Debriefs – a tool critical for effective training – are traditionally facilitated, meaning they are led by an individual (e.g., instructor, teammate). While there are various ways to execute facilitated debriefs, the combination of expert guidance and structured discussion has proven particularly fruitful in military domains (Keiser & Arthur, 2020). However, with increased use of asynchronous or remote learning, and automated or instructorless training systems, it is essential to consider approaches to maximize training effectiveness through automated debriefing capabilities when immediate facilitated feedback is not available (Importance to community). As a first step to defining self-led and non-traditionally facilitated debrief capabilities, we review best practices for facilitated debriefs. This supports identification of gaps in effectiveness that may exist due to the nature of non-facilitated debriefs. Further, adapting those best practices to non-guided debriefs serves two purposes: to provide a starting point to researching which changes are effective in this environment, and to document a structured approach to developing non-facilitated debriefs that are more familiar to the user. To illustrate non-facilitated debriefing concepts derived from this analysis, we will employ an emerging game-based communication trainer for H-60R crewmembers as a use case. This training system simulates realistic job task performance related to communication behaviors. This paper will focus on potential ways to increase training effectiveness during a self-led debrief. For example, multiple debrief methodologies and structures (e.g., mission, thematic, timeline) will be explored. Further, we will review ideas derived from traditional debriefs such as leveraging self-report performance data for comparison with automated metrics to emulate a feedback discussion. The objective of this analyses and requirements development is to inform design of a testbed for laboratory evaluation of concepts hypothesized to provide effective instructorless debriefs. As a result of these activities, the authors aim to define best practices for self-led debriefs.
Keywords
BEST PRACTICES,COMMUNICATIONS,FEEDBACK,REMOTE,TRAINING
Additional Keywords
SELF-LED, DEBRIEF