Workload Transition Implications for Individual and Team Performance (1993) / Chapter Skim
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11 Training for Emergency Responses
11 Training for Emergency Responses
Pages 248-264
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The main focus of this chapter is on training approaches that can be used to offset decrements in performance that might occur in the transition. As discussed in the previous chapters, numerous ways to sustain effective performance have been detailed in the literature: (1)
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The chapter concludes with a discussion of realistic training approaches and potentially important areas for future research.
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TRAINING AND SKILL RETENTION The goal of training for emergency responses is to ensure that the method of training induces rapid, accurate performance. It is reasonable to assume that one of the best criteria to guarantee such performance is that the skills called on are retained well.
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Observations drawn from a review of the literature on exceptional performance indicate that such performance depends most heavily on enormous motivation and continued practice over a period of years (Schendel, 1987~. How TABLE 11.2 Cognitive Requirements Model Evaluation Factors Working Memory Quantity of Data Multiple Processing Time Psychomotor Long-Term Memory Task Repetition Decision Making Data Interpretation Problem Solving Environment
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For perceptual tasks, Schneider (1985) found that under conditions of prolonged practice, the processing of information moves from controlled processing to automatic processing, when the task has consistent components.
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Testing Testing has been shown to improve the long-term retention of skills better than study alone. For example, in one experiment on the long-term retention of verbal materials, researchers found that an immediate test trial performed after 10 study trials reduced error frequency nearly 50 percent as compared within 10 study trials without the test trial (Allen et al., 1969~.
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In addition to increasing the probability of competent performance after the retention interval, other advantages are associated with higher levels of original learning. These are the ability to perform tasks with minimal mental effort (automatic processing)
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In a previous section, evidence was presented that the level of original learning is a key determinant of later performance. Assuming this is the case, training approaches must be developed that optimize retention of the array of tasks that must be performed in an emergency situation.
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In the earlier examination of the performance processes involved in tank crew performance, it was noted that the tank commander position involves the greatest training and performance demands. Decision-making and problemsolving skills, in addition to procedural knowledge, appear to be the predominant skill requirements for successful performance.
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Embedded Training for Practicing Procedural Tasks in the Operational Setting Embedded training presents an excellent opportunity for the practice and retention of tasks and skills that should be performed automatically in the course of battle. Embedded training is a training capability built into or added onto operational systems.
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achieve the primary goal of delivering knowledge. Training to Improve Communications and Coordination The SIMNET system should be adaptable to the investigation of social psychological issues surrounding crew communications and crew resource management, as discussed in the previous chapter.
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A number of strategies are employed to ensure that CRM training has a lasting impact. One is to demonstrate complete organizational commitment to the concepts taught by providing positive role models, incorporating CRM concepts in formal doctrine and operating manuals, and by requiring adherence to the concepts (making failure to practice these concepts and to show effective leadership grounds for termination from flight status)
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(3) Although the number of accidents involving flightcrews trained in CRM concepts is small, the cockpit voice recorder transcripts of these catastrophes form a slowly increasing data base from which information on crew behavior can be analyzed in a case-by-case fashion (Predmore, 1991~.
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From page 261... ...
As previously noted, effective crews employ behavioral strategies that would appear to utilize the combined resources of the group which can serve to compensate for stress-induced individual attentional and cognitive deficits (see Chapter 8~. However, full scientific validation of the impact of crew coordination training has involved assessment of crew performance during normal operations and simulated flights with abnormal conditions.
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Paper presented at the meeting of the U.S. Army Medical Department Professional Postgraduate Short Course - Research Psychology.
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1989 SIMNET training concept hones battlefield skills. Armed Forces Journal International 132-136.
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Army Research Institute for the Behavioral and Social Sciences. Streufert, S., and R.W.
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