Batteries Not Included

The most critical element of a successful Simulator Training Program does not come from the manufacturer

Simulators have assisted great advances in the quality and effectiveness of training. Assisted, because simulators do not operate by themselves. Have you ever watched a professional craftsman at work, only to be frustrated with the result when you tried to do the same job yourself? Yes the craftsman has all the great tools, but there is more to it than that. He has the skill, and the experience. When we purchase the latest tools, skill and experience are not included. Modern simulators are fabulous training tools. They are not as yet simulated teachers. “Batteries Not Included.” The simulator teacher/instructor is the critical component not supplied by the manufacturer. They are the batteries. They need to be of good quality, and routinely re-charged.

Background:

Simulators have evolved a great deal from the original Link Trainer, where a pilot trainee sat in a metal box experiencing pitch, roll, and yaw by moving a stick and pedals. Computer graphics have enabled simulation of the visual environment as well. The trainee can see and react to situations presented on screens surrounding the simulated cab. The evolution of simulation primarily directed by the military and later by commercial aviation, was focused on procedural tasks. When a trainee was presented with a malfunction, he or she would work through procedural options to either correct, or manage the problem.

Simulated combat pushed training to the next logical step, which was to require the trainee to react to simulated life-threatening experiences generated from outside the aircraft. The trainee now had to make decisions ahead of the reactions. No longer just training mechanics of maneuvers, or procedures, the trainee was now required to anticipate threats. The trainee was required to exercise judgment to recognize and analyze the threat, make split-second decisions, then experience the consequences of those decisions. By experiencing life threatening situations, and finding they are survivable with the correct decision and reaction, the trainee is provided with a wealth of instant reaction tools. These tools will be instantly available in similar real life situations, because the trainee already has lived through them. Trying to apply classroom theory to the threat with which he or she is instantly presented will no longer hinder the student’s reaction time.

"What I hear, I forget. What I see, I remember. What I do, I understand." 
Confucius 451 BC (a pioneer in simulation training theory) 

Current Environment:

Safety and liability are issues that limit the extent to which you can train using an actual vehicle. Modern simulators now have the capability to take training safely into the Danger Zone. Law Enforcement Driving Simulators are pushing the limits of simulator development, at about one tenth the cost of military combat simulators. Unlike aerial combat, pursuit training occurs at ground level. At ground level the graphics requirement is extremely demanding. Objects within view are much closer and require far greater detail. The consequences of not having this training available, such as injury, loss of life, and liability are comparable, but funding for development has been limited. For this reason driving simulators are far from producing the exact sensory experience of driving a real car. The student must adapt to the simulated environment, and accept the simulated vehicle before effective training can be accomplished. This phase of simulation training is the most critical, as it will determine the effectiveness of the training that follows.

The Critical Element:

The Law Enforcement Driving Simulator instructor must be able to sell the student on the value of simulation training. In order to accomplish this, the instructor must be sold on simulation training as well. Like a good sales person, the instructor has to relate on a personal basis to a wide variety of students of varied experience and background. A good instructor must be able to recognize and adapt to the student’s optimum receptive environment, rather than expecting the student to adapt the instructors teaching style. Some students are more audibly influenced, while some are more receptive to the visual. Talking more is not always the best solution. The challenge is to find out what works best for each student. The instructor has to eliminate the student’s fears as to the effect on their careers, and overcome the mentality that simulation is “just a video game” during the adaptation and orientation phase, while possessing the ability to manufacture stress in the advanced training phase. The instructor must be a bit of an actor in order to get the student emotionally involved in the scenario, by use of the radio and other distractions.

The instructor should be thoroughly familiar with training scenarios. By knowing where conflicts occur, the instructor can time radio calls to reinforce multi-tasking skills. This can be done to distract the student, or force a decision exercising proper judgment. For example, the student’s natural reaction is to pick up the microphone and answer the call, when proper judgment gained through experience would dictate clearing the dangerous intersection before answering. By observing the student in the simulator, a good instructor would know when it is time to provide a break from driving during the orientation and adaptation phase. When the instructor sees a student do something unusual, or creative, he or she can pause a scenario and discuss the reasoning behind it. The instructor should realize the opportunities presented by instantly discussing and correcting dangerous actions, as well as reinforcing and rewarding safe and creative ones. Some students may react instantly and creatively without thinking. By discussing the creative action, the student will be made aware of the reasoning behind the success of this action, and replay can be used to provide positive instruction for the other students.

Maintaining Program Health:

A good instructor is creative, and finds ways to enhance the training by using different techniques with different students, and creating new scenarios to reinforce and expand training objectives. Good teachers are rare. They not only must posses the skill and experience, but they must also have the ability to transfer this skill and experience effectively to others. This is not a simple task. It requires more than skill and experience. It is a gift. The instructor not only has to have a deep knowledge of the subject; he has to be excited about it. This excitement is contagious. If the training program stagnates, it becomes less effective. If the program is to survive, the instructor must be able to instill the same skill and enthusiasm to successive instructors. Too often this important transition is unanticipated. Priceless information and enthusiasm is lost. With five years experience working with simulation, I have seen programs literally die when the instructor responsible for building the program has been promoted or retired. I have also observed instructors conducting meaningful and effective training with severely limited equipment.

Battery Charge:

Batteries run down over time, and need to be recharged. In order for the driver training program to remain effective, the instructor must be able to keep that creative edge. A decline in instructor morale can drive a great program to the mediocre. The training elements will still be covered but the effectiveness of the knowledge transfer will be greatly reduced. This is where the value of a good instructor is most noticeable. Anyone can cover training points in a curriculum, but it is the art of the good teacher that makes the connection to transfer the knowledge effectively. Program managers, or department heads should concern themselves with the morale of the instructors. To keep the energy level high and the curriculum current, the instructors should be encouraged to attend conferences of their peers, such as A.L.E.R.T. (Association of Professional Law enforcement Emergency vehicle Response). They should also be encouraged to form user groups that work with the simulator manufacturers to provide more effective, and user friendly, training systems.

Because of their knowledge and expertise, driving instructors often become celebrities as a source of information for news agencies. Managers and department heads should not be intimidated by, or jealous of, such notoriety. Rather they should take pride as the celebration reflects on their leadership of the program. Because driving represents law enforcement’s highest liability risk, there is nothing more important managers can do than to keep the driver training program functioning as effectively as possible

Law Enforcement Driving Simulator Training is one of the greatest advances in the effort to reduce liability and protect lives and property. Currently, it is the only way to provide life-threatening experiences, in a safe environment, for the development of quick reaction options in the officer’s Survival Toolbox. Simulation provides the missing pieces to a comprehensive driver training program, concentrating on Judgment and Decision-Making. The Driving Simulator can be one of your agency’s greatest assets for effective training, but please remember this… “Don’t Forget the Batteries!”

Terry Cutler

Law Enforcement Product Supervisor and Service Manager

FAAC, Inc.

(734) 761-5836

Dedication:

To Sgt. George Grein of the Los Angeles County Sheriffs Office, my mentor. A true pioneer in the development of Law Enforcement Driver Training Simulation, and a Great Teacher.