Training teams for emergency management

Schaafstal, Alma; Johnston, Joan; Oser, Randall L.

doi:10.1016/s0747-5632(01)00026-7

Cited by 72 publications

(53 citation statements)

References 10 publications

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“…Team knowledge, as the team practices a task, may emerge separately from team members' individual knowledge. There is also a distinction between task work and teamwork (Schaafstal et al 2001). Task work is described as the tasks completed by the team as part of an overall goal, while teamwork is the process by which this is achieved.…”

Section: Background the Difficulties Posed By Team Tutoringmentioning

confidence: 99%

“…A team task should involve team members interacting in real time so that they coordinate their actions. A virtual environment in which learners were presented events to which they had to coordinate a response (Schaafstal et al 2001) provided an example of the difficulty in assessing which skills were actually trained over the course of the task. The feedback that was delivered to the learners occurred after the task was completed which made it difficult to determine whether the desired skills were obtained over the course of training with the team tutor.…”

Section: Background the Difficulties Posed By Team Tutoringmentioning

confidence: 99%

“…Yin et al (2000) focused on describing how team interactions can be modeled using a tutoring agent, but did not describe how the outcomes of their practice-based tutor could be measured. Similarly, Schaafstal et al (2001) described how team training should be conducted in the realm of emergency management, but did not go into detail about how the primary skills being trained could be measured. They described using observable behaviors to create after-action reviews for providing feedback on trainee performance after completion of a task, but did not indicate how these behaviors were measured or by whom.…”

Section: Previous Team Tutorsmentioning

confidence: 99%

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Creating a Team Tutor Using GIFT

Gilbert

Slavina

Dorneich

et al. 2017

Int J Artif Intell Educ

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With the movement in education towards collaborative learning, it is becoming more important that learners be able to work together in groups and teams. Intelligent tutoring systems (ITSs) have been used successfully to teach individuals, but so far only a few ITSs have been used for the purpose of training teams. This is due to the difficulty of creating such systems. An ITS for teams must be able to assess complex interactions between team members (team skills) as well as the way they interact with the system itself (task skills). Assessing team skills can be difficult because they contain social components such as communication and coordination that are not readily quantifiable. This article addresses these difficulties by developing a framework to guide the authoring process for team tutors. The framework is demonstrated using a case study about a particular team tutor that was developed using a military surveillance scenario for teams of two. The Generalized Intelligent Framework for Tutoring (GIFT) software provided the team tutoring infrastructure for this task. A new software architecture required to support the team tutor is described. This theoretical framework and the lessons learned from its implementation offer conceptual scaffolding for future authors of ITSs.

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Section: Background the Difficulties Posed By Team Tutoringmentioning

confidence: 99%

Section: Background the Difficulties Posed By Team Tutoringmentioning

confidence: 99%

Section: Previous Team Tutorsmentioning

confidence: 99%

See 1 more Smart Citation

Creating a Team Tutor Using GIFT

Gilbert

Slavina

Dorneich

et al. 2017

Int J Artif Intell Educ

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“…In order to achieve a common goal, each member of a crisis cell must perform tasks involving teamwork [Smith and Dowell, 2000;Schaafstal et al, 2001]. The study of characteristic profiles 4 enables developers, evaluators and decision-makers to be distinguished.…”

Section: Paradox Of Experience In Emergency Managementmentioning

confidence: 99%

Training decision-makers: Existing strategies for natural and technological crisis management and specifications of an improved simulation-based tool

et al. 2017

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Serious games and environmental computer-based simulations can be useful training tools for people who have to act in emergencies. Currently, stakeholders who deal with crises have to make decisions under stress, for example in order to mitigate consequences or avoid negative impacts on high-stake elements.Many factors are critical in a training environment for ensuring that effective learning occurs, principally: experience improvement, engagement and immersion, and realism. This paper aims to identify the limits of existing learning systems for emergency stakeholders within a crisis cell and then to propose a set of recommendations in order to specify a system to improve the effectiveness of peoples' actions in case of a major crisis.The development of this approach requires the pooling of information concerning varied and multidisciplinary skills. The paper first focuses on the classical difficulties of crisis management, after which the notion of experience in decision-making is defined. The issue is studied from three points of view: the educational approach, the simulation system, and the training environment.The last section of this paper contributes to establishing a set of enhancements which can lead to the specification of simulation based learning systems for further development. More particularly, we specify the needed characteristics of our learning approach and teaching strategy. Finally, we propose a model with the main steps that have to be implemented in order to design a new learning system: a semi-virtual training environment for strategic crisis management.

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“…In particular, during an emergency, several response teams from various safety agencies with different organizational goals and cultures must cooperate in order to minimize the potential negative effects of an emergency [44]. For this, good coordination and communication not just within a response team, but also among the several teams involved is required.…”

Section: Delays During Emergency Response Operationsmentioning

confidence: 99%

Untitled

2017

Journal of Future Internet

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Article HistoryEfficient emergency response needs a multi-disciplinary approach which in turn calls for a high level of collaboration and coordination among the involved safety agencies. Furthermore, in order to cope with the complexity, uncertainty and dynamic nature of an emergency, flexible information and communication systems are required. Based on experiences from the military domain, strategic concepts which can improve information sharing and collaboration can be derived and adapted towards enhancing emergency response information systems and operational effectiveness. This study purports to review the state of the art in this field providing recommendations for emergency response policy makers, professionals and researchers.Contribution/Originality: The paper contributes in the existing literature by reviewing the state-of-the-art in the field of emergency response and provides recommendations for policy makers, professionals and researchers towards enhancing emergency response information systems and operational effectiveness.

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Training teams for emergency management

Cited by 72 publications

References 10 publications

Creating a Team Tutor Using GIFT

Creating a Team Tutor Using GIFT

Training decision-makers: Existing strategies for natural and technological crisis management and specifications of an improved simulation-based tool

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