Page 211 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes 5. An important distinction to make when evaluating Computer Based Training systems is
whether the system is stand alone or …………….............
6. Computer Based Training traditionally is divided into Computer Assisted Instruction
(CAI) and ……………………………..

12.3 Simulation

12.3.1 Behaviour Simulation

Formal learning activity, whether for children or for adults, removes the learners from the real
situation. There has, therefore, been a continuous search for the ways of bridging the gap
between the formal learning attempts and the reality. Simulation is one such way, and has been
found to be exciting and useful in the fields of defence research and the training of managers.
Simulation as a methodology is not quite new. About 1500 years ago, in India, the game of chess
was invented and played to simulate the strategic skills employed in the planning of battles and
wars. Since then games have been seen as one way of simulating some parts of the reality which
cannot otherwise be available to people who want to learn a strategy.
Simulation has been characterised by an attempt to imitate and create plausible dimensions of
reality based on an understanding of the interrelationships governing it. Elgood (1976)
distinguishes three kinds of simulations: (a) conventional model-based simulation in which is included
the simulation involving decision variables, puzzles, in-basket exercise, measures, enquiry
studies including cases, and encounter games in which the future is simulated and a predictive
model is used; (b) computer-controlled games, role playing, exercises and behavioural games, and
(c) practical simulations.
Lovelock distinguishes amongst three types of simulations, based on the scope of simulation in
business and industry: functional simulation (simulating only one function or two or three
functions), company simulation (simulating most functions, but simulation being confined only to
internal operations), and business or management simulation (simulation or competing and
interacting companies). He also distinguishes between interactive and non-interactive
simulations.
Twelker (1971) makes a distinction between media-ascendant and interpersonal-ascendant
simulations for learning. The former is characterised by the use of mechanical devices and
media, while the latter primarily simulates human interaction. Interpersonal-ascendant simulate
the processes of human behaviour, and interpersonal interaction is an important part of such
simulations. Behaviour simulations are primarily focussed on the process, and learning of and
about the process. A process is concerned with the why and how of behaviour.

Amongst behaviour simulations, a distinction can be made between exercises and games. Games
have set rules, a predictable result, a hidden design to highlight or demonstrate a behavioural
process, and they produce dramatic effects. The games are quite effective in their purpose, but
they cannot be played again and again. On the other hand, exercises simulate a process, with
enough scope for improvisation, adaptation, and redesigning according to the situational needs.

12.3.2 Simulator Training

The Indian Railways have launched specialised training on electric loco simulator for train
drivers to bridge the gap between theoretical and practical knowledge.

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