"Spend 25% of your time, effort and money on the training and the rest on the machine." ExxonMobil Chemical's Richard Ortloff says industry doesn't spend enough time or effort on simulator training methodologies.
Next comes problem framing. This technique engages the learner as a problem solver and puts the problem scenario in context. It widens his or her vision to include, not just the problem itself, but the situation in which the problem exists. "Problem-based learning is a key component of a good learning experience," said Ortloff.
It not only engages students, immersing them in real-world scenarios, but it encourages active decision-making. This is another crucial element in designing a good simulator-based training program, said Ortloff. "Don't tell people the decision they're supposed to make. Let them figure out the solution for themselves," he added. This is how operators learn to internalize the responses they should make in a given situation.
A good simulated learning program then allows for on-the-spot experimentation. "Let people do this. Let them play a bit," said Ortloff. "A simulator allows this. Too often simulator training activities use only multiple drills that teach programmed responses. We want people to think."
Reflection in action can come anywhere in the cycle. This is a skill that enables an operator to think about what is happening as it's happening, to reflect in the middle of the action and to ask "Is this working? If not, why not? What am I doing that's not right?"
Ortloff pointed out that a simulator can be paused in the middle of an action to encourage this kind of questioning. "It teaches people to step back and ask what's going on," he said.
After that, the cycle repeats again. "It is in this cycle that people learn. Take part of the cycle out, and they won't," said Ortloff.
"Expand the typically regimented simulator training to facilitate learning through experiential learning cycles," Ortloff recommended. "Training should include active experimentation and reflective activities."
He also recommended encouraging trainees to investigate and experiment with scenarios and problems that may not have predefined solutions; allowing plenty of time for "free play" that lets learners push the simulated unit beyond normal limits; and allowing time for self-directed learning. "Then they ask questions, and you can give answers."