Vulnerability assessment and Threat assessment for reality based training (RBT)

Author: Odhinn Kohout

Training must define parameters for a “worst case scenario” or the possibilities (mathematically) are endless.

Define the threat. Is it possible, probable, inevitable and imminent?

What are the capabilities of the attacker? Is this known? (There is a more prominent separation between the Police and Military regarding this question)

What would be the impact or consequences of the threat? A risk management assessment prior to actually training would need to address these points as well.

What methodology are you teaching to counter the threat? Is it testable, reproducible, documented and defensible?

Reducing risk which will help to mitigate the consequences of the critical incident is a realistic an achievable goal ONCE all the prior research has been completed to identify “specific areas” of vulnerability to the Officer. This is rarely done. Random and disconnected techniques confuse the student, especially if they are in an initial learning phase and cannot draw on actual experiences for comparative analysis. 

Through the use of critical assessment, Trainers can give students a way to prioritize the kit that they wear in conjunction with impact factors to their health and safety (Ferry 2009) in the same way that this matrix was created for protecting key infrastructure from terrorist attacks.

If the rating system was 0-3(with 0 being no risk and 3 having catastrophic results) an issued firearm would be 3 on this scale. Now that this piece of kit has been identified as a 3 ask yours-self how competent are you in handgun retention tactics?

If you are an Instructor define if your syllabus adheres to this simple matrix example. This can be taken a step further and it may poke some uncomfortable holes in your current curriculum.

Earlier in the article we looked at both the capabilities of the Attacker and the probability variances associated with a “specific” worst case scenario. How can this (training)be immediately incorporated by the Instructor Cadre into a program that will produce measurable results and elevate Officer safety in conjunction with Departmental needs.

Example:  Some of the Officers in the class are assigned to a region of the city where there is high drug traffic and periodic shootings from gangs involved in turf wars. Since we have established the familiarity of firearms to gang-members,( the category of “capabilities of the attacker”) there is now some hard evidence to derive a training platform. This training could already be in place and only need a proper “context” to connect the student to the program being presented. A 10 minute pre-chat lecture addressing the importance of hyper awareness and continued vigilance due to the greater risk which has been identified/established because of the continued gang activity in the area is a great buy in for learning with your Officers. Scenarios that are incorporated later on can build on this and your students will get the benefit of theory, practice and stress inoculation working together to build a layered approach to defensive tactics which combine the cognitive and physical realms under one framework.

Use some assessment techniques prior to teaching your next class. Remain open minded..learning should be a perpetual state for Instructors.

Train Hard, Train Smart!