scholarly journals Concept development for comprehensive operations support with modeling and simulation

2018 ◽  
Vol 17 (1) ◽  
pp. 99-116
Author(s):  
Guido A Veldhuis ◽  
Nico M de Reus ◽  
Bas MJ Keijser
Keyword(s):  
Decision Support ◽  
Modeling And Simulation ◽  
Planning Process ◽  
Armed Forces ◽  
Concept Development ◽  
Future Research ◽  
Simulation Methods ◽  
Operations Planning ◽  
Structure Information ◽  
Effective Interventions

Modern warfighting is not only conducted on the physical battlefield but also engages actors in the information and human landscapes. Across these landscapes many types of actors characterize a comprehensive environment. A commander and staff follow the operations planning process to translate a desired end-state to tactical effects and activities. Understanding the interactions between actors and factors that shape conflict and understanding how they can be influenced is highly challenging. Modeling and simulation methods that aim to describe and understand the behavior of complex systems can serve to structure information, derive problem insights, and identify effective interventions. These methods are not, however, common as part of operations planning and intelligence processes. This paper documents findings based on reported experiences from practice and based on concept development and experimentation workshops conducted with Dutch Armed Forces stakeholders. We identify eight challenges to the adoption of modeling and simulation in operations planning. We then present a decision support concept that incorporates several elements to counter the challenges identified in the form of a prototype approach called Comprehensive Operations Support with Modeling and Simulation (COSMOS). We describe the approach along several process steps, illustrated by examples from the concept development and experimentation case studies. We identify several avenues for future research assisting adoption of modeling and simulation in the operations planning process.

Concept Development & Experimentation As Tool For Capability Development

2015 ◽  
Vol 21 (1) ◽  
pp. 88-93
Author(s):  
Ivo Pikner
Keyword(s):  
Czech Republic ◽  
Planning Process ◽  
Armed Forces ◽  
Concept Development ◽  
Capability Development ◽  
The Czech Republic ◽  
Joint Operations ◽  
Common Framework ◽  
Practical Guidelines ◽  
Operational Concept

Abstract Purpose of this paper is to depict Concept Development & Experimentation (CD&E) process as tools for transformation in NATO. CD&E process supports development and experimentation by providing a common framework, decision support and practical guidelines for capability development. In first part the author shows possible patterns of military concepts and describes their parameters. In the second part article depicts relationship between the operating concepts and the defence planning process. They clarify the operating concept application issues in the process of the armed forces development. The paper is one of outcome of the defence research project named “Operational Concepts of the Armed Forms of the Czech Republic in Joint Operations”, that was solved at the University of Defence in Brno (CZ). Project solved the “Proposal of operational concept of the Armed Forces of the Czech Republic in joint operations” and “Methodology of generation and development of operational concepts”.

Decision support tools for oil spill response (OSR-DSTs): Approaches, challenges, and future research perspectives

2021 ◽  
Vol 167 ◽  
pp. 112313
Author(s):  
Zhaoyang Yang ◽  
Zhi Chen ◽  
Kenneth Lee ◽  
Edward Owens ◽  
Michel C. Boufadel ◽  
...  
Keyword(s):  
Decision Support ◽  
Oil Spill ◽  
Future Research ◽  
Decision Support Tools ◽  
Research Perspectives ◽  
Support Tools ◽  
Oil Spill Response

Influences of Stress on Interactions with Decision Support

2020 ◽  
Vol 64 (1) ◽  
pp. 1886-1890
Author(s):  
Kylie Litaker ◽  
Christopher B. Mayhorn
Keyword(s):  
Decision Support ◽  
Information Source ◽  
Negative Influence ◽  
Future Research ◽  
Physiological Measures ◽  
Task Motivation ◽  
Situational Stress ◽  
Before And After ◽  
Scanning Task ◽  
Source Of Information

People regularly interact with automation to make decisions. Research shows that reliance on recommendations can depend on user trust in the decision support system (DSS), the source of information (i.e. human or automation), and situational stress. This study explored how information source and stress affect trust and reliance on a DSS used in a baggage scanning task. A preliminary sample of sixty-one participants were given descriptions for a DSS and reported trust before and after interaction. The DSS gave explicit recommendations when activated and participants could choose to rely or reject the choice. Results revealed a bias towards self-reliance and a negative influence of stress on trust, particularly for participants receiving help from automation. Controlling for perceived reliability may have eliminated trust biases prior to interaction, while stress may have influenced trust during the task. Future research should address potential differences in task motivation and include physiological measures of stress.

scholarly journals Bridging Science and Practice-Importance of Stakeholders in the Development of Decision Support: Lessons Learned

2021 ◽  
Vol 13 (10) ◽  
pp. 5744
Author(s):  
Innocent K. Tumwebaze ◽  
Joan B. Rose ◽  
Nynke Hofstra ◽  
Matthew E. Verbyla ◽  
Daniel A. Okaali ◽  
...  
Keyword(s):  
Decision Support ◽  
Stakeholder Participation ◽  
Scientific Data ◽  
Lessons Learned ◽  
Future Research ◽  
Decision Support Tools ◽  
Local Data ◽  
Funding Sources ◽  
Sanitation And Hygiene ◽  
Support Tools

User-friendly, evidence-based scientific tools to support sanitation decisions are still limited in the water, sanitation and hygiene (WASH) sector. This commentary provides lessons learned from the development of two sanitation decision support tools developed in collaboration with stakeholders in Uganda. We engaged with stakeholders in a variety of ways to effectively obtain their input in the development of the decision support tools. Key lessons learned included: tailoring tools to stakeholder decision-making needs; simplifying the tools as much as possible for ease of application and use; creating an enabling environment that allows active stakeholder participation; having a dedicated and responsive team to plan and execute stakeholder engagement activities; involving stakeholders early in the process; having funding sources that are flexible and long-term; and including resources for the acquisition of local data. This reflection provides benchmarks for future research and the development of tools that utilize scientific data and emphasizes the importance of engaging with stakeholders in the development process.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

Cultivating Resilience During the COVID-19 Pandemic: A Socioecological Perspective

2021 ◽  
Vol 73 (1) ◽  
Author(s):  
Ning Zhang ◽  
Shujuan Yang ◽  
Peng Jia
Keyword(s):  
Cost Effective ◽  
Future Research ◽  
Annual Review ◽  
Publication Date ◽  
Physical And Mental Health ◽  
Pandemic Preparedness ◽  
Predicting Factors ◽  
Effective Interventions ◽  
Interdisciplinary Framework ◽  
The Individual

The coronavirus disease 2019 (COVID-19) pandemic poses wide-ranging impacts on the physical and mental health of people around the world, increasing attention from both researchers and practitioners on the topic of resilience. In this article, we review previous research on resilience from the past several decades, focusing on how to cultivate resilience during emerging situations such as the COVID-19 pandemic at the individual, organizational, community, and national levels from a socioecological perspective. Although previous research has greatly enriched our understanding of the conceptualization, predicting factors, processes, and consequences of resilience from a variety of disciplines and levels, future research is needed to gain a deeper and comprehensive understanding of resilience, including developing an integrative and interdisciplinary framework for cultivating resilience, developing an understanding of resilience from a life span perspective, and developing scalable and cost-effective interventions for enhancing resilience and improving pandemic preparedness. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

The Mediating Effect of English Self-efficacy on the Relationships between Motivation to Learn, Intention to Share Knowledge, and Job Performance Among Military Personnel

2021 ◽  
Vol 7 (2) ◽  
pp. 228
Author(s):  
Siti Haizam Mohd Zin ◽  
Mohammad Nazri
Keyword(s):  
Job Performance ◽  
Military Personnel ◽  
Self Efficacy ◽  
Military Training ◽  
Armed Forces ◽  
Mediating Effect ◽  
Future Research ◽  
Positive Interactions ◽  
Motivation To Learn ◽  
The Relationship

Extensive research on the relationship between employees' use of English in the workplace and their job performance has revealed that the use of English at work leads to increased job performance and positive interactions among staff. In relation to this, a good command of English among military staff, especially officers, is of great importance to the Armed Forces, as military personnel often serve abroad and need to be proficient in communicating their instructions and orders to a foreign team. Previous research has also shown that self-efficacy is a significant predictor of job performance; however, the role of self-efficacy in learning English language skills has not been widely explored as mediator in the relationship between motivation to learn, intention to share knowledge, and job performance. Therefore, this paper aims to develop a conceptual framework that can be used to improve the understanding of English self-efficacy and its relationship with employees’ motivation to learn, intention to share knowledge, and capability to complete a given task. This framework informs and guides future research that will test the hypothesized relationships. The findings would assist the English Department of the Education Directorate of the Malaysian Armed Forces to design or revise military training syllabi and approaches.

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