I__. - International Military Testing Association

examples then chaining the stages successively into processes. The main problems with contemporary
training are that it is not engaging or realistic enough, that trainers are usually insufficiently
prepared or supported with aids, scenarios and materials, and that the trainers do not experience
enough examples/cycles, and variations, for recognition and response to become second nature. The
ultimate objective is to prepare someone who can act like he has seen the situation before, understands
it, can visualize the opponent’s perspective, and can select and enact the actions needed to
ensure favourable outcomes. The response of a BATTLE-TASK TRAINING/BATTL,EBOARD
based curriculum is to create surrogate experience, and to meter that experience at a controlled but
challenging rate of exposure.
9. Imnrovisations
The objective behaviour here is taking effective local action under uncertainty or ambiguity that
obviates rational, calculated decisions. These conditions are commonplace, yet they are poorly
. addressed (and in some quarters actively denied) in the training curricula. Improvisation accounts
for the extent people are able to respond to, understand, exploit, and occasionally create transient,
locally evident threats, opportunities, and ambiguities (versus becoming immobilized or simply
plowing ahead according to the initial set of orders).
Current knowledge of how people respond under uncertainty concentrates upon the interacting
processes of:
� heuristic problem solving,
� learning by experimentation, and
� creating opponent uncertainty & loss of initiative.
To teach to these interacting processes the simulation scenarios and curriculum is modified. The
scenarios follow a simpler progression than pattern recognition and/or repertoire development.
These scenarios would directly link, simple - complex, small scale - large scale. However, they will
be made deliberately ambiguous, with cues of increasing subtlety regarding threats, opportunities,
dispositions and intentions. The objectives will be attaining tactical certainty and initiative (i.e.,
bringing the simulation back to an accepted routine format). The role of the umpire/trainer will be
made much more active, as he will effectively be reorienting the scenario to reflect what is learned
from each move as well as the objective outcomes. The discussion emphasis will shift from recognition
to inference. Physically the simulations will employ progressive disclosure. As capacity develops,
options such as fractures in command - coordination can be included. The core issues are:
� how can I think and experimentally work my way into a situation where I know what’s
going on and can employ my tactical handbook, and
� how can I prevent my opponent from getting to that stage first?
10. TheTrials and the Setting.
The initial focus of the trials is the Army Reserve Unit. Decentralization, resource constraints, limited
personnel time, and the Army Reserve Unit’s need for an experience payoff which will enhance both unit
and civilian career opportunities of participants, and the critical role of the Army Reserve Unit in a
scenario of future national defence make the Army Reserve Unit a particularly attractive site for the trials.
Further, favouring the choice of a Army Reserve focus is the availability of the training simulation
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