Due to funding constraints, there is an ever increasing demand to satisfy training needs as efficiently as possible, yet maintain high levels of combat readiness. To do so, tradeoffs are necessary, and, more and more, training must be accomplished on an "as-needed" basis. That is, it is necessary to rely less on formal school-house training (which has high overhead costs), and more on deployable training systems. Fortunately, opportunities exist to exploit advanced technologies and their associated cost savings through the design of shipboard training. This is particularly true when considering the training capability likely to be present in the next generation of Navy surface vessels (i.e., LPD-17, CV(X), and DD-21). Specifically, two training capabilities are likely to be prominent: 1) the capability to selectively generate a variety of simulated practice scenarios, and 2) the capability to monitor trainee performance in real-time and to generate extensive, detail, and specific information about the trainee's performance. Thus, it is assumed that precise control of practic and feeedbac will be key attributes of advance shipboard training systems. However, little attention has been paid the theoretical foundation that best serves the ability to train afloat. Therefore, theoretically based principles of instruction must be addressed to guide the development of shipboard training. This paper is particularly focused on the use of embeddded/scenario-based training (a feature likely to be most valuable in future shipboard training) and the use of various provisions of feedback.

The objective of this paper is to discuss a theoretical approach for future shipboard scenariobased training and to begin to provide guidance for such training. This effort will address the design of onboard training by providing a theoretical foundation on which to base shipboard training that includes the trainee, the skills and knowledge to be trained, and the methods of training implementation. Further, two experiments highlighting a portion of this model will be presented. The value of this effort lies in its ability to reduce costs associated with traditional school-house training by identifying opportunities for efficient and effective shipboard training and remediation.