Problem Solving in the Security Context

Cognitive load theory (Chap. 2 of this book) and related theories provide general principles of instructional design (Chap. 11 of this book) that are applicable to a wide variety of learning contexts. However, each context is unique, and learning has to be contextualised by taking into consideration the characteristics of that particular context. Without a clear understanding of the demands and requirements and the cognitive processes involved in functioning effectively and efficiently in a particular context, instructional design can be counterproductive. This is especially true where ineffective instruction may lead to catastrophic consequences. Core characteristics of high-stakes contexts are high risk, high impact decision making and – in not so few cases – constraining factors such as limited logistic or financial resources and other organisational issues. High-stakes environments inevitably include security contexts such as the police force, the military, border security, counter terrorism, emergence medicine and the like. This chapter discusses the security context, more specifically the police and military force context, and how experienced problem-solvers and experts in such a context make decisions and what implications of that decision making for instruction.