Introduce Self-Paced Learning in Military Technical Trades Training

Abstract

Using a case study, this article identifies the factors that are important in the effective implementation of mixing self-paced and lock-step learning (a specific type of blended learning (BL)) in the context of training military technicians. Due to budget and time constraints, the training authorities in most worldwide organisations, and in military organisations in particular, face a challenge in the increase of training demand to deliver and sustain a qualified workforce. This study explored the advantages of this type of BL to address the challenge. The data was collected by group interviewing stakeholders, i.e. the course managers and instructors. The interview workshops identified the features of the designed course structure and trainee flow process that would impact on the effective operation of BL learning. The trainees' data in training hours was analyzed to examine the BL impact on the training throughput. The management science concepts from, e.g. Lean thinking and Queuing theory, are used to recognize enabling factors that make this implementation work. This article concludes that the BL discussed here can help to address the training challenge for organisations to build workforce capability by catering to diverse learning needs, especially for motivated trainees in their career education. It is hoped that the lessons learned from this study will contribute to the knowledge in the field of adult education and workplace learning in the designing and implementation of more flexible training programs.