This work was undertaken within the Land Preparedness Studies Task (ARM 01/059) within the Land Operations Division. It is in response to the request for DSTO support contained within the Terms of Reference for the Army Ammunition Study (AAS). This request was for DSTO to assist in developing a better understanding of skill degradation (retention) and acquisition, with the view that this would enable accurate prediction of training requirements and, in the longer term, develop tools to predict levels of proficiency provided by different training regimes.In summary we:• Took a systems approach to the training problem and assessed the impact of the treatment of skill acquisition and degradation of predictions of training frequency requirements.• Undertook a literature survey, concentrating on the Cognitive Psychological literature, to ascertain the current thinking on how people learn and forget.• Assessed the gaps in the literature and scoped the work needed to address these gaps.• Made some progress in developing a new approach to modelling retention.• Assessed how DSTO, or other S&T agencies, could further address the issues raised by the AAS in both the short and long terms, through the development of appropriate R&D programmes.
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Approved for public release^DEPARTMENT OF DEFENcT This work is aimed at developing a better understanding of skill acquisition and degradation (retention), to enable accurate prediction of training requirements. It also provides a start for the development of tools to predict levels of proficiency provided by different training regimes.The representation of skill acquisition and retention, within training/resource models, is shown to greatly influence model outputs. Therefore, at the heart of any modelling effort is an understanding of how proficiency is achieved and lost (skill acquisition and retention).We review the cognitive psychology literature on learning and retention, in order to establish what is the current understanding of skill acquisition and retention. The review covers two broad areas. First, the factors affecting skill acquisition and retention, and second, the mathematical description of the rate of skill acquisition and retention.The rate of skill retention, within the field of psychology, is currently accepted to be best fit by a power function. However, there are several significant difficulties encountered when using the power function in a dynamic model. We suggest an alternative model of retention, using a System Dynamic framework, which is suitable for dynamic modelling. This model requires more development and validation to assess its robustness.Gaps found in the literature, in areas pertinent to the understanding skill retention and acquisition in the Army context, include relearning and the change in skill retention from novice to expert, and moving from individual to collective skills. The System Dynamics model potentially addresses the relearning issue. Of interest is the effect of initial over-training on long term retention, an...
