Transcript Situational Training Using Simulation

Using Simulations to Train
First Responders
A Presentation of Training
Simulations
Introduction of Simulations as
a Training Tool
Using Computer Driven
Simulations
Introduction to Simulations
• Games and Simulations are Often Confused as
being the Same Thing
• Games are
– Mostly for entertainment with a small degree of
learning
– Real World is heavily abstracted or ignored
• Simulations are
– Mostly for learning with entertainment as an attention
getter/keeper
– Real World is heavily represented
The Training Process
• How do Simulations Train?
– A Real World scenario is pulled from experience. It is
represented within a Simulation Tool
– All of the critical factors for success or failure are
represented within a Simulation Scenario as Decision
Points
– The Simulation Scenario presents a sequence of
Decision Points to the Trainee
– The Trainee uses classroom training and experience
to make proper decisions
– The Simulation uses the decisions to guide the
Trainee to a conclusion of success or failure
– The Simulation can be used by the Trainee/Trainer to
revisit each Decision Point for evaluation
Real World Scenarios
• Research of Topic to find Examples
– Pull from historical references
– Pull from experts’ experiences
– Pull from personal experiences
– Pull from current news articles
• Sort Examples
– For similar events
– For similar results
– For similar actors
Find Critical Factors
• Analysis to extract Critical Factors from
examples
– Critical Factors are blocks of information that
tell the Trainee what is happening and what
could happen
– The analysis requires situational knowledge to
determine the critical nature of found Items
The Decision Tree
• The Decision Tree is built by the Trainer
Team using
– methods and processes from the Standard
Operating Procedures Manual
– experiences of the Training Team from known
bad decisions of prior Trainees
– experiences of the Training Team from known
good decisions of prior Trainees
A Simulation Run
• During the Simulation Run, the Trainers
should be monitoring the Trainee for
– activities not captured by the Simulation Tool
– failure of the Trainee to follow the Simulation
– the Trainee is either too aggressive or too
cautious
During a Simulation Run
• The Trainee should feel “In” the Simulation
• The Trainee should be using
– what he learned in classroom training
– what he learned during prior simulation runs
– what is commonly called “common sense”
– what he learned during other training
Evaluation During a Simulation Run
• When the Trainee reaches a failure point
– The Simulation would communicate with the
Trainee about
• why and how he failed
• what they could have done differently
• offer an opportunity to re-enter the simulation at a
prior point
– The Simulation would communicate with the
Trainers about what decisions were made
Evaluation During a Simulation Run
• When the Trainee reaches a success
point, the Simulation will ask
– does the Trainee understand how he got to a
success point
– does the Trainee wish to review any part of
the Simulation to see if he can do it better
Post Simulation Run Evaluation
• The Trainer Team must
– evaluate the Simulation for achieving the
goals of the training
– evaluate the Trainee for understanding how
he succeeded and/or how he failed
– evaluate the overall Training program to
determine if Training goals are valid
• The Trainee must review with the Training
Team how he succeeded and/or failed
Building a Simulation
Considerations and Parameters of
a Simulation
What Makes a Good Simulation?
• Entertainment
– While not as entertaining as a game, it must be entertaining
– It must engage the attention of the Trainee enough to draw the
Trainee into the Simulation
• Accuracy
– The Laws of Physics must be obeyed unless an Abstraction is
required
– The Laws of Society within the context of the Simulation must be
obeyed
• Minimum of Abstractions
– Abstraction should only be used when the Simulation would not
function properly without It.
– An Abstraction must always have an Actor between it and the
User. For example,
Parameters of a Simulation
• What Goes Into a Training Simulation?
– Doctrine of the training organization
– Expectations of the Trainers
– Accumulation of experiences
– Accumulation of intelligence on the
Opponent
Building a Simulation
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Identify the purpose of the training
Identify the audience of the training
Collect and prepare the material for the training
Identify the scenarios that are the vehicles for the
training.
Prepare a “story board” describing the training
Select a Simulation Tool that aligns with the needs of the
training.
Create a Simulation for each Scenario
Test each Simulation with Trainers
Test each Simulation with a Select Set of Trainees
First Responder Example
• Regular city patrol officer
• How to handle a “Secondary Bomb”
terrorist incident
• Research current training procedure and
devise new training procedures for
scenario
• Select a Scenario in a major public mall
• Create a directed graph of scenario
• Simulation Tool will be HTML Web Pages
“Secondary Bomb” Scenario
• The Scenario has the following structure:
– The Primary Target is First Responders
• Kill and/or maim as many First Responders as
possible
• Cause First Responders to fear responding to
follow-up incidents of similar nature
– The Secondary Target is Civilians
• Kill and/or maim as many civilians as possible
• Cause civilians to doubt the capabilities of First
Responders to handle similar incidents
Planning for Attack
• Scouting for a suitable location
– Large crowded site
– Lines of sight to site from general parking
locations
• Preparing explosive devices
– One small but high wound producing device
– Two large directional killing devices
• Plan for moving devices into position
• Plan for remote detonation of devices
Structure of “Secondary Bomb”
Attack
4
2
3
4
2
1
• Initial Incident (1) is at the
entrance to a public place,
i.e. a mall.
• First Responders’ vehicles
arrive closest to incident
(2).
• First Responders move to
incident site (3) to help
victims.
• When maximum number
of First Responders and
civilians are present,
detonate secondary
directional bombs (4).
Constructing a Decision Tree
• A Decision Tree is a directed graph
containing nodes at each Decision Point
• The Nodes of a Decision Point are
– Information needed for decision
– Options to decide upon
– Consequences for each option
Directed Graph of Selected
Scenario
000
Introduction
001
Briefing
002
• Introduction: Patrolman,
Ron, is reporting in for
morning shift.
• 001-Briefing: Ron
attends morning briefing
on the day’s activities.
First Decision Point 002
002
Notes on
Terrorist
Activities
003
Talk with friend
who has up-todate info on
terrorist group
that uses bombs
to kill government
officials
• 002 – Read Notes: Ron
reads notes on terrorist
activities. Ron wonders if
there is info not in notes.
Does
Ron
go
to
his
004
friend that tracks terrorist
Talk with
Dispatch
groups or goes directly
and Pickup
Patrol Car
to his patrol work?
005
The Rest of the Decision Tree
• The previous slides show the beginning of
the Decision Tree
• As the Decision Tree from the book
indicates, a Decision Tree can be
extensive
• The expected training results determine
the size and extent of the Decision Tree
Evaluations and Results
• When the Trainee reaches a Terminate
Node, the results of his decisions are
given.
• The results contain an evaluation of the
Decision taken and the Consequences to
the Trainee and those who were working
with him.
Conclusions
• Simulation is an excellent tool to train First
Responders in anti-terror methods
• Simulation requires effort, knowledge, and
skill to make it work
• The effectiveness of simulation training is
directly proportional to the commitment of
the organization in making it happen