The Effects of Cognitive Readiness in a Surface Warfare Simulation.

This study investigated the effects of cognitive readiness in a Navy simulated environment, the simulation being the Multi-Mission Team Trainer. The research question that drove this study was: will simulations increase cognitive readiness? One of the tasks of Navy sailors is to deal with unpredictable events. Unpredictability in the military is considered to be one of the major characteristics, especially in battle. These officers must be prepared to react to these complex and unpredictable environments and simultaneously sustain competence in their performance. In this research such performances were driven by cognitive readiness. Increasing cognitive readiness amongst sailors can result in being able to recognize patterns in chaotic situations, modify problem solutions, and implement plans of action. This investigation was composed of a pilot study and a main study at the US Navy. The pilot study examined specific problem solving measures in simulation. The design involved measures before and after the Multi-Mission Team Trainer. All sailors (participants) took the cognitive readiness measures (domain independent measures) that were composed of a problem solving questionnaire (control strategies, self-efficacy, effort and perseverance, worry, and elaboration), teamwork questionnaire (adaptability, coordination, decision making, interpersonal, and leadership, and communication), and a creativity questionnaire xii (fluency, flexibility, originality, and elaboration). The measures from the pilot study were the same used for the main study. All scales have acceptable reliability. The main study included fifty four participants and three instructors who were given the same measures from the pilot study. The domain specific problem solving questions that were given to students included one retention, and one transfer question. Thus, the retention of participants was 24% and the transfer of participants was 9%. The significant cognitive readiness findings included higher levels of teamwork interpersonal and leadership skills, and creativityelaboration (p=.05), following the simulation. SelfEfficacy and retention showed to be positively correlated. Creativity-flexibility and fluency resulted to be negatively correlated to transfer. This study could contribute to the understanding about increasing the cognitive readiness of US Navy sailors in order to be able to respond to unpredictable and complex events in a competent way. 1 CHAPTER I: INTRODUCTION Background of the Problem In the Navy sailors often train using simulations. Through simulations sailors are trained through realistic scenarios. The goal of this training is to increase their problem solving skills in order to transfer such skills to novel and real life situations. Unanticipated tactics, new technological capabilities, novel applications of existing technologies, and surprise are often characteristics of combat engagements (Fletcher 2004). Since the most predictable characteristics of military operations is unpredictability, how do we prepare military personnel for the unexpected? (Fletcher, 2004). The context for this research is in the Navy’s South Coast Naval School (SCNSpseudonym). The goal of is to provide a continuum of professional education and training in support of Surface Navy Requirements that prepares officers to serve at sea. The South Coast Naval School offers a four level continuum of training from entry level officer training aboard ship up to senior officers assigned to major commands. The four levels of course are designed to train division officers, department heads, prospective executive officers, prospective commanding officers, and those selected for major commands. Each course is taught by officers of higher rank that have more experience and that require higher levels of knowledge, skills, and attitudes (Fox, 2007). The department head course is the second of the four levels of the South Coast Naval 2 School courses and is intended for officers with mid-level responsibilities aboard ship. This study focused on training sailors in air defense simulator and surface warfare MultiMission Team Training. The Multi-Mission Team Trainer is a simulation used in the South Coast Naval School which provides tactical sensor, command, and control for simulations by ship and air combat. The simulator Multi-Mission Team Trainer also provides the necessary tools to train combat team supervisory personnel in the tasks that they must perform during the course of a mission. The Multi-Mission Team Trainer is designed to be a re-configurable multi-platform trainer. This study investigated the effects of cognitive readiness in a Navy simulated environment, the simulation being Multi-Mission Team Trainer. Purpose of the Study The purpose of the study was to increase the cognitive readiness of sailors who would be using the Multi-Mission Team Trainer. Cognitive Readiness is the mental preparation (including skills, knowledge, abilities, motivation, and personal disposition) an individual needs to establish and sustain competent performance in the complex and unpredictable environment of modern military operations (Fletcher, 2004).The MultiMission Team Trainer was adopted as the simulator due to the feasibility in the South Coast Naval School. The general problem in training is how to improve the results of training by providing the best training and assessment possible. 3 Moreover, the definition that will be used for this research is that of O’Neil, Perez, and Baker (in preparation). Cognitive readiness denotes the mental preparation for effective changes in response to altered situations in this fastchanging world. The term readiness denotes in the military a preparation or readiness to be effective in mission. Such term is used to distinguish combat readiness from combat effectiveness. O’Neil, Perez, and Baker (in preparation) view cognitive readiness through a knowledge, skills, and attributes (KSA) lens, i.e., knowledge is domain specific, skills are domain specific and domain independent, but attributes are relatively domain independent. Furthermore, simulations are important in the Navy setting because they outline the advantages of increasing safety, economy, environmental impact, and public relations. Furthermore, children and adults are required to interact with computers and simulators in all settings. Schools and organizations, and job training are finding that simulators are effective in reducing educational and training costs (Rifkin, 1994). There is also evidence that demonstrate that computer games and or simulations teach people more effectively (Cassidy, 2003; Jenkins, 2002). The frequency of computer games and simulation use, and the generated revenue show no signs of stopping or slowing. In 2004, $7.3 billion was spent on computer and video game software in the United States, breaking down eight titles every second of every day, according to the Entertainment Software Association (ESA) (2004). For these reasons it is imperative that we investigated the effectiveness of simulators, especially in the Navy. 4 Significance of the Study This study attempted to analyze the effects of cognitive readiness in a surface warfare simulation and provide feedback for the Navy’s Multi-Mission Team Trainer (air defense and surface warfare scenarios). The research on the effects of cognitive readiness in an air defense simulation and surface warfare simulation course was conducted in order to improve the problem solving skills in a Navy setting. In today’s world, it is imperative that the training that sailors receive is effective and contributes to force readiness. Effective training is critical. In the Navy, sailors train using scenarios within training simulations. In addition, the goal for this research was to increase the knowledge of the role of cognitive readiness and simulation.