Training team problem solving skills: an event-based approach

Oser, Randall L.; Gualtieri, James; Cannon‐Bowers, Janis A.; Salas, Eduardo

doi:10.1016/s0747-5632(99)00031-x

Cited by 47 publications

(22 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, it is up to researchers to integrate the science of training with simulator application, design, and practice. One possible solution to this dilemma is to incorporate the event-based training approach, a scientifically based training strategy, with simulations (Cannon- Bowers et al, 1998;Fowlkes et al, 1998;Oser et al, 1999b). This means that simulation training should incorporate training objectives, diagnostic measures of processes and outcomes, feedback, and guided practice.…”

Section: Salas and Cannon-bowersmentioning

confidence: 99%

Design, Delivery, and Evaluation of Training Systems

Salas

Wilson

Priest

et al. 2006

Handbook of Human Factors and Ergonomics

106

View full text Add to dashboard Cite

Section: Salas and Cannon-bowersmentioning

confidence: 99%

Design, Delivery, and Evaluation of Training Systems

Salas

Wilson

Priest

et al. 2006

Handbook of Human Factors and Ergonomics

106

View full text Add to dashboard Cite

“…Literature on scenario-based instruction and training refer often to many of the theoretical publications listed under case-based instruction above. However, the method is extended to include the training of teams (Cooke, 2002;DuBois & Gillan, 2000;Oser et al, 1999;Salas et al, 2001;Van Berlo, 2005) and strives to develop highly elaborate measurement structures (Baker et al, 2004;Spiker et al, 2006; for a review of the levels of evaluation see Kirkpatrick, 1987). Completing tasks, real or synthetic, are central to the design and objectives of scenarios (Cooke, in press).…”

Section: Research Foundationsmentioning

confidence: 99%

Storytelling as an Instructional Method: Definitions and Research Questions

Andrews¹,

Hull²,

Donahue³

2009

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

“…In fact, reports of "negative" training (i.e., where success in the simulation created misconceptions in trainees' understanding) were common (Hays, 2006;Oser et al, 1999;de Jong & van Joolingen, 1998). In response, behavioral scientists began to focus on the content of simulator events, leading to the event-based approach (Fowlkes et al, 1998) or scenario-based training approach (Oser et al, 1997(Oser et al, , 1999. These researchers emphasize the role of "scenarios" in learning, which can be thought of as the purposeful instantiation of simulator events to create desired psychological states.…”

Section: Scenario-based Trainingmentioning

confidence: 99%

“…Training scenarios should include "teachable moments" that provide opportunities for trainees to practice specific skills, demonstrate their proficiencies (or misconceptions and deficiencies), and receive feedback on their performance (Oser et al, 1999;Stout et al, 1998;Issenberg & Scalese, 2007). The Event Based Approach to Training (EBAT) offers a conceptual framework for introducing training events that provide opportunities to observe specific behaviors of interest (Fowlkes et al, 1998).…”

Section: Training Effectiveness Componentsmentioning

confidence: 99%

Automatic Scenario Generation through Procedural Modeling for Scenario-Based Training

et al. 2009

View full text Add to dashboard Cite

We discuss our current efforts at developing automatic scenario generation software. We begin by explaining the rationale, and then review successful previous efforts. We discuss the lessons-learned from the past work, and the conceptual pieces that are required to generate operationally-valid scenarios that support effective training. We then present the conceptual design of our scenario generation approach, which uses novel procedural modeling approaches to ensure operational and training requirements are adequately met.Scenario-based training (SBT) is a highly-effective strategy for preparing individuals and teams for complex task domains. For maximum efficacy, SBT systems must include robust libraries of varied scenarios; however, the creation of validated, effective scenarios is time-consuming and must be carried out by highly-trained domain specialists, qualified instructors, and technology experts. The process is challenging and time-consuming, and therefore expensive. Thus, in practice, scenario libraries often fail to cover the optimal range of possible mission contexts. One way to facilitate the creation of more robust scenario libraries may be to automate the process of scenario generation. Automated scenario generation must be supported by appropriate algorithmic modeling approaches, as well as research-based heuristics to ensure that scenario outputs are domain-valid and pedagogically effective. In this paper, we explore both of these issues. From the perspective of computer science, we review procedural modeling techniques that can support automated scenario generation. From the perspective of training science, we discuss guidelines and research approaches for developing objective guidelines to ensure scenario effectiveness.

show abstract

Training team problem solving skills: an event-based approach

Cited by 47 publications

References 21 publications

Design, Delivery, and Evaluation of Training Systems

Design, Delivery, and Evaluation of Training Systems

Storytelling as an Instructional Method: Definitions and Research Questions

Automatic Scenario Generation through Procedural Modeling for Scenario-Based Training

Contact Info

Product

Resources

About