ARMY SPOUSE COURSE:

LEARNER ANALYSIS
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7th Infantry Division-BAYONET

Introduction to Analysis Need

There has been an ever growing need for an optional course that gives Army
spouses the opportunity to become better acquainted with Army unit structure.
This knowledge is critical because of the many different formations and
organizations their Soldier may be a part of throughout their career. With a better
understanding of what kind of organization their Soldier is in, a new spouse will gain
comfort in knowing how the organization works and the role of their Soldier.
The learner analysis will provide the information needed to shape the design and
instruction provided for the course. The spouses who choose to participate in the
questionnaire will give their feedback on how this course will affect the Army
spouse community.

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Method of Data Collection

The primary method used for data collection was a questionnaire distributed
to current Army spouses. These men and women only represent one
Company from a Stryker Brigade Combat Team located at Joint Base LewisMcChord, Washington.
The seven questions focused on satisfaction with the military lifestyle, interest in the
proposed course, and preferred instructional methods/delivery.
A. 23 Army spouses participated in the questionnaire
1. 19 Women / 4 Men
2. Ages ranged from 20-45

B. Each participant initialed the questionnaire allowing the results to be used for
this analysis.

Link to embedded Questionnaire:

Microsoft Word
Document

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Method of Data Collection (Cont.)

The model used to for this analysis was based on the Discrepancy Model for
analyzing learning context as outlined by Ragan and Smith (2005).
This is an evaluation model that is used to look at programs that already have
learner goals and instruction.
It uses a five-phases approach for assessing the programs needs:
1.
2.
3.
4.
5.

List the goals

Determine how well the identified goals are already being achieved
Determine gaps between what is and what should be
Prioritize gaps according to agreed-upon criteria
Determine which gaps are instructional needs and which are most appropriate for
design and development of instruction

The Army already has what they consider to be an efficient program for
spouses known as Army Family Team Building. This is a three phase
program based on Army Information, Personal Growth, and Leadership
Skills. Available at www.myarmyonesource.com
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Results
1. The average time spent as an Army spouse, of those surveyed, was 8
years. The highest being 17 years and the lowest being 2 years.
2. 80% of the respondents are Satisfied with the Army lifestyle. Non of them
marked that they are Very Dissatisfied, however one marked that they are
Dissatisfied.
3. The participants were asked, if they had a better understanding of the
Army Organizational structure would their satisfaction level change, and
why?
A.

15 Yes / 8 No

B.

Of those who responded Yes, the average reason given was because the
more information they have the more they feel part of their spouses life.

C. Of those who responded No, the average reason was given was that they
didn'tt care about what their spouse did at work and it would change their
level of satisfaction with the Army lifestyle.
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Results (Cont.)
4.

We it came to interest in a course that would provide detailed information about

the Army organizational structure, 17 individuals expressed Some or High
interest in participating, where four expressed Little to No interest, and two where
Neutral about the idea.

5.

The participants were asked how this course would help them as an Army
spouse. It was shown that a detailed breakdown of a Brigade Combat Team and
how it functions provided spouses with in depth understanding of specific jobs.
This would allow them to be more in tune with why their Soldier trains the way
the do and would allow them to become more supportive of their job and its
impact on the organization.

6.

When asked about formal or informal learning experience the participants were
mixed on what they preferred. In the case of this course, the participants said
they would prefer the formal mode of instruction in a classroom environment
because of the complexity of the information. Although, informal instruction or
distance learning typically preferred.

7.

The two primary life factors that would prevent participants for entering this
course are needs of young children and a demanding work schedule.
Participants would need to take time off work or higher child care.

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AS OF: XX OCT 16

POC: CPT ARCADIO AVALOS

Analysis
The questionnaire has shown that there is a vested interest into a course that
provides spouses a detailed look at the break down of specific Brigade
Combat Teams that their Soldier is currently serving in. Most spouses enter
in to the military lifestyle having no clue what is going on in their Soldiers life
or how their specific job directly effects the unit. This questionnaire has
provided the confidence to begin design of this course.
A possible approach for course development will be based on New
Employee Onboard training models. Onboarding uses a comprehensive
approach to relaying information to new hires that goes beyond a simple
orientation (Vanden Bos, 2010).

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Reflection
Identifying whether the participant is male or female does not necessarily
effect how the course would be designed. The vast majority of military
spouses are women, so the primary purpose for identifying ones gender was
to see how many males would actually participate in the questionnaire.
Overall, this question was not necessary.
I feel the questionnaire should have ended with an additional comments
section for any information the participants may have wanted to add.

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Resources
Army Family Team Building. (2016). Retrieved from
https://www.myarmyonesource.com/familyprogramsandservices/fami
lyprograms/armyfamilyteambuilding/default.aspx
Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: J.
Wiley & Sons.
Vanden Bos, P. (2010, April 26). How to build an onboarding plan for a new
hire. Inc. Retrieved from http://www.inc.com/guides/2010/04/buildingan-onboarding-plan.html

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