Fundamental Issues In Defense Training And Simulation

Description: Defence forces have always invested a great deal of their resources in training. In recent times, changes in the complexity and intensity of operations have reaffirmed the importance of ensuring that warfighters are adequately prepared for the environments in which they are required to work. The emergence of new operational drivers such as asymmetric threats, urban operations, joint and coalition operations and the widespread use of military communications and information technology networks has highlighted the importance of providing warfighters with the competencies required to act in a coordinated, adaptable fashion, and to make effective decisions in environments characterised by large amounts of sometimes ambiguous information. While investment in new technologies can make available new opportunities for action, it is only through effective training that personnel can be made ready to apply their tools in the most decisive and discriminating fashion, and by doing so transform military technology into defence capability.There are many factors which can have an impact on the efficacy of training, and there are therefore many issues to consider when designing and implementing training strategies. These issues are often complex and nuanced, and in order to grasp them fully a significant investment of time and energy is required. However, the requirement to respond quickly to ever-changing technology, a high operational tempo and minimal staffing may preclude many in today's defence forces from seeking out all such resources on their own.This edited collection provides brief, easy-to-understand summaries of the key issues in defence training and simulation, as well as guidance for further reading. It consists of a collection of short essays and frequently asked questions, each of which addresses a fundamental issue in defence training and simulation, and features an up-to-date reference list to enable the reader to undertake further investigation of the issues that are addressed. In essence, this book provides the optimum starting point, or first resource, for readers to come to terms with the important issues associated with defence training and simulation. The contributions are written by leading scholars from military research institutions in the US, UK, Canada, Australia and New Zealand as well as selected researchers from academic and private sector research institutions.

Review: 'Modeling and simulation capability and technologies are ubiquitous in our modern world. This is absolutely the case for training. Such capability allows us to increase training effectiveness while saving considerable resources. This book deftly provides key definitions and uses of modelling and simulation in advancing military competency. The book will benefit those who are new to applying this technology to solving real-world training problems.'Dee H. Andrews, Senior Research Psychologist, US Army Research Institute for the Behavioral and Social Sciences

Contents: Contents: Introduction, Lochlan Magee; Part 1 Analysis: Before we start, let's do some homework, James Kerry; Competency in the military, James Kerry; Generational learning difficulties: myth or reality, Brett Christensen and Remi Tremblay; Training needs analysis for simulation-based training, Phil Wallace; Mission essential competencies; a novel approach to proficiency-based live, virtual, and constructive readiness training and assessment, Winston Bennett, George M. Alliger, Charles M. Colegrove, Michael J. Garrity and Rebecca M. Beard. Part 2 design: Training design, George Galanis; Jump starting the learning curve: instructional design for the military, E. James Kehoe; Eight basic principles for adaptability training in synthetic learning environments, James A. Grand and Steve W.J. Kozlowski; Instructional features for training military teams in virtual environments, Rebecca Grossman and Eduardo Salas; Key tenets of collective training, Heather M. McIntyre and Ebb Smith; Economic considerations in simulation-based training, J.D. Fletcher. Part 3 Technologies: Training technology: the state of practice and emerging concepts, Robert A. Sottilare; The allocation of training to live and virtual environments, Stuart Grant and Slawomir Wesolkowski; Virtual environment training design: pros, cons and tailored solutions, Kay Stanney, Meredith Carroll, Roberto Champney, Luke DeVore and Kelly Hale; The role of instructor operator stations in training, Melissa M. Walwanis, Brandy L. Swanson and Beth F. Wheeler Atkinson; Medical simulation for training, M. Beth H. Pettitt, Jack E. Norfleet and William Y. Pike; Virtual worlds and serious games as training tools, Rodney A. Long; Research gaps for adaptive computer-based tutoring systems, Robert A. Sottilare and Stephen Goldberg; The generalized intelligent framework for tutoring (GIFT), Robert A. Sottilare, Keith W. Brawner, Benjamin S. Goldberg and Heather K. Holden; How virtual reality training can win friends and influence people, John Hart, Jonathan Gratch and Stacy Marsella. Part 4 Measurement: Effective measurement is essential for effective training, Christopher Best; Starting points for measurement decisions in training evaluation, Reid A. Bates, Nicole Cannonier and E.F. Holton III; Factors affecting the reliability and validity of instructor evaluations of trainee competencies, Anya Andrews, Clint Bowers and Corina Lechin; Measuring up: benefits and trends in performance measurement technologies, Beth F. Wheeler Atkinson, Robert G. Abbott and Danielle C. Merket; Using objective performance assessments in applied settings, Mark Schroeder, Brian Schreiber and Winston Bennett; What is transfer of training, and what does it have to do with simulators?, George Galanis, Ashley Stephens and Philip Temby; Index.



Author Biography: Dr. Christopher Best is Senior Research Scientist within the Air Operations Division of the Defence Science and Technology Organisation, Melbourne, Australia. He holds a PhD in Psychology and is currently involved in research into various aspects of human perception, cognition and learning in the military domain. Dr. Best is also the deputy national representative for Australia on TTCP Training Panel.Dr. George Galanis is currently the Scientific Advisor for the Australian Air Force. Prior to that position he was a Principal Research Scientist with the Defence Science and Technology Organisation in Australia. He has worked extensively in the field of simulation and training, including developing simulators for civil and military pilot training, and from 2001until 2012 he was head of training research for the Australian Army. He was the Australian National Leader of the TTCP HUM TP2 Training Technology panel from 2001 until 2012 and chaired the panel from 2006 until 2009. Dr. Galanis holds a PhD in Engineering and Human Factors and he is also a qualified pilot holding an Air Transport Pilot License with multi-engine instrument and instructor ratings.James Kerry is a Research Leader in the New Zealand Defence Technology Agency. He has considerable experience in the UK Armed Forces and more recently the NZ Defence Force and is currently involved exploring the effective transfer of training from the classroom to the 'field'. Kerry is the national lead and former Chair of the TTCP HUM Group Technical Panel on training technology.Dr. Robert Sottilare is the Chief Technology Officer at the US Army Research Laboratory's SFC Paul Ray Smith Simulation & Training Technology Center, Orlando, Florida. He holds a PhD in Modeling & Simulation and his current research focus is in machine learning, trainee modeling and the application of artificial intelligence tools and methods to adaptive tutoring and training environments. Dr. Sottilare is currently the Chair and US National Leader of the training panel with The Technical Cooperation Program (TTCP).