ABSTRACT
Simulation is often presented as the core of training and competences assessment in Dynamic Environment Management. The question of why and how to modify or conserve real task functionalities is a crucial one. Organizational settings, human-human interactions, resources and constraints are task components which may be affected in the transposition of real situations into simulation situations. The key components of professional expertise are presented in a model of operational knowledge as a framework for analyzing competences and training. The central point is then developed: How intractable new situations may become manageable by trainees. Confronting task analysis and operator’s model of operational knowledge serves to identify crucial variables for managing task functionalities for training goals and draw implications for training situations.
