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Describes some early results of research designed to evaluate the economic efficiency of specialty training for first-term enlisted personnel. To make such an evaluation, one must develop reliable measures of on-the-job performance that (1) reflect net rather than gross productivity, (2) reflect productivity over time, and (3) are based on the performance of specific individuals. Measures that have these properties can be collected by a variety of methods, including direct measurement, job-knowledge tests, and supervisory ratings. The authors provide a preliminary analysis of supervisory rating data assembled to explore tradeoffs among training courses of different lengths. These data consist of enlisted supervisors' estimates of military trainee net productivity at different points in first-term service. The estimates are used to construct profiles of the time path of productivity; a number of profiles are presented. Results suggest that meaningful conclusions can be drawn from data based on carefully constructed supervisory ratings.
The Air Force typically trains 30,000 to 40,000 new airmen in some 300 specialties each year. It utilizes two methods for training its enlistees: centralized initial skills training (IST, or "schoolhouse" training) and decentralized on-the-job training (OJT). All too often, only IST costs are considered when "pricing" training, seriously underestimating the overall cost to train an airman. When all the costs are considered, including those of OJT, decisions related to the length of IST can be better informed. To determine the most cost-effective combination of IST and OJT, the authors developed a methodology based on a cost-benefit analysis of seven Air Force specialties. From a statistical analysis of data taken from surveys of senior enlisted personnel, they were able to assess how productivity changes when IST course length changes and to make recommendations concerning the IST course lengths that would produce the most productive airmen for the least possible cost.