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Individual and group learning in crisis simulations

Individual and group learning in crisis simulations
Individual and group learning in crisis simulations
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.
M02-5
University of Southampton
Borodzicz, Edward
1bb4d0aa-8458-45c7-863f-6b9f5d695bc7
van Haperen, Kees
78fd0e91-de8c-4921-9f24-c556ff0fddc3
Borodzicz, Edward
1bb4d0aa-8458-45c7-863f-6b9f5d695bc7
van Haperen, Kees
78fd0e91-de8c-4921-9f24-c556ff0fddc3

Borodzicz, Edward and van Haperen, Kees (2002) Individual and group learning in crisis simulations (Discussion Papers in Management, M02-5) Southampton, UK. University of Southampton 24pp.

Record type: Monograph (Discussion Paper)

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.

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More information

Published date: 2002
Additional Information: ISSN 1356-3548

Identifiers

Local EPrints ID: 36126
URI: http://eprints.soton.ac.uk/id/eprint/36126
PURE UUID: ffcc6ab5-747b-40b8-a602-d153a5754f41

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Date deposited: 24 May 2006
Last modified: 25 Nov 2019 19:24

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