28 research outputs found
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 ârichâ 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 studentsâ 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 studentsâ 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 studentsâ 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