Reacquisition of Skills by Combat Engineers Mobilized from the Individual Ready Reserve

Abstract

Public rtportng bUrden Iorrtth,, COIIcgrt mf tftematod tn r to average I hour per (spo~nse. ini:luding .th,,ie t infor re iwng nrucz~enf. searchngn existing cata sources, gathering and mantu the. 9" data neede, a nd c.moltlngno re-.ewirnq the collection of einormation. For this report, skill reacquisition data were collected during a mobilization training exercise on 76 individual ready reserve (IRR) soldiers (combat engineers) who had been Separated from active duty for periods ranging up to 10 years. Military occupational knowledge was measured before and after a 5-day rapid train-up and hands-on performance for 18 110S tasks was recorded. Increases in task knowledge were strongly related to p)rior active duty status (full tour vs. initial entry training only) and Armed Forces Qualification Test (AFQT) scores (above vs. below the 50th percentile). ____--_ __We wish to express our appreciation for the support and the coordinating actions that enabled us to integrate thi3 research into the much larger Call Forward 93 (CF93) mobilization exercise. Specifically, we extend our thanks to COL Alan Sepe, Director, Mobilization Directorate, Office of the Deputy Chief of Staff for Personnel, and John Henderson, Plans and Execution Division, Training and Doctrine Command, for encouraging and supporting the insertion of our research into CF93. Coordination and scheduling required to accomplish a seamless integration of this research was made possible by staff of the 98th Division (Training) The Department of the Army, Assistant Deputy Chief of Staff for Personnel tasked the U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) to develop a continuing program of study on the question of skill decay and reacquisition. This tasking stemmed from an interest in extending the knowledge gained during Operation Desert Storm, in which ARI investigated skill decay, rapid train-up, and the attitudes, motivations, and concerns of those mobilized from the Individual Ready Reserve (IRR). Procedure:Skill reacquisition data were collected on 126 IRR volunteers (99 Lcombat engineers and 27 carpentry and masonry specialists) who had been separated from active duty for periods ranging from 7 months to over 10 years. The data collection was tied into Call Forward 93 (CF93), a mobilization training exercise conducted at Fort Leonard Wood from May o July 1993. MOS school knowledge tests developed for these two MOS were given before and after a 5-day rapid train-up program. Hands-on testing of various MOS tasks occurred immediately after the training for each task, and performance was recorded in specially designed evaluation booklets. Findings:Due to the larger sample, the principal statistical analyses focused on skill reacquisition by the combat engineers. In analyzing the variability in performance on the knowledge tests (where a score of .>70% was cons lered "proficient"), a distinct pattein emerged, which was generally supported by a sim tr pattern in the hands-on testing:a. Soldiers with full, F ior-service tours w...

The training, retention, and assessment of digital skills: A review and integration of the literature

“…The degree of original learning typically does not change the decay rate so the performance differences present in a baseline test of acquisition are of roughly the same magnitude at recall (Wells & Hagman, 1989;Wisher et al, 1994). Wisher et al (1994) state in their introduction that a higher level of learning at baseline leads to "slower decay" (p. 3).…”

“…Wisher et al (1994) state in their introduction that a higher level of learning at baseline leads to "slower decay" (p. 3). This choice of words implies that the rate of decay is slower when initial proficiency is higher, but the references cited in support of this statement do not support that conclusion (e.g., Elliott & Wisher, 1993) nor do the results of the Wisher et al (1994) report.…”

“…Wisher et al (1994) state in their introduction that a higher level of learning at baseline leads to "slower decay" (p. 3). This choice of words implies that the rate of decay is slower when initial proficiency is higher, but the references cited in support of this statement do not support that conclusion (e.g., Elliott & Wisher, 1993) nor do the results of the Wisher et al (1994) report. It is possible that these authors meant that the skills of individuals trained to a high level of proficiency would take longer to decay to a point when refresher training would be necessary, but this has nothing to do with decay rate.…”

“…Several reports indicate that scores on the AFQT predict differences in acquisition and retention measured by written (i.e., cognitive) tests better than hands-on (i.e., motor) tests (Henik, Brainin, Ze'evi, & Schwarz, 1999;Rose, Czarnolewski et al, 1985;Wisher et al, 1994;Wisher, Sabol, Sukenik, & Kern, 1991). In one investigation, primarily examining retention, performance on 18 infantryman tasks was assessed two months following acquisition training (Rose, Czarnolewski et al, 1985).…”

“…The research by Wisher et al (1994) looked at how well AFQT scores could predict acquisition of combat engineer skills. In this research IRR Soldiers were examined after a five day rapid train-up exercise.…”