skills-based trainings

To determine the most important dimensions, components and indicators affecting the evaluation of skills-based training in the Armed Forces, skill-based training was first inferred using the six documents provided in the first step of the conceptual model and then, the desired dimensions, components and indicators affecting this type of training were determined. Finally, by determining the references, tools and methods for evaluating skills-based training, the most important dimensions, components and indicators affecting the evaluation of skills-based training were obtained and determined. This research is a case study with an integrated approach, for which library and field methods were used to collect data. By inferring the skills-based trainings, 10 dimensions, 49 components and 220 indicators affecting the evaluation of these trainings were obtained, finalized and standardized based on experts opinions. Then, based on the collected data, a comprehensive questionnaire was prepared and distributed among 68 people in the statistical population in the form of a total number. After examining the answers by SPSS software, the level of significance of the answers (P-value) and Cronbach's alpha of each of the indicators and components were as follows: All the 10 dimensions, 49 components and 220 indicators related to the evaluation of skills-based training In the Armed Forces, are quite correlated and approved. In addition, using descriptive statistical methods, the responses to each of the components and indicators were described and analyzed, and the level of effectiveness of each of the indicators and components was determined based on the average score for the 10 dimensions.

Skills-based trainings in the armed forces suffer from a variety of problems that reduce their efficiency and effectiveness. This study aimed to identify the problems with these trainings by comparing the current and desirable situations in the pedagogical dimensions, components and indicators. This research is a case study with an integrated approach, for which library and field methods were used to collect data. By inferring the skills-based trainings from the six documents mentioned in the conceptual framework, 10 dimensions and 49 components were identified, and 220 effective indicators were obtained for them and then standardized and finalized based on the experts opinions. Then, after determining the references, tools and methods of evaluating skills-based trainings, the gap between the current and desirable situations of each of the indicators and components was described and analyzed based on the data collected from 68 people of the statistical population (in full) in the form of a comprehensive questionnaire and using descriptive statistical methods and chi-square test 2. The research results identified the main problems with skills-based trainings, the first three problems with components were "lack of proper feedback from training courses", "lack of updated trainings" and "students donot have necessary qualification" and the first three problems with indicators were "weakness of learners’ skills in English and Arabic", "poor feedback from the staff’s district" and "lack of educational simulations".