The use of military forces in urban operations has increased considerably over the past years. As illustrated by the current conflict in Iraq, the Army finds itself fighting its toughest battles in urban areas facing unconventional forces. Soldiers face many threats in hostile fire environments, whether conducting large-scale mechanized warfare, low-intensity conflicts, or operations other than war. Through 1970, there has been no demonstrable reduction in battlefield mortality rate as a percentage of all casualties since data was kept since before the Civil War. For that period of time, nearly all the reduction in overall mortality rate occurred through reduced mortality in Hospital Chain. As of 1970, about 90 percent of all combat deaths occur before a casualty reaches a definitive care facility. Tactical Combat Casualty Care (TCCC), also known as TC3, is the pre-hospital care rendered to a casualty in a combat environment. The application of TCCC principles during a tactical combat environment has proven highly effective and is a major reason why combat deaths in latest conflicts (Operation Iraqi Freedom and Operation Enduring Freedom) are lower than in any other conflict in the history of the United States. The Army continues to emphasize reducing battlefield mortality rate. Current tools and methods used for initial skills and sustainment training of combat medics throughout the Army are insufficient. New technologies are needed to provide medics with greater opportunities to develop and test their decision making and technical medical skills in multiple, COE-relevant, training scenarios. In order to address some of these requirements, the U.S. Army Research Development and Engineering Command, Simulation and Training Technology Center (RDECOM-STTC) is developing the 68W - Tactical Combat Casualty Care Simulation (TC3 Sim) for the US Army Medical Department (AMEDD) Center & School at Fort Sam Houston. The Army is considering the use of the TC3 Sim game as a tool to improve the training of individual Soldiers as well as improve the readiness of combat medics. It is the intent of this research to evaluate the effectiveness of instructional games in general and the use of the TC3 game in particular for teaching the concepts of tactical combat casualty care. Experiments were conducted to evaluate the training effectiveness of this tool in supporting the 68W10 Healthcare Specialist Course program of instruction (POI). The goal of this research is to address important questions such as: Is this game an effective tool to train Soldiers the aspects of TC3? Can knowledge gain through the use of the simulation be transferred into task related situations? How can this tool be incorporated in the current POI in order to increase training effectiveness?

Organisations are often faced with many challenges when they attempt to implement an entire workforce to a technologically advanced and complex platform that will alter the skill-set requirements for performance. Training can be ä very effective intervention strategy to implement this organisational change. However, theorists have proposed that training can also enhance organisational effectiveness, and it is believed that individual outcomes from training that emerge upward to achieve organisational objectives vertical transfer would strengthen the link between training effectiveness and organisational effectiveness. Using these theories as a foundation, this case study examined the effectiveness of an organisation's training to achieve performance objectives. Expansion from these theories was possible as this case study presented the multiple influences involved during successive interdependent team training to support the performance of safety-critical operations for a new working platform. In achieving interdependent team vertical transfer in emergency management during this training, results have revealed that training must first focus on individual level skill proficiency and collective enabling process skills horizontal transfer as they are a critical antecedent to ensure cohesion in interdependent team performance. Findings have further identified that the training content and methods must both support and determine the achievement of individual required skills. While simulation training that reflected the working platform benefits both learning and performance. Conclusions can also be drawn from this exploratory case study that the efforts by individuals upward through to teams and across teams has enhanced training performance outcomes. This empirical case study has shown that a multitude of factors and cumulative events that occurred prior to training and during training influenced the effectiveness of team training from multiple levels. Thus, this case study has been able to verify and expand current postulated models to provide foundation support for the design and delivery of interdependent training.

Entrepreneurship and business training programs have been created and administered throughout the world and particularly in developing economies to help entrepreneurs open new businesses and grow their current businesses. Evaluations of these programs have shown that most of them successfully help entrepreneurs expand their knowledge and understanding of business principles and practices, but few entrepreneurs will then apply or transfer what they learn into their businesses. Without many entrepreneurs making changes in how they run their businesses, it is no surprise that these training programs generally show little impact on sales or profits. This research explores how business training programs in developing economies can help entrepreneurs go beyond just learning about business principles to making changes in their businesses based on those principles. Put simply, this research explores how training programs can help entrepreneurs act on what they learn. The research for this dissertation is presented in three articles. Article 1 includes a review and analysis of findings from a decade of evaluations and research on entrepreneurship training programs in developing economies around the world. In this analysis, I identified factors that have been found to positively affect training transfer, and then based on these findings I developed a theoretical framework of how training transfer can be facilitated. Article 2 is a multiple case analysis of seven trainers from two different entrepreneurship training programs based in Lima, Peru. This article includes an analysis of six months of in-field observations and interviews conducted in Peru, revealing several challenges trainers face while helping entrepreneurs apply what they learn as well as strategies the trainers use in their efforts to overcome those challenges. Article 3 includes a field experiment to test if using learning contracts in a training program will help more entrepreneurs begin following new business practices. This article also includes a quasi-experimental impact evaluation of the training program as a whole on entrepreneurs' business knowledge, application of business principles, and sales and expenses. The learning contracts showed some impact but not on all business practices. The training program as a whole had a statistically significant impact on knowledge and application but the impact on sales was not statistically significant.

This research investigates the Training Effectiveness of a low-cost, PC-based training system when compared with two modes (motion and no motion) of a cab training system with large screen for various aviation flying tasks. While much research on this topic has been done in the past, advances in technology have significantly altered what is considered a "low-cost" "simulator." The technology advances have in effect increased the ability of a "low-cost" "simulator" to deliver desired experiences to the user. These "simulators" often are nothing more than PC training system, with only notional representations of the actual aircraft. This research considers the use of such training systems in training for a highly complex and dynamic task situation, that task being a search and rescue mission. A search and rescue mission is far more complex task than those studied for possible "low-cost" simulation substitution in the past. To address that aspect, one mode of the cab involves motion in two degrees of freedom. The results of this research advances the body of literature on the capability of "low-cost" simulation to deliver the experiences necessary to learn highly complex tasks associated with search and rescue as well as further clarify the extent to which a motion platform aides in flight training. This research utilizes available platforms provided by the US Army Research, Development and Engineering Command Simulation and Training Technology Center. Additionally, all the participants in the research are in training to be helicopter pilots. Participants were randomly assigned to one of three training configurations: a) Cab with motion turned ON, b) Cab with motion turned OFF and c) PC-based simulator. Training effectiveness is evaluated using measures for learning, task performance, and human factors. Statistically significant results are shown for the Cab with Motion and the Cab with No Motion configurations.

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The purpose of this study is to compare the effects of cooperative learning method and individualistic learning method on learning outcomes and training reactions of adults participating an in-service training course. The study was conducted with 42 adults in pilot study and 92 in main study conducted in a government bank. Subjects were randomly assigned to two pilot study groups and four main study groups. Two different training programs were developed, one for individualistic learning, and the other for cooperative learning in order to test the effect of each method on learning outcomes and training reactions. The content and length of the training programs taught were held constant, and duration of training was totally 15 hours (3 hours in each of the five days). Participants, in all groups, learned the same topic of &ldquo / Structured On-the-Job Training&rdquo / and were taught by the same trainer. Cooperative learning groups worked on the exercises structured with the five basic elements of cooperative learning, and the individualistic learning groups worked as individually with the instructor calling on participants at random. Learning Outcomes Tests were administered at the end of each day to measure cognitive learning outcomes, which learners attained during the Training. Training Reactions Questionnaire was administered at the end of the Training. A significant difference between the cooperative learning group and the individualistic learning group was examined concerning learning outcomes as a result of ANCOVA by using the age as covariate. Subjects in the cooperative learning group had a significantly higher level of Learning Outcomes Test score than did those in the individualistic learning group. However, there was no significant difference between the cooperative learning groups and individualistic learning groups based on their training reactions. This study indicated that cooperative learning appears to be a method of instruction that is well suited to the needs of adult learners. Subjects of the study learned more through the cooperative learning method than individualistic learning method that was used. They responded to training as much positive as their counterparts learning in individualistic learning group. Results of the study suggest that structuring positive social interdependence in the classroom through cooperative learning procedures can be used effectively within adult education and specifically training settings.

Naturally, maritime training simulators at all events are valuable instructional and pedagogical tools. Through the history, the maritime simulation was utilized to train prospective maritime apprentices in whom it has filled the gap left by the acute shortage of opportunities for jobs onboard vessels around the globe. However, professional seafarers are the axis of success and competitiveness in the field of maritime training. They are the ones that, who are well trained and have the responsibilities of their work and the surrounding environment. In order to achieve the success along with effective training skills, both maritime companies and seafarers should implement a management of safety onboard ships, which only can be executed through the effective usage of the Bridge Resource Management (BRM) and righteous maritime simulation training. Qualitative upgrading of the maritime training process at higher education levels depends predominantly on the instructive value of the instructors' educational software and the content of these programs which contains advanced and intelligent scenarios that benefit positively in providing effective training in order to, transfer and implement their gained skills from virtual reality to the actual environment with minimal risks and additionally to avoid the unforeseen occurrences at sea. The outcomes of the evaluation have shown the instructional suitability of the maritime educational scheme and significant capabilities, it provides, as well as the domains and frameworks for its instructional development. The above facts are substantial in the refinement and improvement of the current maritime education and growth of the apprentices' capabilities and the professionalism of their skills, along with the farthest purpose of creating more educated marine navigators in the worldwide merchant fleet. This research proposes and demonstrates in details the purpose of the maritime simulation training complexes, the elements that if provided, will lead to an effective maritime simulation training, types of maritime simulation, the International Maritime Organization (IMO), its tools and its power for the effectiveness of the maritime simulation training through different conventions & codes and the future for the maritime simulation training, in order to emphasize and accentuate the interplay between instructors and apprentices in an integrated maritime simulation complex on which a serious maritime event is taking place. The distillation of this thesis draws an attention to the effectiveness of the partnership between maritime apprentices and their instructors across a maritime simulation training complex scheme during a virtual maritime scenario event in an advanced facilities located in the state of Florida, which is armed with modern technology, provides both added stimulation for the apprentice himself and elevates the simulator a degree toward a vessel for practical training and/or sailing.

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Выпускная квалификационная работа состоит из введения, двух частей, заключения, библиографического списка, приложений. В теоретической части дана характеристика терминам, значимым для осмысления темы исследования, проведен обзор и анализ текущей практики оценки эффективности обучения, а также приведены модели оценки эффективности обучения персонала и анализ возможностей их применения в ходе оценки обучения, прошедшего в условиях цифровизации. В практической части дана характеристика организации-базы проведения исследования, проведено исследование системы обучения персонала в исследуемой организации, выведена и апробирована комплексная модель оценки эффективности обучения персонала, созданная на базе известных моделей оценки эффективности обучения персонала. В заключении подведены итоги в соответствии с поставленными задачами. / The final qualifying work consists of an introduction, two main parts, a conclusion, a reference list and applications. The theoretical part gives the characteristic of terms significant for understanding the study, provides a review and analysis of the current practice of evaluating the effectiveness of personnel training. It presents models for assessment the efficiency of personnel training and it gives an analysis of the possibilities of their application during the evaluation of training that took place in the conditions of digitalization. The practical part gives the characteristics of the organization under the research. The study of the personnel training system is conducted in the organization, a comprehensive model for evaluating the effectiveness of personnel training is derived and tested, created on the basis of well-known models for evaluating the effectiveness of personnel training. The conclusion summarizes the results in accordance with the tasks set.