• Identify the differences between Analytical Decision Making and Intuitive Decision Making

• Demonstrate basic design and delivery requirements for Tactical Decision Games (TDGS)

• Explain how Sand Table Exercises (STEX) can be used to deliver TDGS.

How We Decide

Observation #1

Decision making skills are developed through practice

Observation #2

The lower the echelon of command the simpler, faster, more direct and accelerated the decision process

Observation #3

The ability to rapidly develop solutions to new problems is based on pattern recognition

• Intuitive Decision Making (reactive)

Pattern recognition based on previous experience

• Analytical Decision Making (planned)

Calculated selection of alternatives

• Rely on experience to recognize the essence of a given situation or problem

• Utilize pattern recognition from previous actions, observations, and training to develop the solution

• Best way to improve decision making is to improve pattern recognition, the best way to improve pattern recognition is to improve. . . Situational Awareness

•Rarely is there only “one right” answer

•“A good plan executed now is better than the perfect plan executed too late”

• Identify possible options

• Analyze all options according to a set criteria

• Calculate a value for all criteria of each option

• Choose the option with highest total criteria values

In Theory . . . . .

The highest value option will provide the most optimal solution

In Reality . . . . .

•The environment is constantly changing and information can quickly become outdated

•Lack of time can hamper the ability to conduct an accurate analysis

SituationAwareness

Hazard Assessment And Control

DecisionPoint

Evaluate

DecisionPoint

Evaluate

SituationAwareness

HazardAssessmentAnd Control

DecisionPoint

Evaluate

D.P. S.A.

Hazard

D.P.

Evaluate

S.A.

Hazard D.P.

Evaluate

S.A.

Hazard

D.P.

Evaluate

S.A.

Hazard

So why spend time playing games when there is work to do . .

.

TDGS and STEX provide a simple, adaptable, and repeatable method of challenging a firefighter to make decisions in situations they will face on the fireground

• Practice making decisions

• Practice communicating those decisions

• Both analytical and intuitive decision making are used on the fireground

• Firefighters at the tactical level rely primarily on intuitive decision making

• TDGS and STEX build pattern recognition and situational awareness skills while providing opportunities to practice intuitive decision making

Designing Tactical Decision

Games

• Typically a paper and pencil exercise

• Small amount of text describing a situation

• Play the role of a commander in a dilemma requiring a decision

• Time constraints

• Uncertainty

• Utilizes a 3-D terrain model to help visually develop and present a TDGS

• Ideally suited for group learning• Develops decision making skills by

placing multiple individuals in fireground roles and running them through a dynamic scenario

• TDGS are simple . . . Keep them simple

• Put participants in role-play situations

• Limit information

• Apply time constraints

• Face a dilemma

• Conduct an After Action Review (AAR)

• Practice making decisions in a tactical context

• Practice communicating instructions

• Sit in the “hot seat” and build pattern recognitions skills in a positive environment

• See how the pieces of the puzzle fit into the “big picture”

• Enforce a time limit so players feel some of the stress that would be present in a real fireground situation

• Require decisions be communicated in the the form of real time instructions

• There are no “School Solutions”

• Takes place prior to designing a TDGS

• Facilitator identifies the goal of the TDGS

It can be a very explicit objective…

Or it can be a simple statement, for example “Today let’s work on initial attack operations”

• Training Objective – related to the facilitator’s specific training goal for the scenario

• Tactical (Scenario) Objective – related to the implementation of the player’s decided course of action

• Tell a story –draw from your own experiences

• Design a problem, not a solution

• Start general, then get specific

• Build up to a dilemma that requires a decision

• Generate decision points (Decision Tree)

• Create interaction between teams or subordinates

• Create uncertainty

• Create time pressure

• Allow several acceptable courses of action

D.P D.P

Decision Point

D.P.

Decision Point

Decision Point

D.P. D.P.

Decision Point

D.P.

Decision Point

Decision Point

Scenario

Scenario

Direct Attack Indirect Attack

Air support No Air support

Retardant Helicopter Mechanical Failure

Structure Protection Highway closure

Establish Separate Organization

• Ideally 4-12 participants

• Describe scenario and answer questions

• Enforce time limit

• Pick a player to present their decision as instructions

• Continue to select other players to present

• Facilitate discussion and question players about their decisions

• Requires interactive two-way communication

• Adds pressure (Hot Seat)

• Learn from others by immediate feedback from facilitator and other players

• More fun…

FacilitatingTactical Decision

Games

“Tell me and I will forget, Show me and I may remember, but involve me and I will understand”

– Chinese proverb

• Enthusiastic

• Tactically knowledgeable

• Respected

• Thinks quickly on feet

• Keeps it interesting

• Keeps it moving

• Able to summarize lessons

• Critiques without being critical

• Doesn’t dominate discussion

• Doesn’t provide all the answers

• Respectful - identify good ideas

• Confrontational - keep the pressure on

Try to achieve a balance!

• Have players write down instructions that are complex

• Have players issue instructions verbally as they would on the fireground

• Have more than one player take the hot seat and issue instructions

• Murphy invented TDGS

• Insert uncertainty and adversity into the game

• Be prepared to “what-if”

• Utilize IRPG, SOPs, and AAR

• Offer honest feedback

• Focus on decision making

• Help the trainee explore alternative tactics

• Don’t presume your ideas and solutions are the only right response (players shouldn’t be trying to guess your thoughts)

• As the facilitator, you should not be doing most of the talking

• Don’t always offer immediate feedback, practice active listening

• Ask the players to think aloud – describe situational awareness, how decision was made, etc

• Avoid leading questions, ask open-ended questions

• General form: Asking about X, where X is a specific subject and where there is more than one “right way” to answer.

• Examples: HOW would you have handled the situation?

• WHY is it important to _________?

• WHY NOT just simplify things and only __________?

• WHAT are some experiences you’ve had in the past that are similar to this situation?

• WHAT would you do IF _________?

• Concentrate on decision making, NOT on tactics

• Emphasize effective communication• Utilize standard local unit identifiers• Utilize IPRG, SOPs, and other job aids• Create a level of positive stress• Stick with the training objectives• Conduct an After Action Review