any tie to education - fails to adequately prepare Marines for the nature of war.

For example, Marines that have been trained to perform immediate action on their weapon must also learn to determine when and why to perform immediate action in order to best prepare them for the uncertainty that pervades the battlefield. Moreover, education relies on the tangible foundation provided by training as a basis for variation in the preparation for uncertainty. The Marines employing supporting arms to put the enemy in a combined arms dilemma must first assess the tactics, techniques, and procedures for each asset (e.g. firing agency, ammunition capabilities, aircraft capabilities, gun target lines, airspace deconfliction) before creatively combining them to achieve the desired effects despite unknowns about the situation. For these reasons, training should not be conducted without connection to the resulting and enduring education. So too, education should be paired with training.

According to reference (j), we must leverage instruction and exercises to this end as they “...serve to integrate training and education, producing a whole greater than the sum of its parts.”

d. In an era of persistent conflict, formal school and unit training and education must remain on the cutting edge in order to prepare Marines, leaders, and units to operate and succeed in uncertain operational environments where the Nation’s enemies continue to adapt quickly using the full range of threats. To continue success, they must hone necessary capabilities and develop small unit decision makers that become comfortable with collaborative planning and decentralized execution, have a willingness to deal with ambiguity, and make rapid adjustments as situations develop.

Marines must learn from realistic experiences and opportunities that integrate technological capabilities and introduce conditions of ambiguity to develop the trust and confidence required for successful execution of decentralized operations.

e. Having established the essential connection between training and education to accomplish the military learning required…