Simulation Training: Fundamentals and Applications: Improving Professional Practice Through Simulation Training

160 Pages·2016·3.68 MB·English

by  Philippe Fauquet-Alekhine

Philippe Fauquet-Alekhine
Nane Pehuet Editors
Simulation
Training:
Fundamentals
and Applications
Improving Professional Practice
Through Simulation Training
Simulation Training: Fundamentals
and Applications
Adapted from a work first published in French under the title: “Améliorer les
pratiques professionnelles par la simulation” (© Octares 2011)
Philippe Fauquet-Alekhine
Nane Pehuet
Editors
Simulation Training:
Fundamentals
and Applications
Improving Professional Practice Through
Simulation Training
é
Forewords by Prof. Ren Amalberti
and Prof. Jacques Leplat
123
Editors
Philippe Fauquet-Alekhine Nane Pehuet
ChinonNuclear Power Plant CNRS-INSHS
Avoine Paris
France France
ISBN978-3-319-19913-9 ISBN978-3-319-19914-6 (eBook)
DOI 10.1007/978-3-319-19914-6
LibraryofCongressControlNumber:2015942217
SpringerChamHeidelbergNewYorkDordrechtLondon
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Foreword I
Thankstotheauthorsforhavingcalledmetowritethisforeword.Ihadevenmore
pleasure to read than to write.
Perhaps I was not the more qualified for this honor as I was neither a profes-
sional of the simulation nor of training. I thus had to recall my memory and my
remembrances accumulated here and there in transport companies, industries, and
medicine, yet the effort has not been so heavy as I often have been kept close to
training as a natural continuation of the human factors and organizational inter-
ventions; I thus saw with time the power of the concept “simulation training”
increasing, as a magic idea, essential, impossible to be passed around.
I accompanied the beginning of the concept in the 1980s and the early 1990s
with merchants challenging to catch the new market, asking more real than real,
finally selling simulators awfully heavy to use; I have seen trainers who had never
beeninvolvedintherealworkactivityandIhaveseenoperators,brokenbyillness
or career errors, positioned as a trainer almost as a punishment; I have seen these
failures and I have also seen lessons rapidly learned by all the stakeholders, in-
dustrialsaswellastrainers.Theresultofallthatwasthebirthofaknowledgecore
devotedtotheuseofthesetrainingtools,thebirthoftheacademicsideofthisfield,
of know-how, of all that what this book tells us so well about.
Why such a success? … Perhaps because simulation remains the last tool
allowingthemeetingofaninaccessiblereal.ThinkingaboutthatIidentifiedatleast
four reasons which seem to have imposed this ineluctable rise:
(cid:129) Thesafetydevelopmentofindustrialplantsandriskyprofessionshasprogressed
quickly. As a paradox, this had a double negative effect for training: impover-
ishmentofthecontactwiththeriskandrejectionofthisrisk.Therealoperating
situations,monitoredasaroutine, donotofferanymorethetrainingfieldofthe
past. Even more, training for manual operating, without any protection, is not
anymore wished; it becomes difficult to get out of the procedures and assisted
modes, both for safety questions and moreover for performance improvement
purpose.Briefly,simulationofferstheaccesstoarealthatrealitydoesnotoffer
anymore.
v
vi ForewordI
(cid:129) Companionshiphasbeenshatteredeverywhere;theseniorityhaslostofitsaura
for the benefits of academic diploma and qualifications; official time length for
training and official training programs are today more official, stamped on
professional books, absolute sesame of the professional progress almost inde-
pendent of the real value in the job; these counted times have replaced the
informal hours spent to listen to and to watch experienced workers in the past
trades.Forallthesereasons,trainingappearsfartherfromtheworkactivity,but
hasfoundbackinthesimulationtrainingthenaturaltraitthatcouldhavemissed.
(cid:129) The multiplicity of technological artifacts has also favored the simulation
training. Helps, especially through computer science and electronics, induce a
great complexity of the architecture of surfing that must be blank tested.
Moreover,thetechnicalspecificityoftheseartifactsfitsperfectlythesimulation
as they create by themselves layers that can be isolated (disconnected from the
process environment) like training objects.
(cid:129) Finally,andnottheleast,theknow-howofthesimulationhasbecomeavailable,
every day more sophisticated, to better simulate the complexity of the real.
Not surprising in these conditions that the training of high-risk professions has
been forced to go this way.
It just has to solve the common equations of any training:
Simulating: why (for which benefits)?
(cid:129) The answer seems simple: the training, as addressed by this book (even if the
conceptionorresearchusagesarebothpertinent).Butthedetailedanswerabout
the“why”islesstrivialthanitseemstobe.Theinitialchoicespreparethefinal
success of the pedagogical edifice; nonetheless, they sometimes are quite
divergentregardingthescenariotobeused.Onecancountseveralmaininputs,
allpertinentandalldifferent:trainingtotheproceduraloperating,tothegeneral
principals, to the abnormal situations (listed), or even to exceptional situations
(by their very nature), etc.
Simulating: what?
(cid:129) Thetechnicalsysteminitswholerealitymoreorlesssimplified;itisobviously
what we think about first…
(cid:129) Butwe mustnotforget thescenario, reflectingthereality thoughtorelaborated
according to some observed accidents/incidents for which physical actions
(defects, incidents), human actions (errors), and added systemic actions (light-
ning, a unexpected director, the economical context); everyone will conceive
that the degrees offreedom of the technical simulation, already numerous, are
nothing compared to the infinite possibilities to elaborate scenarios. Anyway,
the key of the successful training is the elaboration of the scenarios, not the
fidelity of the simulation.
ForewordI vii
(cid:129) Beyond the technical constrains and those of the scenarios, the simulation
sessions are also a request to learn in a limited time and according to a con-
strained program. Paradoxically, this constriction of time and events, this
acceleration of the real to make it expressing a set of pedagogical situations
imposedduringthetimeofthetrainingexercise,isthemaindeviationtothereal
withoutanydoubtandcarriesonsomeimpressivedifficultiesforelaboratingthe
scenarios.
Simulating: how?
(cid:129) One of the medical chapters of the book evokes the pig as the first surgery
simulator;wecanseetheinfinitepossibilitiesavailableforthetrainers,fromthe
simple alive cousinto thetool of cognitive equivalence assumed toinvolvethe
same intellectual qualities (the micro-worlds), to the realistic simulator (trustful
onthesurface,whichrecreatestheclimate,butwhoseequationsofprocessesare
greatly simplified in depth), or to the most faithful possible complete simulator
(but is there actual such a simulator when the copy has necessarily implied a
choiceofarbitraryframingofthereal,neverreflectingalloftheconnectionsthat
keeps on this technical sub-object with its neighbors, with its plant and its
environment).
Simulating up to which point of loss of control for a successful training?
(cid:129) Professional simulation is not a game. It gives to see skills and failures, ques-
tioning the ego of the professionals and can generate real emotion of the par-
ticipants.Thesedimensionscanusefullyservetheelaborationofskills,buttheir
gradation must be particularly controlled and probably applied with judgement
according to the operators’ personality, because trainee is the target of the
training installation, and trainee is also the only piece of the puzzle that is not
simulated therefore to be handled with the greatest caution.
Beyond these issues, some recurrent questions should not be hidden regarding
these simulations for training: which cost (the simulator, its purchase and mainte-
nance, but much more the immobilization of the professionals), for which actual
benefits(withquestionsonassessment),withwhichtrainersandwhichtrainingfor
the trainers?
All these questions (and more) find answers in this book.
It is a practical book about the unvarnished simulation, without too many sci-
entificjargon,butwrittenbythosewhodo,andwhoalreadyfacedfailures,invery
varied applied areas, as metallurgy, nuclear industry, medicine, and transportation.
All ofthemaretrue professionals intraining onsimulators;furthermore, they took
time to think about their own practices, having digested the scientific knowledge.
Itisalsoabookontrainingbeyondabookonsimulation,whichisnaturalsince
the tool is a necessary condition but is never sufficient to achieve the objective…
viii ForewordI
Ihadgreatpleasuretoreadit,andIfoundthatitwasfinallyararereadingbyits
simplicity, essential for countless candidates aiming to the use of simulators for
training.
Good reading!
René Amalberti
Doctorinmedicineandpsychology,RenéAmalbertiwasmilitaryphysician,chargé
de mission Human Factors for the Directorate General of Civil Aviation (DGAC),
associate researcher at the French National Research Center (CNRS), Deputy
DirectoroftheInstituteofaeronauticsmedicine,ProfessoratValdeGraceHospital
in Paris (France), and researcher at the IMASSA-CERMA. His main areas of
research are cognitive ergonomics, cognitive modeling of the operators. He is the
author of numerous books on high-risk systems making references now on the
internationalscene.HenowdivideshistimebetweentheHighAuthorityofHealth
(HAS) and medical insurance (MACSF).
Foreword II
Thetitleofthebookstatesclearlythespiritofitscontentandhowitshouldberead:
Itwaswrittenbytrainersfortrainers.Theauthorsdonotseektoengageinageneral
debate on the simulation, but to identify under which conditions it can be used to
improveprofessionalpractices.Inthisaim,theydecidedtoreflecttogetherontheir
respective practices engaged invarious sectors: airline, medicine, nuclearindustry,
and metallurgy. Despite the variety of studied situations, it quickly appeared that
these exchanges showed many common traits to the approaches taken by each
contributorandthateachonecould gainfrom abetter understandingoftheothers.
Wherefromtheideaofextendingthereflectionsindevelopingabookwhichcould
beenjoyedbythetrainers’community,notonlyinseekingtosynthesizethedrawn
principles, but also in developing very concretely and specifically the analysis of
cases from their practice. Thus, the importance appears of an in-depth analysis
of the trainees’ activity. The conceptual chapter will help readers to develop their
own synthesis on the simulation method and improve their personal practice.
This book, well organized and well presented, was designed primarily for
trainers, but it is likely to be appreciated by all those who have to deal with
occupational training.
Jacques Leplat
Jacques Leplat, nowadays Directeur Honoraire at the Ecole Pratique des Hautes
Etudes(EPHE,Paris,France),hasbeenmanagingforalongtimetheLaboratoryof
Work Psychology at EPHE and has been co-manager of the revue “Le Travail
Humain” (human work). He is the author of numerous publications in the field of
cognitive and ergonomic psychology, especially addressing the analysis of the
individual and collective activity in work situations regarding training, safety, and
reliability. He has received the “Ergonomics Development Award for outstanding
contributions to the development of ergonomics internationally” from the
“International Ergonomics Association” (1994).
ix