How to Develop a Training Simulation

By Lierman, Bruce | Training & Development, February 1994 | Go to article overview

How to Develop a Training Simulation


Lierman, Bruce, Training & Development


TRAINING SIMULATIONS CAN MAKE ON-THE-JOB LEARNING FASTER AND SAFER BY PROVIDING HANDS-ON EXPERIENCE AND CONTROLLED ENVIRONMENTS. HERE ARE SOME TIPS FOR ASSESSING THE COSTS AND DESIGNING AN EFFECTIVE SIMULATION.

There are some things people just can't learn from words or pictures. For example, when a job task requires an operator to manipulate the work environment, he or she must actually see the consequences of each action in order to learn how to complete the task successfully. In some situations, it can be costly and even dangerous to let inexperienced operators practice with real systems. In such cases, simulations can provide safe, controlled environments in which to learn.

First, it is important to define terms. A simulation is a model of a process or activity. A simulator mimics the controls, methods, and consequences of actions performed by operators. Simulations can be supported by tutorials, but they are definitely hands-on training experiences.

Here are some examples of training simulations:

* An operator of a computerized imaging system views recorded images on a computer screen, using simulator controls to examine the images. The training objective is to classify the imaged objects. The simulator controls mimic all of the functions of the actual system used in the operator's work environment.

* In a continuous-process-control environment, a worker operates a simulator to learn how to make timely decisions using a conceptual model or game. The simulator functions according to the same rules as the actual work system.

* A medical student interviews a hospital staff member who has been trained to simulate the symptoms of a specific disease. The simulation provides the student with experience in diagnosing, collecting, and understanding patient information.

Four kinds of simulations

There are four kinds of simulations. One kind helps participants learn the psychomotor and perceptual aspects of a task as it is performed in real-world situations. For example, in a flight simulation, trainee pilots practice visual and motor coordination as well as task sequences, in response to cues from the simulator.

In another kind of simulation--called cognitive-task simulation--trainees learn the concepts and abstractions that underlie the rules and principles governing their work environments. Because these simulations focus on thinking processes, they don't represent real-world situations as accurately as simulations of psychomotor and perceptual tasks. An example of a cognitive-task simulation is a stock-market game.

A third kind of simulation--for tasks involving communication and coordination--represents one of the newest and most exciting applications. Several trainees can perform at one time in different roles as part of a simulation of a work system; the actions of each participant are shown at the other trainee stations. This application can be used in tasks ranging from planning marketing strategies to managing nuclear power plants. In the near future, system simulations may train workers in understanding the implications of their actions on co-workers and may show them how to work effectively in organizations with far-flung operations.

A fourth kind of simulation--using virtual-reality technology--is still in its infancy as a training tool. Virtual-reality systems try to achieve total-sensory simulation through the use of special headgear and electronic gloves. Trainees wear goggles fitted with small computer screens on which they view the target environment, which they experience in three-dimensional images. As the trainees look or move in different directions, the virtual-reality simulator mirrors their moves on the goggle screens. Trainees can actually reach into, interact with, and manipulate the environment electronically. No matter which kind of simulation is best for your training task, the steps for deciding whether to use a simulation and how to design one are the same. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

How to Develop a Training Simulation
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.