Operationalising learning from rare events: framework for middle humanitarian operations managers

The purpose of this paper is to investigate the learning from rare events and the knowledge management processinvolved, which presents a significant challenge to many organizations. This is primarily attributed to the inability tointerpret these events in a systematic and “rich” manner, which this paper seeks to address. We start by summarizing therelevant literature on humanitarian operations management (HOM), outlining the evolution of the socio-technical disasterlifecycle and its relationship with humanitarian operations, using a supply chain resilience theoretical lens. We then out-line theories of organizational learning (and unlearning) from disasters and the impact on humanitarian operations. Subse-quently, we theorize the role of middle managers in humanitarian operations, which is the main focus of our paper. Themain methodology incorporates a hybrid of two techniques for root cause analysis, applied to two related case studies.The cases were specifically selected as, despite occurring twenty years apart, there are many similarities in the chain ofcausation and supporting factors, potentially suggesting that adequate learning from experience and failures is not occur-ring. This provides a novel learning experience within the HOM paradigm. Hence, the proposed approach is based on amultilevel structure that facilitates the operationalization of learning from rare events in humanitarian operations. Theresults show that we are able to provide an environment for multiple interpretations and effective learning, with emphasison middle managers within a humanitarian operations and crisis/disaster management context

Using role-play to improve students’ confidence and perceptions of communication in a simulated volcanic crisis

Traditional teaching of volcanic science typically emphasises scientific principles and tends to omit the key roles, responsibilities, protocols, and communication needs that accompany volcanic crises. This chapter provides a foundation in instructional communication, education, and risk and crisis communication research that identifies the need for authentic challenges in higher education to challenge learners and provide opportunities to practice crisis communication in real-time. We present an authentic, immersive role-play called the Volcanic Hazards Simulation that is an example of a teaching resource designed to match professional competencies. The role-play engages students in volcanic crisis concepts while simultaneously improving their confidence and perceptions of communicating science. During the role-play, students assume authentic roles and responsibilities of professionals and communicate through interdisciplinary team discussions, media releases, and press conferences. We characterised and measured the students’ confidence and perceptions of volcanic crisis communication using a mixed methods research design to determine if the role-play was effective at improving these qualities. Results showed that there was a statistically significant improvement in both communication confidence and perceptions of science communication. The exercise was most effective in transforming low-confidence and low-perception students, with some negative changes measured for our higher-learners. Additionally, students reported a comprehensive and diverse set of best practices but focussed primarily on the mechanics of science communication delivery. This curriculum is a successful example of how to improve students’ communication confidence and perceptions

The missing ingredient is the value of flexibility: the use of simulations to change corporate mindset

Simulations currently play a key role in facilitating competency training for incident commanders of the emergency services. The article briefly reviews current practice in incident command training and considers the effectiveness of simulation usage and practice for crisis management more generally