specialREPORT Research from the


Australian Defence Force Academy by Colonel Bradley Kilpatrick – Design and Implementation of Adolescent Learning Strategies, published in 2016 – has been the catalyst for a review of approaches to training, coaching strategies and support mechanisms for soldiers in training. It is based on development of the brain and predicted behaviour of those aged broadly 16 to 25, who form the vast majority of people joining the Army. While ASLS military staff are responsible for ensuring that new trainers meet the Army standard, outputs are also supported by an accreditation contract that enables suppliers to assess trainers against a Level 3 Award in Education and Training and a Level 3 in Coaching and/or Mentoring to enhance each person’s knowledge and boost their CV. To ensure that trainers then enter an informed,


progressive learning environment, ASLS also runs training for Trainer Mentors and Trainer Leaders which provides opportunities for additional study up to Level 7 in Executive Coaching and Mentoring. And innovation continues with the current piloting of ‘Compass for Life’ training within Basic Training, where every recruit, from day one in the Army, is asked to consider what they want to achieve in life and how the Army can contribute towards that, with the training team and specialist providers delivering coaching support through the initial stages of the soldier’s career.


Helping soldiers achieve their potential is good for all of us since people are happier to stay where they are


ROLE PLAY ACTS AS TRAINING EXERCISE The ASLS uses student actors to role play scenarios, allowing trainee trainers (pictured above) to practise their management, mentoring and interpersonal skills. Role play sessions are observed by fellow trainee trainers and ASLS training staff (top left). The group then discusses the trainee’s approach in feedback.The trainees know nothing initially about the issues being presented and must uncover the problem, and offer appropriate advice and support. Issues portrayed can range from a soldier with serious money problems to a recruit who is self-harming.


CASE STUDY PREPARING FOR A CIVILIAN TEACHING ROLE Sergeant Major Instructor Paul Tremain, ASLS


I am now fortunate to be in a position of a senior trainer manager where I can support the organisation in the design and delivery of training, and support the trainers at ASLS in their own personal


and professional development. A great deal of effort is taken to ensure that policy supports and protects both the trainers, and the organisation, by ensuring that the quality of trainers who are employed in a defence training environment have suitable knowledge, skills and attitude to take up their role. As a trainer manager it is important that this policy is communicated accurately and in a timely way to all those within the organisation. We are getting smarter and more efficient in how our training is being delivered. Only relatively recently have I fully understood the importance of


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self-development and, being in the fortunate position as a trainer manager, it has allowed me to develop myself in preparation for leaving the Army. It has given me a sound understanding of operating in the managerial space, and the complexity of organisational structure and the policies and procedures that drive them. I have recently completed a Level 7 PG DIP in Strategic leadership and Management and I’m currently undertaking a Level 7 in Executive Coaching and Mentoring. These opportunities have been made available by the Army contract. The opportunities have put me in a great position to seek employment in the civilian further education and training sector when I leave the Army in the near future.


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