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######## Preface

> The intent of this workbook is to assist facilitators in the design
> and delivery of Tactical Decision Games (TDGS) and Sand Table
> Exercises (STEX). The first part of this workbook focuses on the
> [design]{.underline} of specific exercises, while the second part
> focuses on [delivery]{.underline} techniques that will enhance the
> success and effectiveness of the exercises. TDGS/STEX properly
> designed and delivered, will allow firefighters on your unit to
> practice situational assessment, to consider and select courses of
> action, and to practice communicating those decisions.
>
> This is a product of an ongoing training and information exchange
> between the National Interagency Fire Center and the U.S. Marine Corps
> University. The Leadership Committee of the NWCG Training Working Team
> sponsored this project. Project team members were:
>
> []{.mark}
>
> Scott Anderson Bureau of Land Management -- NIFC
>
> Rich Caballero Bureau of Land Management -- NIFC
>
> Jim Cook U.S. Forest Service -- NIFC
>
> Brian Eldredge Bureau of Land Management -- NIFC
>
> Mike Ellsworth Bureau of Land Management -- Boise District
>
> Chad Fisher National Park Service -- NIFC
>
> Curtis Heaton U.S. Fish and Wildlife Service
>
> Mark Koontz National Park Service -- NIFC
>
> Ted Mason Bureau of Land Management -- NIFC
>
> Dennis Pratt U.S. Forest Service - Sawtooth National Forest
>
> Larry Sutton Bureau of Land Management -- NIFC
>
> Greg Vergari U.S. Forest Service -- Payette National Forest
>
> Based on "The How To of Tactical Decision Games" by Major John F.
> Schmitt, United States Marine Corps, 1994. Marine Corps University
> publications.
>
> **Contents**

######### 

######### Introduction 3

**[Part I -- Design]{.underline}**

######### Designing Tactical Decision Games 6

######### How TDGS Work 6

######### How to Design a TDGS 9

######### TDGS Standard Format 11

#########  **[Part II - Delivery]{.underline}**

######### Delivering Tactical Decision Games 13

######### The Facilitator Role 13

######### Facilitation Techniques 16

**Appendix A**

######### Example TDGS/STEX #1 19

######### Example TDGS/STEX #2 23

######### Example TDGS/STEX #3 27 

######### Example TDGS/STEX #4 31 

######### Example TDGS/STEX #5 35 

**Appendix B** -- TDGS/STEX Facilitator Guide 39

**Appendix C** -- STEX Props & Accessories 41

**Appendix D** -- Sand Table Example 42

**Introduction: Why Play When There\'s Work To Do?**

Time: July 10, 1530 hours

Place: West facing, brush and grass covered slope in the foothill
country near Prescott, Arizona.

Weather: Temperature 92º; Winds are up-slope 5 to 8 mph; Sky is mostly
clear with some developing cumulus clouds.

Situation: You are the leader of a six-person squad tasked with
patrolling and holding a lined section of a 150 acre wildland fire that
started three hours ago. Your Crew Boss has expressed confidence in your
ability to hold that section. Squad members are hot and tired but remain
enthusiastic after two hours of initial attack hotline activity. The
Squad has reassembled after containing spot fires generated by embers
from reburn activity within the original containment line. You observe
continued reburn activity. Your lookout reports two and possibly three
new spot fires 100\' and 150\' directly down slope from your position.

What is your selected course of action? Make a decision within the next
10 seconds.

Did you make the call? Did you want more information? Did you look for
the right answers in the following paragraphs? Did you dismiss this as
just another paper fire that isn\'t the real thing because you\'ve seen
the real thing and you know what to do here?

**[Analytical Decision-making]{.underline}**

Most of us are familiar and comfortable with the concept of making a
well-reasoned decision based on carefully gathered facts balanced with
assigned values and weighed against expected outcomes. We gain certainty
that through methodical analysis we have arrived at the best possible
decision. This analytical decision-making model should work well if the
facts are not variable, the decision-making environment is held
constant, there are no time constraints, and human factors are limited
to our personal values. The essential factors in analytical
decision-making are careful analysis and reasoning power. If only you
could get everyone to be quiet and you could get away for a while to
make that 10 second decision.

**[Intuitive Decision-making]{.underline}**

If you were able to make a 10 second decision in the scenario presented
above, chances are you exercised your experience gained on the fireline
and the skill of intuitive decision-making. The essential factor in
intuitive decision-making is experience. That experience allows
recognition of similarities to previous situations. A pattern of typical
cause and effect develops to allow a decision that does not require
analysis or reason. The more experience gained in applying a variety of
patterns, the more likely you\'ll know what to do.

**[Tactical Decision Games]{.underline}**

There is no substitute for experience of the real thing, but it can be
hard to come by and tragically unforgiving. Fortunately there exists a
supplement to the school of hard knocks. Pattern recognition skills can
be improved, and tactical decision-making can be practiced and refined.
Tactical decision games (TDGS) are basically role-playing paper
exercises and in the case of sand table exercises (see below) can
incorporate three dimensional terrain models. [The reason for doing TDGS
is to provide firefighters with an opportunity to 1) practice the
decision-making process, and 2) practice communicating that decision to
others]{.underline}. TDGS provide a simple, adaptable, and effective
method of repeatedly challenging a firefighter with tactical situations
that include limitations of time and information. By requiring a
solution to the situation and the ability to communicate it in the form
of clear instructions, the firefighter will gain precious experience and
skill in actual tactical decision-making.

Recent course development for wildland firefighter training has
included: Lessons Learned: Fatality Fire Case Studies, Human Factors on
the Fireline, Followership to Leadership, and Fireline Leadership. These
courses have appropriately focused attention on the variable that
traditional fire suppression courses have overlooked and the one
variable that will always determine the outcomes of fire suppression
activity; human factors and the decisions they influence. TDGS are a
logical step in blending the skills and tactics taught in conventional
wildland fire courses and lessons learned from the newest body of human
factors coursework.

Because the purpose of a TDGS is to build breadth of experience in
decision-making and communication, it is important to employ this
process frequently at the crew level. In addition to developing
individual decision-making skills, the practice will allow crewmembers
to learn from each other and to gain an understanding of how each
crewmember makes decisions. Each game played, like every fire
experienced, will add to the collective reservoir of experience in the
wildland fire community.

**[The Sand Table Exercise]{.underline}**

The Sand Table Exercise (STEX) is a tactical decision game that employs
a three-dimensional terrain model with various props to represent either
assets or liabilities. Advantages of the STEX over the two-dimensional
maps other exercises employ include: enabling the learners to
\"experience\" the terrain features of their problem; engaging learners
by engineering a learning environment that fosters proximity; eye
contact; free movement, and presents the learner an almost irresistible
attraction to get their hands on the problem. Another benefit is the
lesson of perspective that many fireline firefighters don\'t have the
opportunity to experience or learn. The sand table impresses the
importance of "top-sight\", the ability to see how individual pieces of
the problem fit into and affect the whole, thus preparing squad and crew
level firefighters for tactical and strategic command. The sand table
presents some challenge of portability but when conditions and logistics
allow, it is the medium of choice for TDGS.

The sand table concept may be used as a visual aid to support other
training methods such as storytelling, topographic map interpretation,
and small-unit after action reviews. Sand tables also can provide a
common frame of reference for planning sessions, briefings, and
critiques.

[PART I]{.underline}

Designing Tactical Decision Games

#### 

#### How TDGS Work

1.  **[TDGS are Simple...Keep them Simple.]{.underline}**

-   **Role-Playing:** The players are put in the role of a leader of a
    given unit, in a given situation, with given resources, and a given
    scenario.

-   **Limited Information:** The players will not have as much
    information about the scenario as they might like. This is an
    important feature of TDGS; uncertainty, confusion, and complications
    are basic characteristics of tactical decision-making.

-   **Limited Time:** The players will have limited time to make a
    decision, since this is also a feature of making tactical decisions.

-   **Face a Dilemma:** The scenario puts the players in a situation
    requiring some sort of decision; a problem requiring a solution.
    Despite the above limitations, the players must come up with a
    workable solution.

-   **After Action Review (AAR):** The players analyze or discuss their
    solution as a means of drawing out the lesson of the experience.

2.  **[The Primary Objectives of TDGS]{.underline}**

-   **Exercise Decision-Making Skills in a Tactical Context:** This is
    the fundamental objective!

-   **Practice Communicating Decisions:** Players must communicate
    decisions by giving clear text instructions while using all the
    appropriate elements listed in the standard briefing checklist
    outlined in the Incident Response Pocket Guide (IRPG). It is
    recommended that the players adhere to the appropriate elements of
    the briefing checklist found in the IRPG.

-   **Provide Vicarious Experience to Develop Pattern Recognition
    Skills:** Experience is the only way to develop the pattern
    recognition skills that are essential for effective decision-making.
    Since actual fire experience may be limited and involves certain
    risk, TDGS provide a safe alternative.

3.  **[Additional Benefits]{.underline}**

> **In addition to the primary objectives, TDGS offer several secondary
> benefits:**

-   **Illustrate Tactical Concepts:** Effective use of fire suppression
    methods and techniques, resource capabilities, resource deployment,
    etc. can be explained as part of the post scenario discussion.

-   **Develop Implicit Understanding:** By building a sense of teamwork
    and a shared way of thinking among members of a unit, TDGS become a
    way of working out informal SOPs or contingencies.

4.  **[The \"Rules\" of TDGS]{.underline}**

##### There are only three Rules:

-   **Time Limit:** Since fireline tactics are usually a time-compressed
    activity, a time limit is essential. Players should feel as though
    they have less time than they need to make a decision.

-   **Decisions as Instructions:** Briefings and clear text instructions
    are the correct way to express tactical decisions, so TDGS solutions
    should take the same form. Players must communicate decisions by
    giving clear text instructions, and using all the appropriate
    elements listed in the standard briefing checklist outlined in the
    IRPG. It is recommended that the players adhere to the appropriate
    elements of the briefing checklist format in the IRPG. It is
    important that all the appropriate elements are mentioned. There is
    a difference between a briefing and tactical instructions. Tactical
    instructions may be given as an element of a briefing or as a
    supplement to a previous briefing. Players will be expected to
    explain their decision afterward, but the rule is "decide first,
    then discuss." The objective is to encourage decisiveness and have
    the decision maker communicate the decision using real life
    communication methods

-   **No Textbook or Facilitator Solutions:** There are a number of ways
    to solve any tactical problem, so there should not be any
    \"textbook\" answers. What decision a player made is less important
    than why they made it. In fact, since creativity is a prized trait
    in tacticians, unusual solutions should be encouraged and
    recognized.

5.  **[TDGS Formats]{.underline}**

-   **Seminar:** A group of players, led by a designated facilitator,
    using predetermined learning objectives, solve the problem (as
    individuals), and then discuss and compare solutions. The ideal
    group is anywhere from 4-12 players.

-   **Simulations:** A more advanced version where a fire situation
    evolves along a timeline. Players represent various resources and
    must respond to changing situations. The facilitator uses their
    judgment to assess outcomes of individual solutions and coordination
    of solutions. The facilitator controls evolution with the purpose of
    generating new tactical challenges (inputs).

6.  **[Delivery Platforms for TDGS]{.underline}**

-   TDGS can be delivered using various platforms such as sand tables
    (STEX), solid terrain models, computer generated terrain animations,
    terrain photographs, topographical maps, and sketch maps.

7.  **[Advantages of the Seminar Format.]{.underline}**

-   **Interactive:** The seminar format allows the opportunity for
    discussions about tactical issues and concepts. Players get
    immediate feedback on their solutions from the facilitator and peer
    group.

-   **Sitting in the Hot Seat:** Players feel the pressure of having
    their tactical skills on public display. Most firefighters are
    naturally competitive and will be motivated to perform well in a
    group setting.

-   **Learn from Others:** There are a number of ways to solve any
    tactical problem. Players have the opportunity to see how others
    solved the same problem and can incorporate those lessons into their
    own tactical repertoire.

-   **Practice Giving Instructions:** During TDGS, as in real-life
    situations, tactical decisions must be expressed in the form of
    clear instructions. Giving clear, concise instructions is a skill
    that improves with practice. The seminar provides a practice field
    for giving instructions.

-   **More Fun:** The seminar, if done properly, is simply a more
    interesting and satisfying experience. The more interesting the
    experience, the better the learning.

8.  **[Limitations]{.underline}**

> **TDGS are a very useful training and education tool, but they have
> limitations to be aware of:**

-   **One Move:** Except in the simulation version, TDGS represent a
    single \"snapshot in time\" and require the players to make only one
    move. Therefore TDGS do not capture the on-going interactive nature
    of the fireground.

-   **Don\'t Have to Execute:** TDGS are a simulation of a fire
    environment. In reality, what matters is the execution, which is
    something TDGS don\'t require. It is important to realize that
    execution is one of the things that make tactics so difficult.

-   **Works Best at the Initial Attack/Extended Attack/Division Level:**
    That is not to say they don't work above or below those levels, but
    they are more difficult to design and facilitate. The higher the
    scenario complexity the more difficult it becomes to attain the
    learning objectives.

#### How to Design TDGS

You are creating exercises that may be put on the shelf for other people
to facilitate. A standard format can be found at the end of this
section. Example STEX/TDGS can be found at the end of this workbook.

1.  **[Determine Your Target Audience]{.underline}**

-   Should include general level for which STEX/TDGS is suitable (e.g.,
    crew level supervisors, district duty officers, etc). It could also
    be ICS position-specific (e.g., Engine Boss, Division Supervisor,
    etc).

2.  **[Create Your Training Objective]{.underline}**

-   It is essential that TDGS are set up with specific training
    objectives in mind. Remember that the primary objective for TDGS is
    to have the players practice making decisions and then communicate
    their decisions in real life instructional context to subordinates.
    For example:

> "Given the scenario below, the players will determine how the fire can
> be safely approached and then verbally communicate their decision to
> the appropriate individuals."

3.  **[Create Your Scenario]{.underline}**

-   **Design a Problem, Not a Solution**

    -   **Start with a Problem in Mind:** It is usually better to start
        with a problem and allow the players to create solutions than it
        is to start with a solution and work backward to create a
        scenario to support it. In the latter case, the scenario usually
        turns out to be obvious and contrived - almost like a leading
        question for which there is only one \"right\" answer. The
        problem you start with must lead players directly to the
        decision-making and communication training objectives you have
        identified for your TDGS session.

    -   **Create Uncertainty**

        -   **Lack of Information**: Some information is simply missing.

        -   **Ambiguity**: Information is unclear, inconclusive, or even
            contradictory.

    -   **Create Friction:** Things don't always go as planned or
        expected. Challenging TDGS incorporate a healthy dose of
        Murphy\'s Law. Units get lost; communications break down;
        equipment fails; and/or fire behavior changes dramatically.
        Consider the experience level of players when designing
        complexities so that you don\'t set players up for failure.

-   **Introduce the Problem in the Briefing Format**

    -   **\"Here is the Mission\":** Provide the situational factors,
        i.e., weather conditions, fuel types, commander's intent, etc.
        The player then comes up with a plan to accomplish the mission.
        This is the simpler form of TDGS.

    -   **\"Now What?\":** This type of TDGS involves the above, plus
        more. As the player begins to execute the plan some unforeseen
        event occurs which changes the whole scenario. The object is to
        react to the new situation in a way that is consistent with the
        higher commander\'s intent or established policy. One way to
        create a \"Now What?\" TDGS is to create a \"Here\'s the
        Mission\" TDGS, solve it yourself, and develop some things to go
        wrong with the execution of the solution. These are referred to
        as "Murphy's Law Suggestions".

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-   **Potential Sources for TDGS**

    -   **History:** Use historical fire case studies found in available
        training courses. Use Incident Action Plans from previous fires.
        Use local fire history or evidence of local fire scars as a
        basis for development.

    -   **Own Experience:** Caveat. With this and the above source,
        don\'t fall into the trap that historical ending or personal
        solutions are the \"right\" solutions. Be prepared to learn as
        much as the players. Remember the third rule of TDGS -- "No
        Textbook or Facilitator Solutions"

    -   **Random Topographic Selection:** Select a piece of terrain from
        local surroundings or from topographical maps that represents a
        typical local fire suppression challenge. Apply a situation to
        your chosen terrain. This can be effective in familiarizing
        initial attack forces with local response areas, initial attack
        SOPs, and pre-attack planning.

    -   **Task Books:** Select an audience specific task book and design
        a scenario where the decision point leads to task
        accomplishment.

4.  **[Review and Evaluate]{.underline}**

-   **Design Evaluation into TDGS:** In addition to the After Action
    Review (AAR) players use to analyze their decision making process
    and draw tactical decision‑making lessons, consider an AAR of the
    TDGS process itself to derive lessons for designing and facilitating
    future games.

**TDGS Standard Format**

**[Initial Facilitator Information---NOT TO BE SHARED WITH
STUDENTS]{.underline}**

**Title:** Descriptive Title

**Author(s):**

Include names of developers along with agency/unit contact information.
There is a twofold purpose for this. One is to give contact info if
people have questions on the TDGS/STEX, the other is to give credit
where it's due.

**Target Audience:**

Should include general level for which TDGS/STEX is suitable. Does not
have to be ICS position-specific, but could be. For example: *Single
Resource Boss & IC Type 4*

**Training Objective:**

Needs to be stated as an objective, i.e., what do you want the exercise
to accomplish. Should not just be a topic, such as "Downhill Line
Construction" or "Initial Attack Size-up." For example: *Given the
following scenario, players should determine requirements for posting
lookouts. Players should verbally communicate their decisions to the
appropriate individuals. This can be used as a drill to discuss Standard
Firefighting Order #5 ("L" in LCES) and Watch Out Situation #12.*

**Resources Referenced:**

This section would include a listing of all resources referred during
the scenario. For example:

-   *1 - Type 2 Handcrew (Primary Role Player)*

-   *1 - Hotshot Crew*

-   *3 - Type 3 Engines*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[SCENARIO INFORMATION TO BE SHARED WITH STUDENTS]{.underline}**

**Facilitator Briefing To Student(s):**

This section is a description of the scenario with all the necessary
information for the student(s) to accomplish the training objective.
This should be delivered in the same format as it would be if the person
was being briefed on an upcoming assignment. Use the Briefing Checklist
format in the IRPG (Situation, Mission/Execution, Communications,
Service/Support, Risk Management, Questions/Concerns).

Care should be taken to limit the information given to student(s), since
it is rare in real life that 100% accurate information is available to
decision makers when needed.

The first sentence of this briefing should tell the players what role
they are in. For example: *You are the Crew Boss of a Type 2 Handcrew
assigned to the Horse Fire.* The last sentence in the briefing to the
students should cue them that a decision needs to be made. For example:
*You have 3 minutes to assess the situation and prepare any
communication contacts you think are necessary.*

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**[ADDITIONAL INFORMATION FOR FACILITATOR ONLY]{.underline}**

**Facilitator "Murphy's Law" Suggestions:**

These can be used as "what ifs" at any time during the scenario to raise
the stress level of the leader. For example:

-   *Engine 3-1 breaks down in the middle of the only access road*

-   *The wind shifts or increases*

**Facilitator's Notes:**

The Facilitator's Notes should provide the person facilitating the TDGS
enough detailed information so they can effectively prepare for various
decisions and actions taken by the decision maker. The Facilitator's
Notes should also prepare the facilitator to lead an After Action Review
of the exercise given various exercise outcomes. The first sentence of
these notes should describe the intent of focus of the TDGS. For
example: *This TDGS should focus on the Single Resource Boss
responsibility to utilize lookouts to ensure the safety of their crew.*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**After Action Review:**

Conduct an AAR with focus on the training objective. Use the AAR format
found in the Incident Response Pocket Guide to facilitate the AAR. There
are four basic questions in the AAR.

1.  What was planned?

2.  What actually happened?

3.  Why did it happen?

4.  What can we do next time?

Remember, TDGS shouldn't have a single solution. Keep the focus of the
AAR on what was done and why.

[PART II]{.underline}

Delivering Tactical Decision Games

######### 

#### The Facilitator Role

1\. [The Facilitator's Responsibilities]{.underline}

-   **Prepare for the Exercise:** The facilitator [must]{.underline}
    have a thorough knowledge of the scenario being presented and be
    prepared to address a variety of possible decisions made by the
    players.

-   **Select Delivery Platform:** For example: sand table (STEX), solid
    terrain model, computer generated terrain animation, terrain
    photograph, topographical map, or sketch map.

-   **Orient the Players:** Orient the group to the map or sand table
    and explain the meaning of all props. Answer questions the players
    may have about the Sand Table layout. The facilitator should answer
    questions about the Sand Table layout which the players would
    reasonably have knowledge of, but the facilitator should not
    eliminate all uncertainties. \"Sorry, I don\'t know the answer to
    that\" is a reasonable answer to many questions.

**2. [TDGS Set-up]{.underline}**

-   **Describe the Scenario:** Provide information on terrain, weather,
    fuels, fire behavior (intensity, rate, and direction of spread), and
    overall strategy set by the incident commander or other management
    guidance. Go from general to specific. It is important to model good
    briefing procedures. For example: if the TDGS is a squad leader
    level problem, describe the division situation, then the crew
    situation, and then the squad\'s situation. Put the players in the
    decision-makers role. Do not pre-identify who will be in the hot
    seat. Tell the players what resources they have available. Give the
    players enough information to make the necessary decisions for the
    given situation, but don't make their decision for them.

-   **Cue the Dilemma:** The last event described should be the event
    that puts the finishing touches on the dilemma; it needs to be the
    thing that makes clear that a decision must be made.

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-   **Choose Player(s) to Present Solutions:** Generally, it is better
    to select a player to present solutions than to ask for volunteers.
    Players should not feel like they can escape the challenge by simply
    not volunteering. They should feel like they have as much chance as
    anybody else does, since this adds to the stress. The facilitator
    should attempt to identify players who try to make excuses or
    actively try to avoid presenting a solution and ensure their
    involvement.

3\. [Let the Games Begin]{.underline}

-   **Enforce the "Time Limit" Rule:** Time compression creates stress.

-   **Enforce the "Decisions as Instructions" Rule:** Assign other
    players roles as the recipients of instructions or communications.
    Players must simulate giving their instructions either face-to-face
    or over the radio. Do not allow "I would have done this..."
    statements. Encourage the use of the briefing checklist format found
    in the IRPG as a guide when communicating their decisions and giving
    instructions to new incoming resources.

4\. [Conduct an AAR]{.underline}

-   **Question the Thought Process:** One of the most important things
    the facilitator does is probe the player\'s thought process in order
    to get the player to explain their rationale. Useful questions
    include:

    -   \"Describe your overall assessment of the situation?\"

    -   \"What were your assumptions about the situation?\"

    -   \"What is your biggest concern about your plan?\"

    -   "What information was critical to you and why?"

    -   \"What would you have done if\...?\"

-   **Draw-out Lessons:** Finally, the facilitator should summarize the
    lessons that the session has illustrated. Use the AAR format found
    in the IRPG to increase player familiarity with that reference.

5\. [The Traits of a Good Facilitator]{.underline}

-   **Enthusiastic Delivery:** This is perhaps the most important trait.
    If the facilitator is enthusiastic about the subject, enjoys TDGS,
    and believes in the value of TDGS as a learning tool, their feelings
    will be contagious to the players.

-   **Prepared and Tactically Knowledgeable:** In order to lead the
    discussion and provide a useful review, the facilitator must know
    the subject matter. This skill is especially important since there
    is no single correct "textbook" solution to these problems. The
    facilitator should be familiar with the particular scenario and be
    able to discuss it intelligently. Usually, the best way to gain that
    familiarity is to have designed the scenario or to have played it.
    The facilitator should not have a "correct" tactical answer to the
    problem in mind. There should, in fact, be no real right answer. By
    the facilitator endorsing one tactic over another, we run the risk
    of inadvertently giving the players a "textbook" solution to a
    problem. This may lead the player into thinking that given a similar
    situation; certain tactics are the only possible solution for that
    particular scenario. The facilitator needs to remember that we are
    not teaching tactics but rather a decision making process. The
    facilitator needs to reinforce the timely decision-making, not
    tactics, so the players will gain ownership in the process. While
    recognizing that there may be several right answers that could
    actually work on the ground, facilitators must be able to identify
    plans that would obviously fail or are not safe or tactically sound.
    Preparing discussion points for common solutions and for obviously
    unsound or unsafe solutions is recommended.

-   **Adapt to the Unexpected:** Since there is no "textbook" solution
    to TDGS, the facilitator must be able to maintain his/her own
    situational awareness in order to adapt to unexpected changes. No
    two seminars (even using the same TDGS) will turn out remotely the
    same. Players will invariably come up with unexpected questions or
    solutions. The discussion will present unexpected opportunities to
    provide impromptu lessons about key tactical concepts. The
    facilitator must be able to adapt quickly to unforeseen
    circumstances resulting from player developed plans or
    contingencies. For example, in an initial attack scenario the player
    incident commander resolves the scenario by calling for retardant
    instead of calling for additional engines identified in the scenario
    briefing. The facilitator must be prepared to provide additional
    inputs (either constraints or additional objectives) if necessary to
    involve these additional resources.

-   **Keep It Interesting:** The facilitator keeps the session
    interesting by keeping the discussion moving briskly, by involving
    as many of the players as possible, and by making relevant and
    useful points. Without trivializing the subject matter, it is
    generally a good idea to "leave them wanting more". In other words,
    not to beat each point to death but to break off discussion before
    the saturation point. A good sign is when the players are still
    debating as they leave the TDGS.

-   **Don't Dominate the Discussion:** A good facilitator does not
    lecture, but has the ability to help the players recognize the
    lessons themselves, facilitating learning rather than trying to
    impart it. In general, the less talking the facilitator must do the
    better the session is going.

-   **Review Without Being Critical:** Offering constructive criticism
    is essential. While there may be no absolute right or wrong answers,
    some solutions have more merit than others and the facilitator must
    be able to make those judgments. At the same time, the facilitator
    should offer reviews in ways that do not embarrass any player in
    front of the group. A blend of candor and tact is required.

```{=html}
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```
-   **Manage the Group:** This means the ability to get as many people
    involved in the discussion as possible. The facilitator should
    prevent individuals from dominating the discussion. This is
    especially important when the group consists of widely different
    experience levels. It is important to set a tone of open candor,
    regardless of seniority.

    -   "Timeouts" may be essential, at times, to keep the group focused
        on the learning objectives. This technique should not be
        frequently used. The facilitator should clarify the situation
        and resume action as quickly as possible.

    -   TDGS are time compressed scenarios. Provide frequent "time tags"
        to keep the clock ticking. It is a good practice to tell the
        players how much time you want to have elapsed after any
        significant movement of resources.

    -   Control the movement of resources on the table. This is your
        training event, if you let the players start moving resources at
        their discretion you can easily lose the ability to achieve your
        training objective(s).

    -   Be prepared to mitigate "ad libs" from role players that divert
        the game from its intended training objective. Some players get
        very involved in their subordinate roles and may provide
        unsolicited inputs.

#### Facilitation Techniques 

**1. [The Art of Asking Questions]{.underline}**

-   **Active Listening:** It is important that a facilitator knows when
    to ask questions, how to ask and answer questions, and how to defer
    questions or bounce them off the rest of the group. In essence the
    facilitator must combine appropriate questions with active
    listening.

-   **Socratic Teaching Method:** The Socratic method of teaching is an
    effective technique to consider when delivering TDGS/STEX. This
    method is effective because one of the most important things the
    facilitator does is probe the player\'s thought process in order to
    get the player to explain their rationale. The Webster's Dictionary
    defines Socratic as:

> *Of or relating to Socrates, his followers, or his philosophical
> method of systematic doubt and questioning of another to elicit a
> clear expression of something supposed to be implicitly known by all
> rational beings.*

-   **Avoid Leading Questions:** This will cause the player to believe
    there is a "textbook" answer you are looking for. Examples of
    questions to avoid:

```{=html}
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```
-   \"Wouldn't this have been a more effective course of action?\"

> *Suggested change: "Did you evaluate any other alternatives?"*

-   \"Do you really think that will work?\"

> *Suggested change: "On a scale of 1 to 10, what do you think is your
> probability of success? Explain?"*

-   "So by using air tankers, you really think you can still use direct
    attack on this flank?"

> *Suggested change: "What would you do if the airtanker drops missed
> the target?"*

-   "Don't you think that hill is too steep for a dozer?"

> *Suggested change: "What information did you use in choosing a dozer
> for this assignment? Is there anything else you should consider before
> using a dozer?"*

-   **It's About Decision-making:** Remember that TDGS are exercises in
    decision-making, not an academic test on choosing a predetermined
    "correct" tactic from a list of alternatives. Your questions should
    help the players focus on their decision-making thought process.
    They should help the players clarify what information inputs are
    consciously and subconsciously important to them and how that
    information was used in the decision-making process.

#### 2. [Teaching to the Objective]{.underline}

-   **Training Objectives:** It is essential that TDGS are set-up with
    specific training objectives in mind. Remember that the primary
    objective for TDGS is to have the player's practice making decisions
    and then communicating their decisions in real life instructional
    context to subordinates. It is the facilitator's responsibility to
    ensure that the exercise and discussions do not stray away from the
    purpose of the training. The facilitator should refrain from
    lecturing and allow the participants to teach each other. Be
    prepared to ask thought provoking questions when the discussion
    slows down and to cut discussion when the point has been made and
    requires no additional discussion. Guide the discussion, keeping the
    focus on the objectives in a logical sequence. Avoid detailed
    examination of events not directly related to major training
    objectives.

-   **Tactical Objectives:** Not to be confused with training
    objectives, the tactical objectives relate to the implementation of
    the decided course of action by the leader. The tactical objectives
    should be given to the subordinates by the decision maker as
    tactical instructions. Facilitators should understand that the
    players may accomplish the training objective even though their
    chosen tactical objectives are less than optimal.

> For example, the training objective may be for the player to decide
> between an offensive or defensive suppression tactic on a fire given a
> certain scenario and communicate the decision to subordinates. The
> player may effectively make a decision and communicate it to his/her
> crew despite the fact that it is not the most effective tactic for
> this given scenario. In this case the facilitator may want to comment
> by saying, "You were very decisive and your communication of the
> decision was good, but could you explain what information you used in
> choosing your offensive tactic in this scenario? Is there anything
> else you considered before making your decision?"

# 3. [Briefing & Clear Instructions]{.underline}

-   **Communication Using the Briefing Checklist:** The briefing format
    outlined in the IRPG and clear text instructions are a good way for
    fireline leaders to convey their decisions to others. Although this
    standard format helps to organize information, the content and
    substance are what is important in giving clear instructions. It is
    recommended that players adhere to the appropriate elements of the
    briefing checklist found in the IRPG.

> There is a difference between a briefing and a tactical instruction. A
> tactical instruction may be given as an element of a briefing or as a
> supplement to a previous briefing. Obviously, the decision maker does
> not need to reiterate known situational information every time a
> tactical instruction is given.

**Appendix A**

**[Initial Facilitator Information---NOT TO BE SHARED WITH
STUDENTS]{.underline}**

**Title:** EXAMPLE TDGS/STEX #1

**Author(s):** [Design and Delivery of Tactical Decision Games & Sand
Table Exercises]{.underline} development group

**Target Audience:**

Squad Boss, Single Resource Boss

**Training Objective:**

Given the scenario below, the players will decide how the fire can be
safely approached. Players should verbally communicate their decisions
to the appropriate individuals.

**Resources Referenced:**

-   **1 Crew level supervisor (Hot seat role)**

-   1 second season firefighter

-   2 first season firefighters

-   1 chainsaw, 2 backpack pumps, hand tools, 1 two-way radio

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[SCENARIO INFORMATION TO BE SHARED WITH STUDENTS]{.underline}**

**Facilitator Briefing To Student(s):**

You are the leader of an initial attack module (SELECT: Engine, IHC
squad, Helitack crew, or SMJ stick) being ordered for a dry lightning
storm that has ignited several fires in your response area. The module
has not worked together for very long but you know they have been
trained well...you did it yourself. This is the module's first fire and
everyone is excited about getting out and fighting some fire. The module
consists of four firefighters---yourself, one second season firefighter,
and two rookie firefighters. You are equipped with one chainsaw, two
backpack pumps, a full compliment of hand tools, and a two-way radio.

The Fire Management Officer is swamped; several of the new fires appear
to be growing larger. He calls you in and gives you the specific
location information for the fire. His instructions are, "Keep this one
small. I'll try to get you some help if you need it, but for now you are
on your own. Call dispatch with a size up and keep me posted. Hey! Let's
be careful out there."

As you travel to the fire (SELECT: Mode of travel consistent with the
module type) you note the weather and fuel conditions (DESCRIBE: Typical
local conditions for mid-season and map distance scale). Also during
your travel out to the fire you hear the Aerial Recon tell dispatch that
your fire looks to be about ½ acre in size with some flame showing.
After walking about ½ mile from your drop off point traveling south
through a saddle, you and your module are finally able to see the smoke
from the fire. It is below you and to your right. (DESCRIBE: How the
smoke column looks.) The time is 1000. Now what? Take 2 minutes to
assess the situation and prepare any communication contacts you think
are necessary*.*

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[ADDITIONAL INFORMATION FOR FACILITATOR ONLY]{.underline}**

**Facilitator "Murphy's Law" Suggestions:**

The "Murphy's Law" suggestions listed below can be added as "What ifs"
at any time during the scenario to raise the stress level of the leader.
You can also use one of your own:

-   The fuels make foot travel difficult or fuels are continuous cured
    grass

-   Time of day is late in the burning period

-   Cannot see any sign of the fire during the approach

-   Wind shifts or increases

-   Other crewmembers voice differing opinions

-   The facilitator role plays a concerned dispatcher or FMO demanding
    feedback

**Facilitator's Notes:**

This TDGS should focus on the functions of squad/crew level decision
making and communication. In this scenario the student has been
presented with mid-season fire conditions, multiple new fire starts in
the area, and direction to keep this fire small. The student must weigh
the unknown fire behavior and approaching a fire from above against the
risk management process. The decision point comes when the student
reaches the saddle and can see the smoke from the fire below the crew's
position. There is additional pressure on the student from the FMO since
he/she has been told to keep the fire small and that they are on their
own for now.

If the student uses the Risk Management Process found in the IRPG they
will realize there are tactical watch outs involved with being above the
fire but that these concerns can be mitigated using items from the Fire
Orders, LCES, and the Downhill Checklist. Even if the student doesn't
use the IRPG most will understand that standing in a saddle above a fire
is a precarious situation.

In this TDGS the student's actual plan (i.e. the exact route of
approach) is of less importance than the reason why he/she is taking
that route. Discussion in the AAR should focus on why the student chose
that route and any supporting actions such as posting a lookout and
briefing the squad. Once the "why" has been confirmed the discussion can
move to the "how?"

Assuming that there are several options on how to approach this fire the
AAR may cover items such as:

-   How comfortable were the crew members with the decided course of
    action?

-   Did the crew members feel they had been adequately briefed on the
    situation and hazards of approaching the fire?

Whatever the decided course of action ask other participants how they
would have approached the fire and why. At some point in during the
conversation bring out the Incident Response Pocket Guide and ask the
students what guidance they used, or could have used, from the IRPG.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

After Action Review:

Conduct an AAR with focus on the training objective. Use the AAR format
found in the Incident Response Pocket Guide to facilitate the AAR. There
are four basic questions in the AAR.

1.  What was planned?

2.  What actually happened?

3.  Why did it happen?

4.  What can we do next time?

Remember, TDGS shouldn't have a single solution. Keep the focus of the
AAR on what was done and why.

![](media/image2.jpeg){width="6.718055555555556in"
height="9.052777777777777in"}

**[Initial Facilitator Information---NOT TO BE SHARED WITH
STUDENTS]{.underline}**

**Title:** EXAMPLE TDGS/STEX #2

**Author(s** [Design and Delivery of Tactical Decision Games & Sand
Table Exercises]{.underline} development group

**Target Audience:**

Task Force Leader, IC Type 4, IC Type 3

**Training Objective:**

Given the scenario below, the players will decide between an offensive
strategy or a defensive strategy. Players should verbally communicate
their decisions to the appropriate individuals.

**Resources Referenced:**

-   **1 - Task Force Leader (Hot seat role)**

-   3 - Type 3 Engines

-   1 - Water Tender

-   1 - Interagency Hotshot Crew (IHC)

-   1 - Type 2 Handcrew

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[SCENARIO INFORMATION TO BE SHARED WITH STUDENTS]{.underline}**

**Facilitator Briefing To Student(s):**

You are a Task Force Leader in charge of severity Task Force Alpha. The
task force was formed yesterday and is a real mixed bag of experience.
These resources have never worked together before and you think this may
be a tough assignment. The task force is made up of three Type 3
Engines; one Type two Water Tender; one Hotshot Crew; and one Type 2
Handcrew.

The ordering unit has been experiencing new fire starts from lightning
over the previous two days. The local FMO meets you first thing in the
morning giving you travel and communication instructions and the run
down on the fire situation: "My I.A. forces are shot. I had to pull my
folks off the Fish Creek Fire due to fatigue. I want to turn it over to
you as the Incident Commander with Task Force Alpha as your resources.
We caught several of the new starts last night, but this Fish Creek Fire
worries me. I'm getting concerned about those structures. I've ordered
air tankers but who know when we'll see them. I'll try to get out to the
fire this afternoon. Keep me informed on your progress and good luck."

As you travel to the fire you note the weather and fuel conditions
(DESCRIBE: Typical local conditions for mid-season and map distance
scale). As you get near the location given to you by the FMO you see
smoke at the top of a hill south of the road (DESCRIBE: How the smoke
column looks). An individual alongside the road flags you down. It is
the Initial Attack IC. She tells you the following: the fire is about 30
acres with a couple of small spot fires; the fire settled down real well
after midnight; they got line around about 25% of the fire's edge; the
fuels in front of the fire provide good spread potential; and there is a
small community north of the fire. Your task force has followed you out
to the fire and they are impatiently awaiting your orders. The time 1000
hours. Now what? Take 5 minutes to assess the situation and prepare any
communication contacts you think are necessary.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[ADDITIONAL INFORMATION FOR FACILITATOR ONLY]{.underline}**

**Facilitator "Murphy's Law" Suggestions:**

The "Murphy's Law" suggestions listed below can be added as "What ifs"
at any time during the scenario to raise the stress level of the leader.
You can also use one of your own:

-   An engine breaks down

-   Time of day is later in the burning period

-   A new fire start is discovered nearby

-   Wind shifts or increases

-   Two of the engine crews are very inexperienced

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```
-   The Hotshot Superintendent is adamant about burning out the road
    immediately

**Facilitator's Notes:**

This TDGS should focus on the functions of task force/incident commander
level decision making and communication. In this scenario the student
has been presented with mid-season fire conditions, multiple new fire
starts in the area, and a potential wildand urban interface situation.
There is further pressure as the TFLD is being asked to assume the role
of IC and he/she is not familiar with the local area. The new IC must
decide between an offensive strategy, a defensive strategy, or some
combination thereof before assigning resources.

The FMO expressed concern about the structures so there is some implied
pressure for a defensive strategy with structure protection as the
number one priority. If the IC follows the implied direction they will
decide to use a defensive strategy and deploy resources accordingly.

However, there was no explicit direction that a defensive strategy be
assumed; the FMO just expressed concern over the structures. The
information from the Initial Attack IC is that 25% of the fire has been
lined. Without knowing the exact composition of the IA forces the new IC
may assume that he/she has more resources than the Initial Attack IC did
and therefore employ an offensive strategy and continue to line the
fire.

In this TDGS the student's actual plan (i.e. assuming an offensive vs.
defensive strategy) is of less importance than the reason why he/she
made that choice and the direction given to their resources. Discussion
in the AAR should focus on why the student chose a particular option.
Once the "why" has been confirmed the discussion can move to the "how"
at which point resource deployment decisions can be discussed.

During the AAR items for discussion may also include:

-   Ask the new IC how he/she felt about changing roles from TFLD to IC?

-   How did the FMO's briefing influence his/her strategy decision?

-   How did their unfamiliarity with the local area influence their
    decision?

-   How well was commander's intent communicated to the assigned
    resources?

Whatever the decided course of action, ask other participants how they
would have approached the situation and why. This may be a good time to
discuss rules of engagement or to use the IRPG to discuss Risk
Management from the perspective of choosing an offensive vs. defensive
strategy.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**After Action Review:**

Conduct an AAR with focus on the training objective. Use the AAR format
found in the Incident Response Pocket Guide to facilitate the AAR. There
are four basic questions in the AAR.

1.  What was planned?

2.  What actually happened?

3.  Why did it happen?

4.  What can we do next time?

Remember, TDGS shouldn't have a single solution. Keep the focus of the
AAR on what was done and why.

![](media/image3.jpeg){width="6.718055555555556in"
height="9.052777777777777in"}

**[Initial Facilitator Information---NOT TO BE SHARED WITH
STUDENTS]{.underline}**

**Title:** EXAMPLE TDGS/STEX #3

**Author(s):** [Design and Delivery of Tactical Decision Games & Sand
Table Exercises]{.underline} development group

**Target Audience:**

Division/Group Supervisor

**Training Objective:**

Given the scenario below, the player will determine the appropriate
level of engagement for the assigned resources. Players should verbally
communicate their decisions to the appropriate individuals.

**Resources Referenced:**

-   **1 - Division/Group Supervisor (Hot seat role)**

-   1 - Strike Team Leader-Engine

-   1 - Strike Team Type 3 Engines

-   2 - Type 2 Water Tenders

-   1 - Interagency Hotshot Crew (IHC)

-   1 - Type 2 Handcrew (without chainsaws)

-   1 -- Type 2 Dozer

-   1 - Safety Officer

-   1 - Field Observer

-   1 - Type 1 Helicopter

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[SCENARIO INFORMATION TO BE SHARED WITH STUDENTS]{.underline}**

**Facilitator Briefing To Student(s):**

You are a Division/Group Supervisor assigned to Division A of the Fish
Creek Fire. Your Division has the following resources assigned: one
Strike Team of Type 3 engine with a Strike Team Leader; two Type 2 Water
Tenders; one Hotshot crew; one Type 2 Handcrew without chainsaws; one
Type 2 Dozer; a Safety Officer; a Field Observer; and your division has
been given top priority for a Type 1 Helicopter.

Several large fires have resulted from last week's lightning storm. The
Fish Creek Fire is one of those fires. The fire is threatening a small
community and resources are stretched thin throughout the region. The
Operations Section Chief picked you up for a recon flight. It was quick
and Ops seemed very concerned about your division. "You've got to hold
Division A! We've got some strong south winds predicted today. If we
lose that road...well, I don't think I need to say anything more. I'm
really counting on you to hold that road and protect those structures
and the community farther to the north. I can get you a little time with
the air tankers but we have to release them to initial attack at 1200.
That Type 1 helicopter is yours to use." Ops looked you in the eye and
said, "You and your folks are the only chance we have to hold this
thing. I will try to get you whatever resources you need."

As you travel to the fire in you vehicle you note the weather and fuel
conditions (DESCRIBE: Typical local condition for mid-season and map
distance scale.) From the transfer of command meeting you know the fire
is 3000 acres. It is 10% contained with good spread potential as Red
Flag conditions are forecast for that afternoon for winds exceeding 25
mph out of the south. The fire is threatening the small community just
north of your division and another large and affluent community two
miles north of the fire (INIDCATE LOCATION: Off table/map). You have
just arrived in the vicinity of the small community just north of the
fire about 10 minutes ahead of the rest of your division resources. You
can see the fire edge south and upslope from your location (DESCRIBE:
How the smoke column looks). As far as you can tell you are the only one
around. The time 1000 hours. Now what? Take 5 minutes to assess the
situation and prepare any communication contacts you think are
necessary*.*

**\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--**

**[ADDITIONAL INFORMATION FOR FACILITATOR ONLY]{.underline}**

**Facilitator "Murphy's Law" Suggestions:**

The "Murphy's Law" suggestions listed below can be added as "What ifs"
at any time during the scenario to raise the stress level of the leader.
You can also use one of your own:

-   You get a flat tire and cannot drive around

-   The Red Flag Warning is cancelled

-   The water tender operators have no PPE

-   A nervous homeowner arrives

**Facilitator's Notes:**

This TDGS should focus on the functions of Division/Group Supervisor
level decision making and communication. In this scenario the student
has been presented with mid-season fire conditions, several large fires
in the area, and a wildand urban interface situation. The Operations
Section Chief has also created pressure for this Division Supervisor by
emphasizing that Division A must be held and that he is willing to try
and send more resources if necessary. The Division Supervisor must
decide if the situation is defensible and assign resources accordingly.

There is very real pressure from the Operations Section Chief to take
actions to protect structures. It will be easy for the Division
Supervisor to go straight into a tactical mode without gaining thorough
Situation Awareness via the Risk Management Process. Remember that the
first objective of this exercise is to decide if the situation is
defensible. The second objective is to assign their resources. If the
student immediately begins to assign resources he/she may assign someone
to scout escape routes and safety zones. Other things to consider are
whether structure triage is conducted, if the Type 1 helicopter and
airtankers are actually ordered for use on the division. The student may
choose to hold all of the ground resources in their current location
while scouting is done, or he/she may order aerial resources to begin
operations while a size up is completed. Different students are going to
take different actions and some may choose that the situation is not
defensible and move their resources to a safety zone.

In this TDGS the student's actual decision (i.e. defensible vs.
non-defensible) is of less importance than the reason why he/she made
that choice and the direction given to their resources. During the AAR
items for discussion may also include:

-   In this scenario the Division Supervisor is a member of the overhead
    team assigned to the fire since he/she was at the in-briefing. How
    would the situation be different if the Division Supervisor was not
    a regular member of the team and didn't know the Ops Section Chief
    personally?

-   How can the DIVS relay the importance of the situation to their
    resources without applying the same type of pressure the Ops.
    Section Chief did to the Division Supervisor?

Whatever the decided course of action, ask other participants if they
felt the situation was defensible and why. This may be a good time to
discuss rules of engagement, wildland urban interface watch out
situations, structure assessment, and structure protection.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**After Action Review:**

Conduct an AAR with focus on the training objective. Use the AAR format
found in the Incident Response Pocket Guide to facilitate the AAR. There
are four basic questions in the AAR.

1.  What was planned?

2.  What actually happened?

3.  Why did it happen?

4.  What can we do next time?

Remember, TDGS shouldn't have a single solution. Keep the focus of the
AAR on what was done and why.

![](media/image4.jpeg){width="6.718055555555556in"
height="9.052777777777777in"}

**[Initial Facilitator Information---NOT TO BE SHARED WITH
STUDENTS]{.underline}**

**Title:** EXAMPLE TDGS/STEX #4

**Author(s):** [Design and Delivery of Tactical Decision Games & Sand
Table Exercises]{.underline} development group

**Target Audience:**

IC Type 3, IC Type 4, Helicopter Boss

**Training Objective:**

Given the scenario below, the player will decide how they should manage
the entire incident. Players should verbally communicate their decisions
to the appropriate individuals.

**Resources Referenced:**

-   **1 IC Type 3 (Hot seat role)**

-   1 Agency Contract Helicopter

-   2 Helitack Firefighters

-   1 Strike Team of Type 4 Engines

-   1 Rural Fire Department Engine

-   1 Military Officer (Captain) and assorted military vehicles

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[SCENARIO INFORMATION TO BE SHARED WITH STUDENTS]{.underline}**

**Facilitator Briefing To Student(s):**

You are an IC Type 3 responding to the Round Mountain Fire. This is a
new fire start in your local area. The fire is 7 miles southwest of a
small town. You are enroute in an agency contract helicopter and have
two other helitack firefighters on board. You fly toward the fire along
a dirt road that departs the main highway near the town and leads to the
southwest into the bottom of a valley below where the fire is located.
The road continues on past the fire. A Strike Team of Type 4 Engines has
been ordered and is on the way. Their E.T.A. is 15 minutes to the main
highway turnoff. From the air you see there is a narrow bridge on the
firt road between the main highway and the fire. You have questions abou
the bridge's load limit and its ability to support fire engines loaded
with water.

As you approach the fire you see there is a wide valley bottom with
ample safe places to land the helicopter. Being a local firefighter you
are aware of the weather and fuel conditions (DESCRIBE: Typical local
conditions for mid-season and map distance scale). In your recon over
the fire you estimate the size to be about 10 acres. You can see an
active flame front on about half of th fire perimeter (DESCRIBE: How the
smoke column looks and/or the observed fire behavior). You see there is
a Rural Fire Department engine company on scente; two of the individuals
from the engine company are wearing short pants and no boots. They are
fighting the fire. You also notice what appear to be soldiers attempting
to put out the fire. Various military vehicles are parked near the fire.
You are circling over the fire and have no radio communication with
anyone currently on the fire. The time 1000 hours. Now what? Take 5
minutes to assess the situation and prepare any communication contacts
you think are necessary*.*

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[ADDITIONAL INFORMATION FOR FACILITATOR ONLY]{.underline}**

**Facilitator "Murphy's Law" Suggestions:**

The "Murphy's Law" suggestions listed below can be added as "What ifs"
at any time during the scenario to raise the stress level of the leader.
You can also use one of your own:

-   You are advised by the locals that the bridge can barely support a
    pickup truck

-   Time of day is later in the burning period

-   An ambulance appears on scene with lights and sire running

-   There are no air tankers available

-   A squad of soldiers is working directly upslope of an active spot
    fire

-   A civilian vehicle is seen driving rapidly away for the fire area

**Facilitator's Notes:**

This TDGS should focus IC Type 3 level decision making and
communication. In this scenario the student has been presented with
mid-season fire conditions, non-agency personnel taking suppression
action on the fire, and an inability to communicate with those
resources. The agency IC is faced with the dilemma of managing an entire
incident vs. taking suppression action on the fire.

The IC may utilize the helicopter, the helitack crewmembers, and himself
to join in the suppression efforts. This would be consistent with most
firefighter's propensity toward tactical involvement.

If the IC decides to manage the entire incident he/she has to establish
contact with the Rural Fire Department and the military personnel.
He/she will face a challenge with communications as the three entities
have separate communications equipment. The use of non agency personnel,
PPE requirements, and qualifications are all issue the IC will have to
deal with.

In this TDGS the student's actual decision (i.e. take suppression action
vs. manage the entire incident) is of less importance than the reason
why he/she made that choice and how he/she communicated that decision.
Discussion in the AAR should focus on why the student chose a particular
option. Once the "why" has been confirmed the discussion can move to the
"how" of communicating the developing the situation.

During the AAR items for discussion may also include:

-   Establishing yourself as the IC and appropriate notifications

-   Establishing unified command and the appropriate notifications

-   What is meant by "Bias for action"

Whatever the decided course of action, ask other participants if their
priority would have been suppressing the fire or managing the incident
and why. This may be a good time to discuss local unit relationships
with cooperators, non-agency personnel, non-agency personal protective
equipment use, or other local issues.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**After Action Review:**

Conduct an AAR with focus on the training objective. Use the AAR format
found in the Incident Response Pocket Guide to facilitate the AAR. There
are four basic questions in the AAR.

1.  What was planned?

2.  What actually happened?

3.  Why did it happen?

4.  What can we do next time?

Remember, TDGS shouldn't have a single solution. Keep the focus of the
AAR on what was done and why.

![](media/image5.jpeg){width="6.718055555555556in"
height="9.052777777777777in"}

**[Initial Facilitator Information---NOT TO BE SHARED WITH
STUDENTS]{.underline}**

**Title:** EXAMPLE TDGS/STEX #5

**Author(s):** [Design and Delivery of Tactical Decision Games Sand
Table Exercises]{.underline} development group.

**Target Audience:** Strike Team Leader, Task Force Leader

**Training Objective:**

Given the scenario below, the player will decide how to handle a
downhill line construction assignment. Players should verbally
communicate their decisions to the appropriate individuals.

**Resources Referenced:**

-   **1 Strike Team Leader-Crew (Hot seat role)**

-   2 Interagency Hotshot Crews

-   2 Dozers

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[SCENARIO INFORMATION TO BE SHARED WITH STUDENTS]{.underline}**

**Facilitator Briefing To Student(s):**

You are the Strike Team Leader for two Type 1 Handcrews, made up of two
crews that frequently work together and you are the Crew Superintendent
of one of the crews. You have been dispatched to the Peak Fire. When
your Strike Team arrived at the ICP you were sent directly out to the
Fireline with instructions to report to Division A at Drop Point 3. The
fire escaped initial attack yesterday afternoon and this sis the first
operational period on the incident for both your Strike Team and the
Incident Management Team that has taken over the fire. When you link up
with the Division A Supervisor, you find out that the fire is about 1500
acres and broken into four divisions. At this time you also get a
briefing on the weather and fuel conditions (DESCRIBE: typical local
conditions for mid-season and map distance scale). Your instructions
from Division A are as follows: "Division A is the priority on the fire.
By holding this side of the fire we think we can keep it out of some
country where it would become very difficult to catch it. I need you to
drive your crews up to the top of the Division, tie into the end of the
completed dozer line on the ridge top, and start punching handline down
the ridge from the radio tower site. Only handcrews can work that upper
section below the main ridge. There are two dozers due here anytime now
at Drop Point 3. When they arrive I will have them start working up from
the bottom since its good dozer ground there. There is plenty of parking
at the radio tower site and it should be a good safety zone. I'd like to
have this line tied together by the end of the shift; I think the fire
will allow us that much time. Give me a call when you start in on your
line construction."

As you drive up toward the radio tower site you see the fire has laid
down (DESCRIBE: How the smoke column looks). Arriving at the radio tower
site, you get the vehicles parked and size up the area as a safety zone.
You walk over and locate the ridge and looking down you are unable to
see any fire activity, but visibility is obscured by lots of drift
smoke. The time is 1000 hours. Now what? Take 5 minutes to assess the
situation and prepare any communication contacts you think are
necessary*.*

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**[ADDITIONAL INFORMATION FOR FACILITATOR ONLY]{.underline}**

**Facilitator "Murphy's Law" Suggestions:**

The "Murphy's Law" suggestions listed below can be added as "What ifs"
at any time during the scenario to raise the stress level of the leader.
You can also use one of your own:

-   The parking area is small and marginal for a safety zone

-   The fire approaches Division A faster than expected

-   The dozers never arrive on Division A

-   Technicians for one of the radio stations are on-site and very
    anxious about the fire

-   Loss of radio communication with the Division A supervisor

**Facilitator's Notes:**

This TDGS should focus on Strike Team Leader/Task Force Leader level
decision making and communication. In this scenario the student has been
presented with mid-season fire conditions and a downhill line
construction assignment on the highest priority division of the
incident. The Strike Team Leader must decide how to handle the downhill
line construction and deploy his/her resources.

The Strike Team Leader has the advantage that they are working with
their own crew and a crew that they are familiar with from past
assignments. Therefore they know what they can and cannot expect from
the crew leadership and in terms of line production.

If the Strike Team Leader chooses to scout the proposed line themselves
he/she may choose to take the crew superintendents with them.

They may request to begin line construction from the bottom of the ridge
and work to the top or split their crews and have line production from
both directions.

In this TDGS the student's actual decision (i.e. accepting the downhill
line construction assignment vs. offering alternatives) is of less
importance than the reason why he/she made that choice and the direction
given to their resources. Discussion in the AAR should focus on why the
student chose a particular option. Once the "why" has been confirmed the
discussion can move to the "how" at which point resource deployment
decisions can be discussed.

During the AAR items for discussion may also include:

-   What qualities should a lookout possess?

-   Did the student reference the IRPG? What sections?

Whatever the decided course of action, ask other participants for their
perspective. This may be a good time to discuss the importance of an
anchor point, potential fire behavior, how to offer alternatives to an
assignment when the initial one seems questionable, or how to properly
refuse risk.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**After Action Review:**

Conduct an AAR with focus on the training objective. Use the AAR format
found in the Incident Response Pocket Guide to facilitate the AAR. There
are four basic questions in the AAR.

1.  What was planned?

2.  What actually happened?

3.  Why did it happen?

4.  What can we do next time?

Remember, TDGS shouldn't have a single solution. Keep the focus of the
AAR on what was done and why.

![](media/image6.jpeg){width="6.692361111111111in" height="9.01875in"}

**Appendix B**

# TDGS/STEX Facilitator Guide

(Print and laminate this guide)

**[Prior to Exercise]{.underline}**

-   Prepare the sand table with desired terrain features, oriented to
    actual compass points. Designate directions and the scale of the
    table width and length.

-   Provide sufficient props to represent the scenario and allow players
    to demonstrate solutions through resource movement.

-   On a white board or flipchart, provide fire information that can not
    be observed in a classroom, i.e., RH, wind speed and direction,
    temperature, date and time.

-   **Ensure players have note taking materials and the Incident
    Response Pocket Guide.**

-   Orient the players to the sand table.

-   **Define \"Rules\" of the game.**

```{=html}
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```
-   Time limit

-   Decisions issued as clear instructions (briefings, radio
    communication, etc)

-   No \"textbook\" solution

###### [During Exercise]{.underline}

-   Introduce the scenario. Avoid reading, issue as a briefing. Maintain
    eye contact with players.

-   Anticipate and answer reasonable additional questions, but do not
    prolong scenario briefing.

-   Signal start of time limit.

-   **Are you still answering questions or \"coaching\"? Stop it!**

-   Signal time is up.

-   Select a player to provide a solution, do not rely on volunteers.

-   Direct selected player to issue decision as instructions to other
    players assigned to \"subordinate roles". Consider using stick-on
    labels with assigned roles.

-   **Is the decision being delivered as instructions? No theoretical
    \"would have\", \"should have\", or \"could have\" discussions
    allowed!**

-   Remember to provide time tags frequently, use time-outs when
    necessary, and to control the movement of resources on the table.

-   Select players for additional solutions, repeat process.

-   Recognize when the learning objective(s) has been met and end the
    game.

###### [After Action Review]{.underline}

-   Question the players thought process:

    -   Describe your overall assessment of the situation?

    -   What were your assumptions about the situation?

    -   What is your biggest concern about your plan?

    -   What information was critical to you and why?

    -   What would you have done if\...?

```{=html}
<!-- -->
```
-   **Are you dominating the discussion? Stop it!**

-   **Are you managing the entire group? Make sure all players are
    engaged!**

-   Draw out lessons. Summarize and accentuate them. Facilitate and
    moderate constructive criticism and encourage debate.

-   Resist offering "Your Solution" unless that is the best avenue for a
    positive lesson. Your influence could wrongly infer there is only
    one right answer and inhibit independent solutions.

**[Post Exercise]{.underline}**

-   Review the intent of TDGS and STEX:

```{=html}
<!-- -->
```
-   Exercise decision-making skills in a tactical context.

-   Practice communicating decisions.

-   Provide experience to develop pattern recognition skills.

-   Illustrate tactical concepts.

-   Develop implicit understanding within the group.

```{=html}
<!-- -->
```
-   Reinforce lessons learned by offering an historical account of a
    similar scenario.

-   Encourage evaluation of your performance as facilitator.

-   Solicit suggestions for future STEX.

-   Encourage continued debate and re-play. Make the sand table
    accessible for free-play.

**Appendix C**

# STEX Props & Accessories

**A number of props and accessories may be used for Sand Table
Exercises. The possibilities are unlimited. The short list provided
below will get you started:**

-   Incident Response Pocket Guides (IRPG) 1 per player

-   Box of multi-colored poker chips 1 Box

> (Paper icons for various resources can be adhered to them using
> various colors of the chips to denote air, personnel, and fire
> equipment type resources)

-   Small wood blocks (to represent structures) 6-10

-   Polyester or cotton batting (to represent smoke) 1 Small bag

-   Toy plastic figures (Micromachine fire trucks & dozers, Assortment

> soldiers to represent firefighters/crews, etc.)

-   Toy helicopters and airplanes (can be attached to soft wire) 1-2 of
    each

-   Yarn or P-cord (appropriate colors) to represent roads, 10 ft. each
    color

fireline, streams, etc.).

-   "Will-be-back" clock (to show time elapsing) 1 each

-   12" x 3" Arrow (to indicate wind direction) 1 each

-   Flipchart or chalk board to display pertinent information 1 each

-   Masking tape to display scale of table and N/E/W/S 2 rolls

> (Use 1½" or 2" wide and tape to edge of table, also can
>
> be used for temporary role player position labels)

-   Card stock for labeling divisions, role player prompts, etc.
    Assortment

-   Tarp (to cover sand from varmint/cat use during storage) 1 each

**Appendix D**

**Sand Table Example**

The sand table illustration below is an example of the basic design
currently being used. You are encouraged to build a table to suit your
unit's specific needs. It is important to understand that the table must
be built to support approximately 200-300 pounds of sand; therefore, it
is critical that you consult a qualified carpenter.

![](media/image7.jpeg){width="5.998611111111111in"
height="5.097222222222222in"}

For more table designs and variations:
**[http://www.fireleadership.gov/toolbox/documents/Sand_Table_Showroom.pdf]{.underline}**