example tdgs/stex #2 - Wildland Fire Leadership Development

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The Sand Table Exercise The Sand Table Exercise (STEX) is a tactical decision game that employs a threedimensional terrain model with various props to represent either assets or liabilities. Advantages of the STEX over the two-dimensional maps other exercises employ include: enabling the learners to "experience" the terrain features of their problem; engaging learners by engineering a learning environment that fosters proximity; eye contact; free movement, and presents the learner an almost irresistible attraction to get their hands on the problem. Another benefit is the lesson of perspective that many fireline firefighters don't have the opportunity to experience or learn. The sand table impresses the importance of “top-sight", the ability to see how individual pieces of the problem fit into and affect the whole, thus preparing squad and crew level firefighters for tactical and strategic command. The sand table presents some challenge of portability but when conditions and logistics allow, it is the medium of choice for TDGS. Sand tables can also be used effectively to facilitate briefings, after action reviews, post incident critiques, and as a training visual aid. 5
How TDGS Work PART I Designing Tactical Decision Games 1. TDGS are Simple…Keep them Simple. • Role-Playing: The players are put in the role of a leader of a given unit, in a given situation, with given resources, and a given scenario. • Limited Information: The players will not have as much information about the scenario as they might like. This is an important feature of TDGS; uncertainty, confusion, and complications are basic characteristics of tactical decision-making. • Limited Time: The players will have limited time to make a decision, since this is also a feature of making tactical decisions. • Face a Dilemma: The scenario puts the players in a situation requiring some sort of decision; a problem requiring a solution. Despite the above limitations, the players must come up with a workable solution. • After Action Review (AAR): The players analyze or discuss their solution as a means of drawing out the lesson of the experience. 2. The Primary Objectives of TDGS • Exercise Decision-Making Skills in a Tactical Context: This is the fundamental objective! • Practice Communicating Decisions: Players must communicate decisions by giving clear text instructions while using all the appropriate elements listed in the standard briefing checklist outlined in the Incident Response Pocket Guide (IRPG). It is recommended that the players adhere to the appropriate elements of the briefing checklist found in the IRPG. • Provide Vicarious Experience to Develop Pattern Recognition Skills: Experience is the only way to develop the pattern recognition skills that are essential for effective decision-making. Since actual fire experience may be limited and involves certain risk, TDGS provide a safe alternative. 3. Additional Benefits In addition to the primary objectives, TDGS offer several secondary benefits: • Illustrate Tactical Concepts: Effective use of fire suppression methods and techniques, resource capabilities, resource deployment, etc. can be explained as part of the post scenario discussion. 6
Page 2 and 3: Preface The intent of this workbook
Page 4 and 5: Introduction: Why Play When There's
Page 8 and 9: • Develop Implicit Understanding:
Page 10 and 11: How to Design TDGS You are creating
Page 12 and 13: TDGS Standard Format Title: Provide
Page 14 and 15: The Facilitator Role PART II Delive
Page 16 and 17: problems. The facilitator should be
Page 18 and 19: o “Don’t you think that hill is
Page 20 and 21: Appendix A EXAMPLE TDGS/STEX #1 Aut
Page 22: Assuming that there are several opt
Page 25 and 26: hill south of the road (DESCRIBE: H
Page 28 and 29: EXAMPLE TDGS/STEX #3 Author(s): Des
Page 30: first objective of this exercise is
Page 33 and 34: perimeter (DESCRIBE: How the smoke
Page 36 and 37: EXAMPLE TDGS/STEX #5 Author(s): Des
Page 38: confirmed the discussion can move t
Page 41 and 42: After Action Review • Question th
Page 43: Appendix D Sand Table Example The s

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