search for books and compare prices
Tables of Contents for Consolidating Active and Reserve Component Training Infrastructure
Chapter/Section Title
Page #
Page Count
Preface
iii
 
Figures
vii
 
Tables
ix
 
Summary
xi
 
Acknowledgments
xv
 
Abbreviations
xvii
 
Introduction
1
6
Background
1
2
Objectives
3
1
Scope
4
2
Organization of This Document
6
1
Developing an Optimization Model for Analyzing Integration Options
7
4
How the Optimization Model Works
7
1
Model Database
7
2
Model Assumptions
9
2
Results of Analyzing Three Integration Options
11
22
Option 1: Nearest School
11
8
Sending Students to Nearest School Results in Significant Flows Across Components
12
4
RTS-Ms Assume Larger Workloads given Longer AC Course Lengths
16
1
Sending Students to Nearest Schools Reduces Travel Cost and AC Student Time Away from Home
17
2
Option 2: Reassign Courses
19
7
AC Schools and RTS-Ms Will Have increased Course Offerings, Less So at Specialized RTS-Ms
20
1
Student Flows Across Similar Component Boundaries in Similar Numbers
21
2
Travel Costs Decrease in All Options
23
1
AC Student Time Away from Home Also Decreases in All Options
23
3
Option 3: Consolidate Schools
26
7
Results Mirror Those for Previous Options
27
2
Number of RTS-Ms Can Be Reduced
29
1
Even with Fewer RTS-Ms, the Systems Is Still Robust
30
2
RTS-Ms Have the Capacity to Assume New Missions
32
1
Conclusions and Implications
33
98
AC/RC School Integration Provides a Range of Personnel-Related Benefits
33
2
Instructor Benefits
33
1
Support-Personnel Benefits
34
1
Student Benefits
34
1
Results Can BE Generalized Beyond Maintenance Training Area
35
1
Pilot-Testing AC/RC Integration and Conducting More Detailed Analyses of Instructor Requirements Are Logical Next Steps
35
2
Appendix
A. Technical Description of the Optimization Model
37
6
B. Courses Taught at Each School for the Various Options
43
46
C. Schools Offering Specific Courses for the Various Options
89
42
References
131