Command-Level Decision Making for Transit Emergency Managers (2013)

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CHAPTER 5: CONCLUSION Lessons learned from implementing TERA showed that a significant impediment to successful adoption of the tool was a reluctance to utilize a new technology-based method for conducting training exercises. A factor that should be considered for overcoming this reluctance is by providing real-time coaching and facilitation support within the user community. Our experience has shown that teaching learners how to properly use the tool provides the necessary guidance and experience needed for long-term effective use and promotion of the simulation exercise system. For this reason, ECS offers both onsite and webinar facilitation support services to as many transit agencies who wish to participate. Similarly, another impediment we noticed during field testing is the reluctance for people who are “simulation- challenged”, meaning persons who do not engage in computer “game” or simulation play on a regular basis. We have found that along with the real-time facilitation and coaching, we encourage users to work in teams which can help remedy this issue and offer added benefits. For example, an inexperienced person who trains alongside an experienced transportation professional will be exposed to how to best make decisions in the simulation interface and directly being given mentoring. Mentoring involves the passing of wisdom, knowledge, and experience from the mentor to the learner. A primary goal of TERA is to foster mentoring relationships over a period of time and usage of the tool to adjust learner’s skill levels and needs. Mentoring teaches the learner how to think, rather than what to think, and mentors are usually people who have vast experience in a given domain. Mentoring can be an impactful teaching mechanism by providing one-on-one guidance, encouraging self-learning and reflection, and giving concise feedback after learners struggle through exercises. Page 21