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Training & E< be achieved. Thus, the role of CBT should be to augment FMSS and Limit- ed Task simulators, not to replace them. The CBT trainer, although a new tech- nology, is functionally only a training tool, which has a specific role in the training cycle of providing focus on nar- row tasks and objectives. Matching Learning to Simulation It is well understood that people learn best when many of their senses are used during a learning process. An unpre- pared student immersed in full mission maritime simulation can be easily over- whelmed by distractions, causing a loss of learning objective retention and gained proficiency. The simulation syn- ergistic approach to creating an effec- tive program requires the client to first clearly identify the outcome learning objectives and proficiencies required of their students. Next, the tasks in support of the identified objectives are listed and cross-referenced with possible learning aids and/or simulation tools. The cur- riculum design team then maps the learning load of the student with the progression of tasks demonstrated with- in the planned simulation. Adjustments are made to ensure that as much simula- tion and training variety is built into the program as possible, with the goal of reaching different learners from differ- ent perspectives. Lastly, the demonstra- tion of program competencies are checked against the context they are performed in, to ensure that the mea- sured outcomes are correct for the envi- ronment they are measured against. Using Multiple Classes of Simulators to Support a Training Program MITAGS provided a training solution to a major U.S. State Pilot Association that was purchasing and outfitting all of its 100 plus pilots with Portable Piloting Units (PPU). Given that the purchase of these units was a major investment, and that many of the pilots had little expo- sure with nautical computing tools, nor extensive experience with precise posi- tioning systems using custom vector chart data, the standard of care for edu- cating the pilot group was very high. To ensure that the pilots would have the highest proficiency possible, a synergis- tic blend of training was created that progressively encompassed the training objectives, through the use of scaled increases in classes of simulation. The MITAGS-developed training began at their pilot station for on-site theory training and computing basics, which was reinforced in the first train- ing simulation using their own pilot ves- sel as the simulation tool. Given that the pilot vessel was well known to the pilots, they encountered few distractions with the underway training environment September, 2001 and were able to successfully demon- strate the covered theory elements in the provided simulation. The goal of using the pilot vessel was to simply, "put the software in motion," not to provide pilots with underway, conning experi- ence with the PPU unit. That scaled, higher level, conning task would evolve later in the training using more control- lable simulation tools. Thus, the pilot vessel was being used as the simplest class of simulator, the Category 4 Spe- cial Task simulator. The objectives of this training phase could have also been accomplished using a CBT trainer in a common computer lab. 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