REAL Training Presentation
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Presentaton given at the TechQuest Pennsylvania for the Technology Product of the Year Award 2009. Presented by Kristy Holnaider and Ronald Punako, Jr.
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REAL Training Presentation
- 1. Searching for REAL Training Mike Knapp, Ph.D. General Manager – Integrated Solutions Kristy Holnaider Director – Educational Technologies Ron PunakoSoftware Architect – PRE SimulationMay 15, 2009
- 2. CTC Overview 501(c)(3) nonprofit established in 1987 Staff of 1,400+ professionals More than 50 locations 900,000 sq. ft., including labs & demonstration space Top 100 Government Contractor Award-winning education and training solutions team Quality/EH&S Management System comprised of industry-best models: ISO 9001 (Quality) and 14001 (Environmental), AS9100 (Aerospace), and CMMI-SE/SW (Systems/Software Engineering) Nationally recognized security capabilities with 300,000+ sq. ft. of Top Secret/Sensitive Compartmented Information Facility Space, JWICS, SIPRNet, and NIPRNet access
- 3. Education and Training Solutions
- 4. Real-time Avatars and Environments Learning Technology Our simulation software helps test the training retention of Corrections Officers
- 5. Our simulation software helps test the training retention of Corrections Officers
- 6. Corrections Officers are immersed in real-life scenarios in a virtual corrections facility
- 7. Corrections Officers experience the simulation as CO Don McCabe
- 8. A supporting cast of characters influence the Student
- 9. Corrections Officers’ senses are engaged by realistic environments
- 10. Corrections Officersact as detectives to identify signs of prison rape by observing and making choices
- 11. Corrections Officers arepresented with sets of dialog choices
- 12. The choices made by Corrections Officers impacts story progress Search Bag? Yes No
- 13. Mini-games engage Corrections Officer’s “left-brain” “Cell Mate Match-Up” “Inmate Commissary Bag Inspection”
- 14. Test resultsare reviewed by Corrections Officers to identify strengths and weaknesses
- 15. Simulation provides Corrections Officer with performance feedback
- 16. Simulation scores the Corrections Officer’s choice 1. I think we should pay him a visit. 2. I’m not sure there’s anything else we can do. 3. I guess we’ll just keep watching him on the block. Objective 1: 50%Objective 2: 100%… Final: 75% Corrections Officer makes a choice Score is averaged by objective Final score is averaged across objective scores
- 17. Correction Officer’s score is sent for storage in a LMS
- 18. Conclusion andPRE Simulation video demo
- 19. Contact Information Kristy HolnaiderDirector, Educational Technologies (814) 269-6545 holnaidk@ctc.com Amy MorrisonCLE Program Manager(814) 269-2879 morrisoa@ctc.com
- 20. Putting ideas into action.SM 1-800-CTC-4392www.ctc.com
Editor's Notes
- Talking Points: This is the customary summary that clients sometimes expect of an organization. These are the features; it is important that you translate those features into client benefits. Emphasize "What this means for you and your organization.” Slides follow that correspond to each of the above line items, allowing you to elaborate on these benefits. Notes:Feature: 501(c)(3) nonprofit established in 1987. Benefit: As a nonprofit, CTC is an independent, tax-exempt organization able to deliver total solutions without bias for proprietary technologies. Reinforce the message that CTC is trusted to function as an unbiased resource to provide technology transition for the good of the country. Feature: Staff of 1,400+ professionals and more than 50 locationsBenefit: So what if we have a lot of people working here? Why should clients care? Because we can show that we strive to place the right people in locations of client convenience. CTC employees even work at client sites to best meet client needs.Feature: Approximately 900,000 sq. ft. (Related benefit slide: We Demonstrate. Evaluate. Educate. To test and transfer new technologies to the DoD and private industry, CTC operates a variety of state-of-the-art laboratories and demonstration facilities.) Benefit: The benefit of CTC's 900,000 sq. ft. of workspace is that we have more than adequate space to demonstrate, evaluate, educate, and meet client needs. The slide about CTC's friction stir welding system gives an example of just how good those labs and demonstration facilities are. That machine is big enough to handle an entire combat vehicle. When purchased, it was the world’s largest.Feature: Top 100 Government ContractorBenefit: CTC was listed by Washington Technology Magazine as a top 100 defense contractor, which punctuates our ability to serve clients well as a federally compliant contractor who knows what it takes to meet government regulations. Feature: First nonprofit research and development organization to simultaneously certify to both the ISO 9001 and ISO 14001 international standards. AS9100 certification (for aerospace related activities) received April 12, 2005. Assessed at CMMI-SE/SW® Maturity Level 3 within one operating unit in 2003. Benefit: CTC is a trusted, respected business partner with a national reputation for doing things right. We not only attained the standards, we live up to the standards and have an intense quality focus that benefits each client.Feature: Security Benefit: CTC earned the Defense Security Service’s James S. Cogswell Industrial Security Achievement Award, one of only ten awards given in 2006 to defense contractors who consistently demonstrate excellence in all aspects of their security. We have the experience and infrastructure to support nearly any classified requirement. CTC has secure facilities approved by the Defense Security Service since 1/96. JWICS = Joint Worldwide Intelligence Communication System. SIPRNet = Secret Internet Protocol Router Network. NIPRNet = Unclassified but Sensitive Internet Protocol Router Network.
- One example of the REAL approach involved developing simulation technology under a grant to support the corrections community called the Corrections Learning Environment or CLE program.In 2006, CTC worked with the Pennsylvania Department of Corrections to establish training to address the Presidential Prison Rape Elimination Act of 2003. The act was mandated with the intent of increasing awareness for contact staff and to reduce incidence of sexual assault within correctional facilities.The results of a 2006 survey of sexual abuse and misconduct conducted by the PADOC underscore the seriousness of the matter. Of the 632 inmates who responded, a total of 9% reported being pressured or forced to have sex against their will at some point while incarcerated, while 23% of all inmate respondents reported being touched in a sexual manner.
- The simulation is designed to deliver experiential learning to maximize training engagement and retention. In order to create the conditions to do so, the student must be made to feel that they are part of the training instead of an outside observer. From the beginning of the simulation, the student is immersed in a real-life, virtual corrections facility with realistic characters, locations, visuals and sounds.
- Students experience the simulation as Corrections Officer Don McCabe. He is a young, hard-nosed CO looking to do his job well. The McCabe character is a composite of the target demographic for the students using the simulation. In this screen capture from an in-simulation vignette, the McCabe is shown. However, when the student experiences the simulation McCabe is not shown. Instead, the simulation is shown through the eyes of McCabe, in the first person. This is how we all experience the world. Why is this important? In order to maximize immersion the first person perspective is used. It allows the player to feel as though they have been placed into a situation, not as another character, but as themselves. By not seeing McCabe on screen during the simulation, it allows the student to suspend belief.
- McCabe is not alone in the simulation. There is a host of computer controlled characters who attempt to assist or sidetrack him. Characters who assist the character include Unit Manager Vickers and Correctional Officer Johnson. While Correctional Officer Malone tends to sidetrack McCabe by pushing the limits procedure within the prison. Think of Johnson and Malone as the hypothetical angel and devil that sit on your shoulders.As you can see in the picture above, characters in the simulation are portrayed realistically. For example, you can clearly see the stubble on inmate Rocco’s face. All characters in the simulation are portrayed in this way in order to clearly show their physical and behavioral attributes. Research shows us that these attributes could be portrayed using simple line art such as using smiley faces to show happiness and sad faces to show sadness. However, in our simulation we wanted to immerse the student in the most realistic subject matter possible.Why is this important? Because as a Correctional Officer, you must be able to identify potential offenders and victims based upon physical and behavior attributes. Therefore, physical and behavioral fidelity is key.
- Instead of brining students to the prison to train, we bring the prison to the students with our highly detailed and realistic models. Of course, this is one of the classic cost-saving benefits of training with simulations in that organizations save on the travel, logistic and execution costs of tabletop training. Each model that you see in the environment can be reused and or modified for use in future simulations quickly and typically at a cost reduction of 1/3 of the original construction cost.For example, if a Department of Corrections in another state requires the simulation for their staff training, then it is a simple matter to change the uniforms worn by the inmates and corrections officers in the simulation to that states uniforms.In order to recreate authentic environments, our team traveled around Pennsylvania to several of the state’s 26 correctional facilities to determine scale, take reference pictures and visit with staff. Several of the environments designs were influenced by the SCI Pittsburgh facility. It was interesting to note how PADOC was able to transform older structures into functional prisons. The result was a mix of older architecture and modern corrections architecture.
- In order to fulfill the requirements of Prison Rape Elimination, students are presented with several objectives at the outset of the simulation. When the simulation begins, the student is tasked with fulfilling these objectives by acting as a detective to look for signs of sexual abuse and to take proper action. It requires the student to be aware of their environment by listening to what is said by inmates and fellow corrections officers and by observing the physical and behavioral attributes of inmates. Why are physical and behavioral attributes important? It is important because sexual abuse victims and predators don’t stand up and say “Here I am!” Many abuse victims fear retaliation for ratting on fellow inmates and so they won’t talk. Therefore, the CO must have awareness of mind and look for the profile of victims and abusers as outlined by PADOC.
- Choices take place primarily through dialog with correctional officers and inmates. The student is given the choice of 2 to 3 weighted dialog options to choose from.While the correctional officers and inmates may speak to the student, McCabe’s voice is not heard for the choices he makes. Why is this important? Again, this goes back to the idea that the student is placed in the center of the action as if he were actually there. Therefore, the student must use his “internal” voice to respond instead of hearing an actor’s voice.
- As in real life, the choices we make today help to shape many possible future outcomes tomorrow. The simulation provides a limited version of this model by using story branching. In the diagram above, the student is given the opportunity to search the commissary bag of an inmate who has been observed exhibiting suspicious behavior. The student may choose to search the bag or not. If the bag is searched, then the student is taken to a “mini-game” to search the bag. We will talk more about this later. If not, then the student continues progression of the simulation.As in real life, the consequences of our actions may have positive or negative implications on the future. If the bag is not searched, then the player receives a negative score related to the current objective.
- In order to change the pace or break-up the monotony of games and simulations, good designers will intersperse puzzles or “mini-games” into their main game design. We added two mini-games to the simulation. Our Cell Mate Match-Up game gives the student the opportunity to identify pairs of inmates that should not be paired together. To do so, the student must draw upon the physical and behavioral attributes of the inmates that they have observed in the simulation. The student is then scored based upon their decisions.The Inmate Commissary Bag Inspection game give the student the opportunity to search an inmates bag for items purchased for another inmate. Purchasing “gifts” for other inmates is prohibited and may be a sign of a prelude to sexual abuse. Using the picture of the bag items the student should be able to identify that the shirt and shoes are to small for the inmate, Kennedy, who purchased them.These games focus on “left-brain” reasoning. They deal with the Von Clausewitz approach of having the presence of mind to look pull the right pieces of information together at the right time to make the best possible decision available. They also reinforce empathy towards inmates as they force the CO’s to think about the welfare of inmates on a more personal, detailed level.
- In order to quantify the effectiveness of training retention, the results of the test are compiled and shared with the student to identify strengths and weaknesses in relation to Prison Rape Elimination objectives.
- At the conclusion of the simulation, the student is presented with an opportunity to review their performance against Prison Rape Elimination objectives. First, for each objective, individual scores are displayed and a roll up of all objective scores are also displayed. The student must achieve a score of 80% or greater to pass.Next, the student is allowed to walk through each decision made in the simulation and is provided detailed feedback about their performance.
- How does the scoring work? First, each decision in the simulation is weighted or given a color code representing a good, fair or bad choice. These choices are dictated by the educational requirements of the simulation. Next, each choice is traceable to a Prison Rape Elimination objective. Each objective is scored and averaged separately. Finally, the objective scores are compiled into a final score.
- The final score is sent to the CLE Framework for processing and storage into the PADOC LMS. The framework is a Web-based system developed by CTC that manages training and resources across the Pennsylvania Department of Corrections (PA DOC). The simulation is one of several new training resources being developed by CTC along with the framework. The framework allows us to provide a total training solution for PADOC from management to distribution to execution.
- We believe that the simulation is a great asset to the PADOC and meets the training objectives set fort in PREA. The simulation was designed using the solid Aldrich approach to educational simulations which includes simulation, game and pedagogical elements. It was challenging and fun effort and we look forward to more of this type of work in the future.With our remaining time I am going to run a brief video demo of the simulation and then we will take any questions that you might have.