Individual and group learning in crisis simulations

Edward Borodzicz, Kees van Haperen

Research output: Contribution to journalArticle

Abstract

Simulated crisis scenarios are frequently cited as effective tools for organisational and individual learning. The issue is raised that simulation exercises may concentrate learning outcomes for exercise designers, facilitators and observers (the consultants). In contrast, learning outcomes for players (the clients) may be more difficult to define or measure. The authors wish to challenge the notion of organisational learning as a package to be delivered fait accompli, and offer a rival argument that the role of consultants is to empower organisations to learn for themselves and continue after the consultants have left. The paper reviews contemporary theories of learning and considers the commercial and ethical questions about the relationship between consultants and the teams targeted for training.
Original languageEnglish
Pages (from-to)139-147
Number of pages9
JournalJournal of Contingencies and Crisis Management
Volume10
Issue number3
DOIs
Publication statusPublished - Sep 2002
Externally publishedYes

Fingerprint

learning
simulation
Individual learning
Simulation
Consultants
Group learning
Exercise
Learning outcomes
Organizational learning

Cite this

Borodzicz, Edward ; van Haperen, Kees. / Individual and group learning in crisis simulations. In: Journal of Contingencies and Crisis Management. 2002 ; Vol. 10, No. 3. pp. 139-147.
@article{e98f0630d6704fc684974414f5ee2913,
title = "Individual and group learning in crisis simulations",
abstract = "Simulated crisis scenarios are frequently cited as effective tools for organisational and individual learning. The issue is raised that simulation exercises may concentrate learning outcomes for exercise designers, facilitators and observers (the consultants). In contrast, learning outcomes for players (the clients) may be more difficult to define or measure. The authors wish to challenge the notion of organisational learning as a package to be delivered fait accompli, and offer a rival argument that the role of consultants is to empower organisations to learn for themselves and continue after the consultants have left. The paper reviews contemporary theories of learning and considers the commercial and ethical questions about the relationship between consultants and the teams targeted for training.",
author = "Edward Borodzicz and {van Haperen}, Kees",
year = "2002",
month = "9",
doi = "10.1111/1468-5973.00190",
language = "English",
volume = "10",
pages = "139--147",
journal = "Journal of Contingencies and Crisis Management",
issn = "0966-0879",
publisher = "John Wiley and Sons Inc.",
number = "3",

}

Individual and group learning in crisis simulations. / Borodzicz, Edward ; van Haperen, Kees.

In: Journal of Contingencies and Crisis Management, Vol. 10, No. 3, 09.2002, p. 139-147.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Individual and group learning in crisis simulations

AU - Borodzicz, Edward

AU - van Haperen, Kees

PY - 2002/9

Y1 - 2002/9

N2 - Simulated crisis scenarios are frequently cited as effective tools for organisational and individual learning. The issue is raised that simulation exercises may concentrate learning outcomes for exercise designers, facilitators and observers (the consultants). In contrast, learning outcomes for players (the clients) may be more difficult to define or measure. The authors wish to challenge the notion of organisational learning as a package to be delivered fait accompli, and offer a rival argument that the role of consultants is to empower organisations to learn for themselves and continue after the consultants have left. The paper reviews contemporary theories of learning and considers the commercial and ethical questions about the relationship between consultants and the teams targeted for training.

AB - Simulated crisis scenarios are frequently cited as effective tools for organisational and individual learning. The issue is raised that simulation exercises may concentrate learning outcomes for exercise designers, facilitators and observers (the consultants). In contrast, learning outcomes for players (the clients) may be more difficult to define or measure. The authors wish to challenge the notion of organisational learning as a package to be delivered fait accompli, and offer a rival argument that the role of consultants is to empower organisations to learn for themselves and continue after the consultants have left. The paper reviews contemporary theories of learning and considers the commercial and ethical questions about the relationship between consultants and the teams targeted for training.

U2 - 10.1111/1468-5973.00190

DO - 10.1111/1468-5973.00190

M3 - Article

VL - 10

SP - 139

EP - 147

JO - Journal of Contingencies and Crisis Management

JF - Journal of Contingencies and Crisis Management

SN - 0966-0879

IS - 3

ER -