An Empirical System for Assessing the Impact of Aptitude Requirement Adjustments on Air Force Initial Skills Training.

Autor/inn/en	Mumford, Michael D.; und weitere
Institution	Advanced Research Resources Organization, Bethesda, MD.
Titel	An Empirical System for Assessing the Impact of Aptitude Requirement Adjustments on Air Force Initial Skills Training.
Quelle	(1987), (116 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Aptitude Treatment Interaction; Course Content; Labor Force Development; Mathematical Models; Military Personnel; Military Training; Occupational Surveys; Outcomes of Education; Path Analysis; Predictive Measurement; Training Objectives; Vocational Aptitude; Armed Services Vocational Aptitude Battery + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kursprogramm; Arbeitskräftebestand; Mathematical model; Mathematisches Modell; Militärausbildung; Berufsanalyse; Lernleistung; Schulerfolg; Pfadanalyse; Training objectiv; Ausbildungsziel; Trainingsziel; Ausbildungseignung; Berufseignung
Abstract	A multivariate modeling approach was developed to assess the impact of changes in aptitude requirement minimums on U.S. Air Force technical training outcomes. Initially, interviews were conducted with technical training personnel to identify significant student inputs, course content, and training outcome variables. Measures of these variables were formulated on the basis of personnel records and routinely available training documents, and data were assembled for over 5,000 trainees in 39 initial-skills courses at five Air Force bases. A cross-validation sample consisted of about 1,000 trainees in nine courses. Using formal path analysis (LISREL V computer program), an empirical model of the training process was developed. Although aptitude was one of the best predictors of the quality of student performance, it interacted with a variety of other student input and course content variables in determining training outcomes. Course content variables tended to be defined by course subject-matter difficulty, occupational difficulty, and manpower requirements. Counseling mediated the relationship between training performance and distal training outcomes such as retraining time and student elimination. Appendices present sample interview questions, an Air Force policy document on student measurement (with reporting forms), and tables of input statistics and path analysis results. (LPG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC