"This report presents research on classroom training practices in Army Battle Command System courses. The investigation examined a sample of institutional courses using observation and classification techniques. Three learning theories--behaviorist, cognitive, and constructivist--guided the collection and analysis of data. Cognitive and behaviorist training techniques were observed somewhat more frequently than constructivist techniques. The frequency of training techniques depended on the type of course (operator vs. leader orientation), instructor style, and progression across days. The discussion offers potential improvements i the areas of training techniques, program of instruction, training environment, and instructional innovation. The report is intended for use by training designers and developers , digital trainers, and training managers working in institutional settings"--P. i.

Access to current, accurate battlefield information via the Army Battle Command System (ABCS), is supposed to improve decision making by leaders and commanders, but some research suggests that information systems may, paradoxically, have the opposite effect by overwhelming leaders with information or by emphasizing irrelevant information. There are currently no published reports examining the impact of ABCS systems on decision-making. This report is an effort to address this important research gap through an investigation of the ways the ABCS impacts decision-making by Army leaders at the Joint Readiness Training Center (JRTC). Observer/controllers (O/Cs) at JRTC reported that few units are fully trained to use their ABCS systems. Nevertheless, most units were able to leverage some system capabilities to accomplish mission objectives. The most common decision errors were the result of the availability heuristic (e.g., making a decision with incomplete information). Of the six decision errors examined, only two were reported to involve ABCS systems. O/Cs also indicated that when digital systems increased errors, it was due to improper use rather than the design of the system. Thus, the data suggest that these systems do not increase decision errors; however, their potential to reduce errors has not yet been fully realized by units training at JRTC.

The rate of change in the operational environment outpaces the development of doctrine and schoolhouse instruction, leaders must direct their own development in order to adaptively and professionally meet the challenges brought on by Army transformation. Army professional forums (APFs), powered by advances in collaborative toolsets and multimedia presentation software, provide a means for leader self-development and professional growth. The research was conducted as an initial exploration of this area. The early stages of this initiative present the most valuable opportunity to establish checks that ensure the initiative is functioning effectively and meeting organizational goals. Establishing such checks enhances the organizational impact of the initiative. The APF assessment framework developed in the present research enables the assessment of APFs during the early stages of the Army knowledge-management initiative.