The aim of this research was to investigate the perceptions of phase 1 military instructors regarding their role and perceived effectiveness in the delivery of teaching. It further examined, whether phase 1 instructors believe their current delivery methods and intuitional parameters allow them to provide a dynamic and less didactic learning experience. It, in addition, investigated their views and perceptions in to the military pre-employment instructional training and Continuous Professional Development (CPD) that they have been offered.
The dissertation followed a five chapter layout, firstly introducing and giving a detailed description into the manner in which military training is organised, then specifically analysing the organisation of military phase 1 training. The introduction further focused on the military instructor and how they integrate within the current military Army Instructor Functional Competency Framework.
The literature review undertook a broad context of reading relevant to the subject. It explored other author’s views, opinions and facts in relation to the military instructor’s capability. It also focused on traditional instructional delivery methods and approaches, versus an innovative and learner focused approach. The literature review was vital, as it formed the basis of the methodology approach of the research.
The research methodology used in this dissertation analysed the relationship and conceptual structure of the questionnaire and interview questions against specific quantitative and qualitative questions combining the overall research questions. Using different methodology of data collection for the research, the researcher hoped the data provided may point to certain themes within the findings and conclusions. 69 participants completed the paper questionnaire and 8 participants were interviewed.
The findings of this research critically analysed the spectrum of perceptions from the military phase 1 instructor including both qualitative and quantitative data from the interviews and the questionnaires collection methods. The responses indicated that the military instructor had a positive approach to their delivery in producing the end result (trained recruit). The research indicated that the instructor perceived their training as somewhat basic in its delivery; but gave them foundation knowledge and skills to build upon.
The main conclusions of this research found that the military instructor felt restricted to deliver the training within parameters set by the military stakeholder and going outside these was looked on as not acceptable. The added pressures from external organisations such as ‘Ofsted’, restricted instructors in their delivery model. The results also highlighted that many instructors perceived the use of technology in phase 1 training as a hindrance rather than a learning asset, there were a small majority of instructor who felt that technology could improve the delivery and support the modern technology savvy recruit.
