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Additional resources for Fundamentals of defence training and simulation
W. 1915. The Principles of Scientific Management. New York and London: Harper and Brothers. US Department of Defense. 2011. Active Duty Military Personnel by Rank/Grade, 2011. Available at: 28. pdfb [accessed October 5, 2011]. , 2007; Lucia 8 Lepsinger, 1999. 2 Markus 8 Cooper-Thomas, 2005; Huff 8 Lilleboe, 2009; Shippman, 2000; Brown, 2006; Schmidt 8 Hunter, 2004. Chapter 4 Generational Learning Differences: Myth or Reality LCdr Brett Christensen Canadian Forces Warfare Centre LCdr Remi Tremblay Canadian Defence Academy For the past decade educators and instructional designers have attempted to understand how students who have grown up with regular access to the Internet function as learners and to consider the impact and the implications of this unprecedented access to information and to each other.
1 Average NZ, UK, US proportions across the rank structure Personnel start their careers as 舠juniors舡 (about 47 percent of uniformed personnel), where technical skills are important. They move up the organization and the emphasis moves from technical competencies (related to trade) to non-technical skills (related to rank). The individual becomes a technical 舠expert舡 (47 percent of uniformed personnel) and is probably also a 舠manager舡 responsible for a team. A small percentage (about 6 percent) become 舠senior managers舡; here technical competencies are far less important.
The Practice of Competency Modeling. Personnel Psychology (53): 1舑38. Spencer, Lyle M. M. 1993. Competence at Work: Models for Superior Performance. New York: John Wiley and Sons. W. 1915. The Principles of Scientific Management. New York and London: Harper and Brothers. US Department of Defense. 2011. Active Duty Military Personnel by Rank/Grade, 2011. Available at: 28. pdfb [accessed October 5, 2011]. , 2007; Lucia 8 Lepsinger, 1999. 2 Markus 8 Cooper-Thomas, 2005; Huff 8 Lilleboe, 2009; Shippman, 2000; Brown, 2006; Schmidt 8 Hunter, 2004.